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 2021-10-01 to 2025-10-01.)

Article	Citations
Parental involvement in supporting students’ digital learning	277
Transdisciplinary inclusivity: strategies and implications for integrating students with disabilities in educational psychology research	150
Using a model of domain learning to understand the development of creativity	149
The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis	142
A systematic review of orthographic learning via self-teaching	104
Self-regulatory processes within and between diverse goals: The multiple goals regulation framework	88
School segregation and social processes that shape early and middle childhood development	83
Centering students with learning disabilities in intervention research: Implications for educational theory	79
Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable	73
Culture as practice: Three pillars for Educational Psychologist (incoming editors’ statement)	73
A home-to-school approach for promoting culturally inclusive family–school partnership research and practice	65
Reading is complex: Implications for research and practice	61
The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes	57
Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform	54
Critical culturalized comprehension: Exploring culture as learners thinking about texts	51
Teachers’ social-emotional characteristics and student outcomes: A commentary	51
Communally engaged educational psychology: A philosophy of engagement	47
Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing	40
A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving	40
Universal design of educational psychology? Improving theory and application by focusing on students with disabilities	40
Leveraging cognitive load theory to support students with mathematics difficulty	36
A consideration of racial/ethnic diversity conceptualization and measurement: Clarifying ambiguities and advancing scholarship	35
Pillars of online pedagogy: A framework for teaching in online learning environments	34
The antiracist educator’s journey and the psychology of critical consciousness development: A new roadmap	30
A critical analysis of the current motivation theories in educational psychology: Why the same theories continue to dominate	30

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	20
Reconceptualizing parental involvement: A sociocultural model explaining Chinese immigrant parents’ school-based and home-based involvement	20
Parental involvement in education: Toward a more inclusive understanding of parents’ role construction	18
The promise and process of adaptive teacher empathy to support equity in diverse classrooms	18
Equity in online learning	16
Parental role construction leading to parental involvement in culturally distinct communities	15
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes	14
The role of asset-based pedagogy in an interactive view of reading	14
In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories	13
Design-based research: What it is and why it matters to studying online learning	13
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes	12
Making insights from educational psychology and educational technology research more useful for practice	11
Methodological considerations for incorporating students with disabilities into educational psychology theory and practice	11
Coeditors’ outgoing editorial statement	10
The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis	10