OOIR: Observatory of International Research

Papers

(The median citation count of Educational Psychologist is 12. 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 2020-05-01 to 2024-05-01.)

Article	Citations
Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice	153
Teacher emotions in the classroom and their implications for students	114
A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems	84
The Multidimensional Knowledge in Text Comprehension framework	68
Pillars of online pedagogy: A framework for teaching in online learning environments	63
Foundations of online learning: Challenges and opportunities	62
Replication is important for educational psychology: Recent developments and key issues	59
Domain-specific prior knowledge and learning: A meta-analysis	55
Online learner engagement: Conceptual definitions, research themes, and supportive practices	53
Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research	50
Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science	48
Building bridges to advance the Community of Inquiry framework for online learning	46
Individual truth judgments or purposeful, collective sensemaking? Rethinking science education’s response to the post-truth era	41
Disagreeing about how to know: The instructional value of explorations into knowing	37
Equity in online learning	35
The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement	33
Teacher motivation and student outcomes: Searching for the signal	33
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes	32
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes	30
From old school to open science: The implications of new research norms for educational psychology and beyond	29
A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions	27
Using critical race mixed methodology to explore the experiences of African Americans in education	27
Design-based research: What it is and why it matters to studying online learning	24
Strengthening the foundation of educational psychology by integrating construct validation into open science reform	24
Open accessibility in education research: Enhancing the credibility, equity, impact, and efficiency of research	24

Can educational psychology be harnessed to make changes for the greater good?	23
Unpacking complex phenomena through qualitative inquiry: The case of teacher identity research	23
Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable	22
Critical integrative argumentation: Toward complexity in students’ thinking	21
Metacognition matters in many ways	20
The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes	19
Why talk about qualitative and mixed methods in educational psychology? Introduction to special issue	19
Implications of the open science era for educational psychology research syntheses	19
Using interpretive phenomenological analysis to advance theory and research in educational psychology	18
Post-truth and science identity: A virtue-based approach to science education	17
A home-to-school approach for promoting culturally inclusive family–school partnership research and practice	16
Improving norms in research culture to incentivize transparency and rigor	15
The role of mixed methods in conducting design-based research	15
Practical reasoning and decision making in science: Struggles for truth	15
Research self-efficacy: A meta-analysis	15
Preregistration and registered reports	14
“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research	14
What is the role of race in educational psychology? A review of research in Educational Psychologist	12
Multilevel mixed methods research and educational psychology	12