European Journal of Psychology of Education

Papers
(The H4-Index of European Journal of Psychology of Education 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 2021-08-01 to 2025-08-01.)
ArticleCitations
Parents’ attitudes towards helping children learn math: how do they matter for early math competence?109
Developing theory by engaging in collaborative transformations of educational practice102
The values of schools: an analysis of vision statements47
Mathematics motivation in primary education: building blocks that matter31
Study delay during emergency remote teaching among students at Dutch universities: the role of students’ education satisfaction and academic wellbeing30
The relationship between academic self-efficacy and class engagement of self-reported LD and ADHD in Israeli undergraduate students during COVID-1929
Fear of failure and academic satisfaction: the mediating role of emotion regulation difficulties and procrastination24
Mathematics emotion profiles: stability and change during Grades 7 and 821
A collective action approach to improving attitudes and self-efficacy towards gender equality among male STEM academics20
Students’ interests for personalized learning: an analysis guide20
The contribution of children’s effortful control to math performance is partially mediated by math anxiety19
School-home identity fit, school climate, and student identification with religious values: The case of students from Masorti and Orthodox homes in Israeli religious high schools19
Regulating Response Speed Promotes Associative Learning18
Future preschool teachers’ mathematical questions during shared book reading18
Does imagination enhance learning? A systematic review and meta-analysis17
Motivational persistence and academic procrastination: the moderating role of behavioural deactivation for Romanian female students17
Children’s personal values and their behavior in the classroom in the early elementary school years: mapping longitudinal trajectories17
A holistic theorization of the developmental potential of peer dialogue: revisiting Vygotsky17
A grounded theory about how teachers communicated high expectations to their secondary school students17
Correction to: Identifying exploration profiles for higher education and their relationship with different student variables and outcomes17
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