OOIR: Observatory of International Research

Papers

(The TQCC of Educational Psychologist is 31. 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 2021-07-01 to 2025-07-01.)

Article	Citations
Parental involvement in supporting students’ digital learning	235
Transdisciplinary inclusivity: strategies and implications for integrating students with disabilities in educational psychology research	136
The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis	131
A systematic review of orthographic learning via self-teaching	129
Using a model of domain learning to understand the development of creativity	119
School segregation and social processes that shape early and middle childhood development	95
Centering students with learning disabilities in intervention research: Implications for educational theory	77
Self-regulatory processes within and between diverse goals: The multiple goals regulation framework	76
Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable	69
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	65
Reading is complex: Implications for research and practice	55
Domain-specific prior knowledge and learning: A meta-analysis	54
The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes	46
Teachers’ social-emotional characteristics and student outcomes: A commentary	45
Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform	44
Critical culturalized comprehension: Exploring culture as learners thinking about texts	38
Communally engaged educational psychology: A philosophy of engagement	37
A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving	33
Universal design of educational psychology? Improving theory and application by focusing on students with disabilities	32
Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing	31