OOIR: Observatory of International Research

Papers

(The TQCC of European Journal of Psychology of Education is 4. 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.)

Article	Citations
All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement	47
Nudging in education: from theory towards guidelines for successful implementation	38
The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time	37
An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions	36
Student dropout at university: a phase-orientated view on quitting studies and changing majors	26
Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises	25
Primary school students’ perceived social support in relation to study engagement	25
Attitudes and self-efficacy as significant predictors of intention of secondary school teachers towards the implementation of inclusive education in Ghana	23
A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education	21
Cognitive engagement in self-regulated learning: an integrative model	20
Review of research on teacher emotion during 1985–2019: a descriptive quantitative analysis of knowledge production trends	20
The links between students’ relationships with teachers, likeability among peers, and bullying victimization: the intervening role of teacher responsiveness	18
Learning strategies and self-regulation in context: how higher education students approach different courses, assessments, and challenges	17
Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies	16
The learning styles neuromyth: when the same term means different things to different teachers	16
Do not despise failures: students’ failure mindset, perception of parents’ failure mindset, and implicit theory of intelligence	14
The effects of perceived parental math support on middle school students’ math engagement: the serial multiple mediation of math self-efficacy and math enjoyment	13
A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia?	13
The role of prosocial attitudes and academic achievement in peer networks in higher education	13
The development of students’ achievement emotions after transition to secondary school: a multilevel growth curve modelling approach	12
Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?	12
Perceived parenting styles, academic achievement, and life satisfaction of college students: the mediating role of motivation orientation	12
How do students integrate multiple texts? An investigation of top-down processing	11
Just do it! Study time increases mathematical achievement scores for grade 4-10 students in a large longitudinal cross-country study	11
The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes: an exploratory study	11

Cyberloafing among Gen Z students: the role of norms, moral disengagement, multitasking self-efficacy, and psychological outcomes	11
Temporal stability of teachers’ judgment accuracy of students’ motivation, emotion, and achievement	11
Teaching and learning in a multilingual Europe: findings from a cross-European study	10
Different associations of parental involvement with children’s learning of Chinese, English, and math: a three-wave longitudinal study	10
Patterns of motivating teaching behaviour and student engagement: a microanalytic approach	10
Home activities and cognitive skills in relation to early literacy and numeracy: testing a multifactorial model in preschoolers	10
Optimization: an attempt to establish empirical evidence for theoretical and practical purposes	10
Error handling in the classroom: an experimental study of teachers’ strategies to foster positive error climate	10
Performance-approach goals: the operationalization makes the difference	9
Testing measurement invariance of mathematics self-concept and self-efficacy in PISA using MGCFA and the alignment method	9
The influence of SES, cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts	9
Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms: a systematic review	8
Intensity and content of private tutoring lessons during German secondary schooling: effects on students’ grades and test achievement	8
Logfile analyses of successful and unsuccessful strategy use in complex problem-solving: a cross-national comparison study	8
Learning by teaching face-to-face: the contributions of preparing-to-teach, initial-explanation, and interaction phases	8
An intervention promoting understanding of achievement emotions with middle school students	8
Scaffolding or simplifying: students’ perception of support in Swedish compulsory school	7
Supporting the development of the bilingual lexicon through translanguaging: a realist review integrating psycholinguistics with educational sciences	7
The emergence of leadership in students’ group interaction in a school-based makerspace	7
Motivation theory in the school context: differences in preservice and practicing teachers’ experience, opinion, and knowledge	7
Reading for entertainment or information reception? Gender differences in reading preferences and their impact on text-type-specific reading competences in adult readers	7
Reading comprehension of monolingual and bilingual children in primary school: the role of linguistic abilities and phonological processing skills	7
School bullying and students’ sense of safety in school: the moderating role of school climate	7
Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement	7
Promoting intercultural competence in study abroad students	7
University students’ strategies and criteria during self-assessment: instructor’s feedback, rubrics, and year level effects	7
Are teachers’ subjective feelings linked with need-supportive and need-thwarting motivating styles? A cross-lagged pilot study in physical education	6
Evaluating the efficacy of a teacher-guided comprehension-oriented learning strategy intervention among students in Grade 4	6
The importance of a collaborative culture for teachers’ job satisfaction and affective commitment	6
Contrasting executive function development among primary school children from Hong Kong and Germany	6
Academic engagement: assessment, conditions, and effects—a study in higher education from the perspective of the person-situation interaction	6
Precocious readers: a cognitive or a linguistic advantage?	6
Effects of targeted interventions and of specific instructional time on reading ability in French children in grade 1	6
The effect of autonomy-supportive climate in a second chance programme for at-risk youth on dropout risk: the mediating role of adolescents’ sense of authenticity	6
Transfer effects of mathematical literacy: an integrative longitudinal study	6
Perceived stress and affective experience in Italian teachers during the COVID-19 pandemic: correlation with coping and emotion regulation strategies	5
A latent profile analysis of teachers’ causal attribution for academic success or failure	5
The social contagion of work avoidance goals in school and its influence on student (dis)engagement	5
What makes a student feel vital? Links between teacher-student relatedness and teachers’ engaging messages	5
Female teachers’ coping styles with negative emotions in student aggression	5
Perceived parental stress in face of kindergarten children’s academic setback: roles of parents’ goals and education	5
Patterns of Italian high school and university students’ attitudes towards physics: an analysis based on semiotic-cultural perspective	5
Future preschool teachers’ mathematical questions during shared book reading	5
First-year students’ social adjustment process in professional higher education: key experiences and their occurrence over time	4
The Sequential Composition of Collaborative Groups’ Emotion Regulation in Negative Socio-emotional Interactions	4
Academic self-efficacy and learning strategies as mediators of the relation between personality and elementary school students’ achievement	4
Children’s first manifestations of cognitive control in the early years school: the importance of the educational situation and materiality	4
Low-stakes performance testing in Germany by the VERA assessment: analysis of the mode effects between computer-based testing and paper-pencil testing	4
The role of work-based learning for student engagement in vocational education and training: an application of the self-system model of motivational development	4
Growth mindset and reading proficiency of ESL learners: examining the role of students’ socioeconomic status using PISA 2018 Philippine data	4

Toddlers’ peer engagement in Swiss childcare: contribution of individual and contextual characteristics	4
Individual characteristics of students in vocational education moderating the relationship between school engagement and vocational identity	4
Exploring the development of executive functions in children in a digital world	4
Profiles of learning opportunities of multilingual and monolingual children in kindergarten	4
Demonstrating the effectiveness of two scaffolds for fostering students’ domain perspective reasoning	4
The relationship between academic motivation and basic psychological needs within the freshman year context: a longitudinal person-oriented approach	4
The relationship between academic self-efficacy and class engagement of self-reported LD and ADHD in Israeli undergraduate students during COVID-19	4
Students home alone—profiles of internal and external conditions associated with mathematics learning from home	4
A tool-kit to help students from low socioeconomic status background: a school-based self-regulated learning intervention	4
Multidimensional profiles of learning orientations and school achievement: a person-oriented approach in middle-school students	4
The interplay between teacher empathy, students’ sense of school belonging, and learning achievement	4
Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: does academic self-concept play an interactive role?	4
Exploring students’ science motivation across grade levels and the role of inductive reasoning in science motivation	4
Student perceptions of interpersonal justice, engagement, agency and anger: a longitudinal study for reciprocal effects	4
Relations between students’ well-being and academic achievement: evidence from Swedish compulsory school	4
Predicting different types of parental involvement in children’s homework: the role of parent motivational beliefs and parent affect	4
What is in a student-faculty relationship? A template analysis of students’ positive and negative critical incidents with faculty and staff in higher education	4
Student teachers’ knowledge integration across conceptual borders: the role of study approaches, learning strategies, beliefs, and motivation	4
Shaping the self through education: exploring the links between educational identity statuses, appraisals of control and value, and achievement emotions	4