Educational Psychology

Papers
(The H4-Index of Educational Psychology is 17. 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.)
ArticleCitations
Grit and language learning: construct validation of L2-Grit scale and its relation to later vocabulary knowledge67
Perceived teacher support, student engagement, and academic achievement: a meta-analysis50
School climate, academic self-efficacy and student achievement50
Achievement goals and creativity: the mediating role of creative self-efficacy34
Investigating the relationship of technology learning support to digital literacy from the perspective of self-determination theory24
How do phonological processing abilities contribute to early Chinese reading and mathematics?23
Multiple mediators in the relationship between perceived teacher autonomy support and student engagement in math and literacy learning23
School burnout among Chinese high school students: the role of teacher-student relationships and personal resources22
Adolescent girls' and boys' academic burnout and its associations with cognitive emotion regulation strategies21
A longitudinal investigation of teachers’ emotional labor, well-being, and perceived student engagement20
A comparison of intrinsic and extrinsic motivation among lower and upper secondary school students19
Academic motivation in a pandemic context: a conceptual review of prominent theories and an integrative model18
Psychological Capital, future-oriented coping, and the well-being of secondary school teachers in Germany18
The elusive relationship between time on-task and learning: not simply an issue of measurement18
Are good teachers born or made? Teachers who hold a growth mindset about their teaching ability have better well-being17
Instructional support, perceived social-emotional competence, and students’ behavioral and emotional well-being outcomes17
Job demands and resources, teachers’ subjective vitality, and turnover intentions: an examination during COVID-1917
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