OOIR: Observatory of International Research

Papers

(The TQCC of Educational Psychology is 6. 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 2022-05-01 to 2026-05-01.)

Article	Citations
A longitudinal analysis of relations of language and mathematics achievements with perceived creativity in academically higher achieving students	82
The effects of school climate on high school teacher stress and self-efficacy in Ho Chi Minh City	32
Individual and collective moral disengagement as predictors of bullying perpetration: a short-term longitudinal multilevel study	28
The positive feedback loop between academic self-efficacy, academic initiative, and Grade Point Average: a parallel process latent growth curve model	25
Learning and well-being in the knowledge society	23
The development of computational estimation strategies: a longitudinal study with 6- to 7-year-olds	21
Integrating seated movement in the classroom: impact of under-desk bands on off-task behavior and task performance	21
Emergence of college students’ John Henryism during schoolwork: an exploratory study	20
The effectiveness of participatory near-peer digital media literacy interventions	19
A comparative analysis of human and GenAI-generated feedback on EFL students’ argumentative writing performance	16
Social support and school engagement in adolescence: moderated mediation models of life satisfaction and school climate	16
Children’s performance on untimed and timed algorithmic computation tasks: the roles of executive functioning, maths test anxiety and basic maths fact fluency	15
Individual preparation as a game-changer: promoting deep regulation in a CSCL context	15
Study crafting as a determinant of engagement, meaningfulness, and academic performance: the mediating role of student–study fit	14
Detecting collective cheating culture in academic contexts	14
Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being	14
A teacher strategic mindset predicts efficacious and effective teaching	13
Predictive relations between early place value understanding and multidigit calculation: approximate versus syntactic measures	13
Finger pointing to support learning from split-attention examples	13
The reciprocity between various motivation constructs and academic achievement: a systematic review and multilevel meta-analysis of longitudinal studies	13
Teachers’ professional identity patterns in the stream of changes	13
The effect of teacher self-efficacy in behaviour management on classroom behavioural climate: a longitudinal multilevel cross-lagged analysis	12
Effect of moral exemplars on moral decision-making in teachers and the underlying mechanisms	12
Combining dispositional and behavioural facets of SRL, and the role of students’ growth orientation	12
Student situational engagement and its associations with regard for adolescent perspectives, productivity, and instructional learning formats in the classroom	12

The effect of metacognitive prompts using generative AI on cognitive load, task performance, and self-efficacy in online self-regulated learning	12
Multi-dimensional evaluation of an educational board game using real-time diagnostic procedure scaffolding: analysis of learners’ learning effectiveness, flow, anxiety, and emotion	12
Association between the teacher–student relationship and teacher visual focus of attention in Grade 1: student task avoidance and gender as moderators	12
Motivational profiles of gifted students in science	11
University students’ daily motivation regulation: within- and between-level relations to academic functioning	11
Higher-education course characteristics relate to academic procrastination: a multivariate two-level analysis	11
Students’ interest, engagement, and achievement in online high school science courses	11
Social behavior, academic achievement, language skills, and peer rejection in elementary school classes: the moderating role of teacher feedback	11
Situating cost perceptions: how general cost and motivational regulation predict specific momentary cost dimensions	11
Self and socially shared regulation patterns of computer-supported collaborative argumentation: an entropy analysis and ordered network analysis	10
Exploring wellbeing in education during the COVID-19 pandemic: emerging research and implications for the future	10
Motivation and self-regulated learning as predictors of learning resource use in learning management systems in higher education	10
Student homework mindsets: exploring latent profiles and associations with homework behavior and achievement	10
How do undergraduate students’ conceptions of teaching affect their intentions for presentation?	10
Examining the theory of challenge and threat states in athletes: do predictions extend to academic performance?	10
The relationship between trait mindfulness and academic performance: a meta-analysis	10
Is there too much school engagement? A longitudinal study on the bidirectional relations between school engagement and perfectionistic self-presentation in adolescents	10
How do learners practice? – theory-informed sequence analyses to investigate self-regulated learning processes and their link to achievement	9
Using multilayer network analysis to reveal the regulated learning characteristics between the learner groups with high and low levels of socially regulated learning	9
Who wrote this? College students’ perceptions and evaluations of human and AI-facilitated feedback	9
Exploring pre-service teachers’ attitudes and experiences with generative AI: a mixed methods study in Norwegian teacher education	9
Editorial	9
Specificity of epistemic beliefs across school subject domains	9
Prosody! When intonation helps and there is an effect… on listening comprehension in children	9
Exploring relationship between teacher humor and online learning burnout	8
Fluid-crystallised abilities and academic achievement in secondary education and university	8
Engagement in learning mathematics: the role of need for cognition and achievement goals	8
Does an instructor’s positive emotion facilitate learning from video lectures across different levels of content difficulty?	8
Within-person dynamics of science self-concept, intrinsic value, and cost in elementary school: a six-year longitudinal study	8
Teacher support promotes the classroom engagement of mathematically poor students: a moderated mediation model	8
Predicting pre-school learning behaviours with classroom quality for children with developmental risk	8
School and career future time perspective and academic-related outcomes in early adolescence: are mastery goals mediators?	8
Exploring the impact of GAI-assisted feedback on pre-service teachers’ situational engagement and performance in inquiry-based online discussion	8
The effects of notetaking modality and symptoms of attention-deficit/hyperactivity disorder (ADHD) on learning	8
Exploring students’ perceptions of generative AI-generated feedback in learning programming	8
Factors influencing reading achievements in Asia: A cross-educational system comparison using PIRLS 2021 data	7
The role of classroom relationships in achievement goals and self-regulated learning strategy use for Hong Kong primary school students	6
Halo effects in grading: an experimental approach	6
SMART goals are no more effective for creative performance than do-your-best goals or non-specific, exploratory ‘open goals’	6
Linking the classroom environment to child adjustment: a multi-method, multi-informant longitudinal study of Chinese kindergarten children	6
Individual variations in sources of self-regulatory efficacy among elementary school pupils	6
Let’s be rational: worked examples supplemented textbooks improve conceptual and fraction knowledge	6
The role of attention problems in predicting applying to college among high school girls with disabilities	6
Feeling exhausted and isolated? The connections between university students’ remote teaching and learning experiences, motivation, and psychological well-being during the COVID-19 pandemic	6
Differences in mathematics-related achievement emotions between contact and distance learning arrangements during the COVID-19 pandemic	6
Teachers’ perceived social-emotional competence: a personal resource linked with well-being and turnover intentions	6
Effects of instructor-provided visuals on learner-generated explanations	6