OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Psychoeducational Assessment is 3. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Test Review: Tests of Dyslexia–Comprehensive (TOD-C)	23
Korean Behavior Assessment System for Children 3rd Edition Teacher Rating Scales-Child Form: A Validation Study	20
Measurement of Hopelessness in Families of Children With Autism Spectrum Disorder: Dimensionality and Measurement Invariance of the Beck Hopelessness Scale	19
Informant Screening Profiles of Social and Emotional Learning: Exploring Teacher and Student Agreement	18
Trait Perfectionism, L2 Anxiety, and Willingness to Communicate Among Adolescents: Evaluating the Roles of Worrying About Mistakes and Mistake Rumination	17
Further Validation of the Social Efficacy and Social Outcome Expectations Scale	16
Psychometric Evaluation of the Social-Emotional Learning Scale (SELS): Evidence for Unidimensionality and Associations With Indicators of Subjective Well-Being in Portuguese Youth	14
Cognitive Predictors of Two Distinct Reading Comprehension Tasks in Lower and Upper Grades	13
Multi-Tiered System of Supports—Interventionist Beliefs Scale: Development and Initial Validation With School Counselors	13
Technical Properties of the ClassMaps Survey	13
Reliability Generalization of the School Attitude Assessment Survey-Revised: A Meta-Analytic Structural Equation Modeling Approach	12
Exploring and Evaluating the Two-Factor Model of Perfectionism in Sport	12
The Riddle Knowledge Inference Test (R-Kit)	12
The Factor Structure of the Strengths and Difficulties Questionnaire (SDQ) in India	12
Exploring the Factor Structure and Measurement Invariance of the Teacher Subjective Wellbeing Questionnaire Across Four European Countries	11
Development and Validation of the Multidimensional Interest Development Survey (MIS): An Interest Survey Measuring Phases and Components	10
The Social Self-Efficacy Scale for Spanish and Portuguese (13–18-Year-Olds) Adolescents: Psychometric Properties and Measurement Invariance	10
Examining the Factor Structure and Measurement Invariance of the Difficulties in Emotion Regulation Scale Across Taiwanese and American University Students	10
Measuring Self-Regulated Learning for Chinese International and Canadian Domestic Undergraduate Students in Canada	9
Structural Validity of the Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Assessment	9
When Adding One Questionnaire Item Makes a Difference: Representing the Theme of Feeling Cared About in the Expanded General Mattering Scale (The GMS-6)	9
Evidence of the Internal Structure and Measurement Invariance of the BASC-3 Behavioral and Emotional Screening System Teacher Form	9
Diagnostic Utility of the Scales for Assessing Emotional Disturbance-3 Screener for Elementary School Students	8
The Anti-Mattering Scale Versus the General Mattering Scale in Pathological Narcissism: How an Excessive Need to Matter Informs the Narcissism and Mattering Constructs	8
Brooding About Mistakes and Being Imperfect, Perfectionistic Self-Presentation, and Distress: A Further Examination of the Mistake Rumination Scale in University Students	8

Cumulative Ordering as Evidence of Construct Validity for Assessments of Developmental Attributes	7
Validation of the Mandarin-Chinese Teacher Well-Being Scale and Development of a Chinese Context-Specific Extension	7
Validating the Chinese Version of the Academic Grit Scale in Selected Adolescents	7
Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?	7
Revision and Validation of the Parental Autonomy Support Scale Among Chinese College Students	7
Factor Analysis and Development of a Short Version of the Bullying Participant Behaviors Questionnaire (BPBQ) in a German Sample of Adolescents	6
Science and Practice of Identifying Specific Learning Disabilities: Kind Conversations About a Wicked Problem	6
The Perceptions of Inclusion Questionnaire (PIQ) in 11- to 14-Year-Old French Students: Longitudinal and Gender Measurement Invariance	6
A Rasch Analysis of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) in Chinese Context	6
Psychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Context	6
Longitudinal Measurement Invariance Testing of the Model Minority Stereotype Response Scale Among Asian American STEM Students	6
Repurposing the K-10: The Factor Structure and Latent Profile of COVID-19 Pandemic-Anchored Psychological Distress Symptoms Among Filipino Teachers	6
Classes of Student Emotion as Predictive of Academic Achievement	6
Development and Validation of a Cognitive Load Measure for General Educational Settings	6
Validating the MUSIC Model of Academic Motivation Inventory: Evidence for the Short Forms of the College Student Version	6
How Do School Psychologists Address Issues of Effort, Motivation, and Honesty During Evaluations?	5
Psychometric Properties of the Basic Needs Satisfaction in General Scale: A Second-Order CFA Analysis	5
WISC-IV and Rey Auditory Verbal Learning Test Indicators of Specific Learning Disorder and Discrepant Academic Achievement	5
Examining the Measurement Invariance of TIMSS Science Self-Concept Scales Across Genders, Cultures, and Languages	5
Perfectionism, Self-Image Goals and Compassionate Goals in Health and Mental Health: A Longitudinal Analysis	5
Development and Validation of Socially Shared Regulated Learning Competency Test	5
A PROACTIVE Coping Scale for U.S. College Students: Initial Evidence and Implications	5
Psychometric Properties of the School Support Scale (SSS) for a Sample of Chilean Adolescents	5
The Effects of Changing Negatively Worded Items to Positively Worded Items on the Reliability and the Factor Structure of Psychological Scales	5
Confirmatory Factor Analysis of the KeyMath-3 Diagnostic Assessment	4
Understanding Contextual Specificity in Cognitive-Reading Relations: Moderation by Age and IQ	4
Combining Statistical and Machine Learning Methods to Identify Predictors of Brazilian Students’ Proficiency in PISA 2018	4
Using the Bayesian Network Method to Evaluate the Effectiveness of College Students’ Mental Health Intervention Strategies and Their Impact on Academic Performance	4
The Validity of WISC-V Profiles of Strengths and Weaknesses	4
Development and Initial Validation of the Computer-Based Orthographic Processing Assessment Short Form: An Application of Cognitive Diagnostic Modeling	4
Does Psychoeducation Help People to Respond to Goal Lapses With Self-Compassion?	4
Conformity in High School Adolescents: Development and Validation of the Informational and Normative Conformity Scale	4
Psychometric Properties of the Indonesian Version of the Scale of Positive and Negative Experience (SPANE)	4
Examination of Measures of Perfectionism for Structural and Measurement Invariance in an Italian and a Canadian Sample	4
Student Risk Assessment Tool - Parent Form (SRAT-PF) Reliability and Validity Study	4
Emotion Matters: Understanding the Role of Achievement Emotions in High School Students’ Decision for Tertiary Education	4
Construct and Structural Equivalence of the English and Spanish versions of the Authoritative School Climate Survey	4
Validating the Structure of Proximal and Distal Factors within the Sexual Minority Adolescent Stress Inventory	4
Confirmatory Factor Analysis of the WJ IV Cognitive: What Does the Standard Battery Measure at School Age?	3
Psychometric Properties of the Turkish Version of the Teacher Academic Optimism Scale	3
Reliability and Associations of English and Mandarin Vocabulary Measures in Infants and Toddlers Growing Up in a Multilingual Society	3
Psychometrics and Linguistics in ChatGPT-Generated Reading Tests Compared with CET-4	3
Exploring the Reliability and Validity of the PSCP Social Presence Scale	3
Prevalence and Psychometric Implications of Careless Responses in an Online Student Survey	3
Measuring the Complexity of Self-Regulated Learning and Academic Challenges for Adolescents in Canada	3
Development and Preliminary Validation of a New WJ V Test of Executive Functioning for School-Age Children	3
Cognitive Dyadic Measurements: A Game-Changer? Construction and First Validation of Three Cognitively Demanding Competitive Tasks	3
Beyond the Screen: Developing and Validating an Instrument for Digital Creative Behavior	3
Psychometric Properties of the School Sense of Community Scale (SOC-S) for a Sample of Chilean Adolescents	3
Evaluating Phonemic Awareness and Orthographic Mapping With the Woodcock–Johnson IV	3

Perceived School Belonging Among Youth with Chronic Physical Illness	3
Are Both Object and Alphanumeric Rapid Automatized Naming Measures Required to Predict Word Reading Fluency in German Prereaders?	3
Online Learning Self-Efficacy Scale: Measurement Invariance Across Various Demographic Characteristics	3
Generalizability and Dependability of the Sentence Order Fluency Measure of Reading Comprehension	3
Construct Validity of the Scandinavian Version of the Cognitive Assessment System	3
Measuring Civic Engagement in Young Children	3
Progress Monitoring of Reading Comprehension: Comparing Content-Specific and Maze Curriculum-Based Measurement	3
Homework Expectancy Value Cost Scale for Middle School Students: A Validation Study	3
Multi-Informant Assessment of Social–Emotional Learning: Examining Convergence and Divergence Among Students, Parents, and Teachers	3
Exploring the Dimensionality of the Rosenberg Self-Esteem Scale Using Factor Analytic and Circumplex Approaches	3
Measurement Invariance of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale	3
Factor Structure and Measurement Invariance of the Indonesian Version of VISA: An Exploratory Structural Equation Modeling Approach	3
Cross-Cultural Validation of the Student Engagement Instrument for Chilean Students	3
Psychometric Properties of the Portuguese Adolescent Students’ Basic Psychological Needs at School Scale (ASBPNSS) and Evidence of Differential Associations With Indicators of Subjective Wellbeing	3