Learning and Instruction

Papers
(The H4-Index of Learning and Instruction is 31. 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 2021-04-01 to 2025-04-01.)
ArticleCitations
Invited commentary: Towards more inclusive and Integrated approaches to reading and writing feedback research106
Who will teach the teachers? Examining implicit bias in the educator workforce82
The relation between self-efficacy and teaching behaviour: A video-based analysis of student teachers80
What can moment-by-moment learning curves tell about students’ self-regulated learning?77
Dot-to-dot practice enhances Children's handwriting: The advantage of a multi-session training protocol71
The role of social networks in digital learning gamification: Learner communication preferences and performance effects70
Competitive and non-competitive school climate and students’ well-being68
Play-responsive teaching as an alternative way of perceiving the relations between play, teaching and learning64
Effects of SI-PASS on a high-risk course – A randomized controlled trial57
Metacognitive scaffolding for digital reading and mind-wandering in adults with and without ADHD53
Effects of a literary intervention on interaction quality in small-group discussions in the upper elementary grades52
Is the clique a pond? The big-fish-little-pond effect and the relative meaning of clique and classroom51
EARLI title page47
EARLI Association News46
EARLI Association News45
EARLI Association News44
EARLI title page42
EARLI title page42
EARLI Association News39
Editorial board/Publication information39
EARLI Association News38
Feedback processing and emotion regulation in nursing students during internship37
It counts in every single lesson: Between- and within-person associations of teaching quality and student self-regulation37
Same topic, different genre: Elementary school children's mental representations of information embedded in narrative and expository texts36
Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences34
Changes in self-regulated learning profiles during an undergraduate peer-based intervention: A latent profile transition analysis34
Growth mindset mediates perceptions of teachers' and parents' process feedback in digital reading performance: Evidence from 32 OECD countries32
Domain-specific self-regulated learning interventions for elementary school students32
Classroom emotions in civic education: A multilevel approach to antecedents and effects31
Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention31
Does it pay to be one of the oldest in class? Relative age effects on academic self-concept, peer relations, and teacher judgments in German primary schools31
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