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 2021-06-01 to 2025-06-01.)

Article	Citations
Parental involvement in supporting students’ digital learning	219
Self-regulatory processes within and between diverse goals: The multiple goals regulation framework	132
The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis	125
School segregation and social processes that shape early and middle childhood development	122
A systematic review of orthographic learning via self-teaching	114
Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable	93
Using a model of domain learning to understand the development of creativity	76
Culture as practice: Three pillars for Educational Psychologist (incoming editors’ statement)	70
A home-to-school approach for promoting culturally inclusive family–school partnership research and practice	66
The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes	61
Reading is complex: Implications for research and practice	61
Domain-specific prior knowledge and learning: A meta-analysis	55
Teachers’ social-emotional characteristics and student outcomes: A commentary	50
Communally engaged educational psychology: A philosophy of engagement	43
Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform	43
Critical culturalized comprehension: Exploring culture as learners thinking about texts	37
Universal design of educational psychology? Improving theory and application by focusing on students with disabilities	36
A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving	35
Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing	32
A consideration of racial/ethnic diversity conceptualization and measurement: Clarifying ambiguities and advancing scholarship	31
Leveraging cognitive load theory to support students with mathematics difficulty	28
Pillars of online pedagogy: A framework for teaching in online learning environments	28
The antiracist educator’s journey and the psychology of critical consciousness development: A new roadmap	28
Diversity and complexity in the theoretical and empirical study of parental involvement during adolescence and emerging adulthood	27
A critical analysis of the current motivation theories in educational psychology: Why the same theories continue to dominate	27

A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement	25
Reconceptualizing parental involvement: A sociocultural model explaining Chinese immigrant parents’ school-based and home-based involvement	25
Equity in online learning	18
The promise and process of adaptive teacher empathy to support equity in diverse classrooms	18
Parental involvement in education: Toward a more inclusive understanding of parents’ role construction	17
Parental role construction leading to parental involvement in culturally distinct communities	14
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes	13
The role of asset-based pedagogy in an interactive view of reading	12
In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories	12
Design-based research: What it is and why it matters to studying online learning	11
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
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes	10
Influencing educational change through policy-engaged research	10
Coeditors’ outgoing editorial statement	9
The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis	9
A framework for approaching policy-oriented educational psychology research	9
Considering roles of executive functions in the science of reading: A meta-analysis highlighting promises and challenges of reading-specific executive functions	9