OOIR: Observatory of International Research

Papers

(The TQCC of Educational Psychologist is 33. 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
A systematic review of orthographic learning via self-teaching	78
Using a model of domain learning to understand the development of creativity	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
A home-to-school approach for promoting culturally inclusive family–school partnership research and practice	58
Reading is complex: Implications for 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
Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform	40
Communally engaged educational psychology: A philosophy of engagement	40
Universal design of educational psychology? Improving theory and application by focusing on students with disabilities	38
Leveraging cognitive load theory to support students with mathematics difficulty	33
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