OOIR: Observatory of International Research

Papers

(The median citation count of Educational Psychologist is 9. 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 2021-08-01 to 2025-08-01.)

Article	Citations
Transdisciplinary inclusivity: strategies and implications for integrating students with disabilities in educational psychology research	247
Parental involvement in supporting students’ digital learning	141
Self-regulatory processes within and between diverse goals: The multiple goals regulation framework	140
Centering students with learning disabilities in intervention research: Implications for educational theory	133
School segregation and social processes that shape early and middle childhood development	95
Using a model of domain learning to understand the development of creativity	78
A systematic review of orthographic learning via self-teaching	78
Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable	71
The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis	71
Culture as practice: Three pillars for Educational Psychologist (incoming editors’ statement)	68
Reading is complex: Implications for research and practice	58
A home-to-school approach for promoting culturally inclusive family–school partnership research and practice	58
The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes	50
Teachers’ social-emotional characteristics and student outcomes: A commentary	49
Critical culturalized comprehension: Exploring culture as learners thinking about texts	45
Communally engaged educational psychology: A philosophy of engagement	40
Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform	40
Universal design of educational psychology? Improving theory and application by focusing on students with disabilities	38
Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing	33
A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving	33
Leveraging cognitive load theory to support students with mathematics difficulty	33
Pillars of online pedagogy: A framework for teaching in online learning environments	32
The antiracist educator’s journey and the psychology of critical consciousness development: A new roadmap	30
A consideration of racial/ethnic diversity conceptualization and measurement: Clarifying ambiguities and advancing scholarship	30
A critical analysis of the current motivation theories in educational psychology: Why the same theories continue to dominate	29

Diversity and complexity in the theoretical and empirical study of parental involvement during adolescence and emerging adulthood	27
A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement	19
Reconceptualizing parental involvement: A sociocultural model explaining Chinese immigrant parents’ school-based and home-based involvement	19
The promise and process of adaptive teacher empathy to support equity in diverse classrooms	15
Parental involvement in education: Toward a more inclusive understanding of parents’ role construction	15
Parental role construction leading to parental involvement in culturally distinct communities	14
Equity in online learning	14
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes	12
The role of asset-based pedagogy in an interactive view of reading	12
Design-based research: What it is and why it matters to studying online learning	11
In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories	11
Making insights from educational psychology and educational technology research more useful for practice	11
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes	10
Methodological considerations for incorporating students with disabilities into educational psychology theory and practice	10
Coeditors’ outgoing editorial statement	10
Influencing educational change through policy-engaged research	9
The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis	9