OOIR: Observatory of International Research

Papers

(The TQCC of Educational Psychologist is 25. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice	146
Teacher emotions in the classroom and their implications for students	108
A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems	83
The Multidimensional Knowledge in Text Comprehension framework	63
Foundations of online learning: Challenges and opportunities	59
Pillars of online pedagogy: A framework for teaching in online learning environments	58
Domain-specific prior knowledge and learning: A meta-analysis	54
Replication is important for educational psychology: Recent developments and key issues	54
Online learner engagement: Conceptual definitions, research themes, and supportive practices	50
Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science	48
Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research	46
Building bridges to advance the Community of Inquiry framework for online learning	44
Individual truth judgments or purposeful, collective sensemaking? Rethinking science education’s response to the post-truth era	39
Equity in online learning	35
Disagreeing about how to know: The instructional value of explorations into knowing	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	31
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes	31
From old school to open science: The implications of new research norms for educational psychology and beyond	29
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes	28
Using critical race mixed methodology to explore the experiences of African Americans in education	27
A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions	25