OOIR: Observatory of International Research

Papers

(The median citation count of Educational Psychologist is 10. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-04-01 to 2025-04-01.)

Article	Citations
Acknowledgments	200
A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement	118
The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis	112
Communally engaged educational psychology: A philosophy of engagement	102
Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform	95
An integrated model of learning from errors	83
Teachers’ social-emotional characteristics and student outcomes: A commentary	70
Influencing educational change through policy-engaged research	62
Coeditors’ outgoing editorial statement	58
Critical culturalized comprehension: Exploring culture as learners thinking about texts	57
Considering roles of executive functions in the science of reading: A meta-analysis highlighting promises and challenges of reading-specific executive functions	52
Toward a dynamic idiolect: Multilingual perspectives on the “science of reading”	51
Parental involvement in supporting students’ digital learning	47
Reconceptualizing parental involvement: A sociocultural model explaining Chinese immigrant parents’ school-based and home-based involvement	42
Building bridges to advance the Community of Inquiry framework for online learning	40
A framework for approaching policy-oriented educational psychology research	35
Universal design of educational psychology? Improving theory and application by focusing on students with disabilities	33
The promise and process of adaptive teacher empathy to support equity in diverse classrooms	33
School segregation and social processes that shape early and middle childhood development	30
The model of threat-infused intergroup feedback: Why, when, and how feedback to ethnic minority learners is positively biased	29
Using a model of domain learning to understand the development of creativity	27
Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable	26
Self-regulatory processes within and between diverse goals: The multiple goals regulation framework	25
A systematic review of orthographic learning via self-teaching	24
The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis	23

Toward a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory	23
A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving	21
Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research	21
Advancing the debate: The need for policy-oriented activism research in educational psychology	21
A home-to-school approach for promoting culturally inclusive family–school partnership research and practice	19
Homeschooling among Black families as a form of parental involvement: A focus on parental role construction, efficacy, and emotions	18
An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation	18
A walk through the landscape of writing: Insights from a program of writing research	15
Situative approaches to online engagement, assessment, and equity	12
Reflecting on decades of teacher expectations and teacher effectiveness research: Considerations for current and future research	12
Strengthening the foundation of educational psychology by integrating construct validation into open science reform	11
Prioritizing equitable social outcomes with and for diverse readers: A conceptual framework for the development and use of justice-based reading assessment	11
Parental involvement in education: Toward a more inclusive understanding of parents’ role construction	11
Culture as practice: Three pillars for Educational Psychologist (incoming editors’ statement)	10
Equity in online learning	10
A consideration of racial/ethnic diversity conceptualization and measurement: Clarifying ambiguities and advancing scholarship	10