OOIR: Observatory of International Research

Papers

(The H4-Index of Learning and Instruction is 30. 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 2022-01-01 to 2026-01-01.)

Article	Citations
Can you have your cake and eat it too?	227
EARLI Association News	176
Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring	97
The impact of executive functions on English academic performance among Chinese primary school students: A network analysis	97
Gender differences in reading: Examining text-based interest in relation to text characteristics and reading comprehension	87
Do vocabulary, syntactic awareness, and reading comprehension in second language facilitate the development of each other in young children?	83
Telling stories as preparation for learning: A Bayesian analysis of transfer performance and investigation of learning mechanisms	79
Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention	70
Differentiated instruction on undergraduate students based on classification and prediction of students performance using PSO-BP neural network	63
The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar	62
Gender-specific trajectories of academic achievement in Chinese elementary school students: Relations with life satisfaction trajectories and suicidal ideation trajectories	60
Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review	54
Domain-specific self-regulated learning interventions for elementary school students	49
Developmental changes in the contributions of phonological processing skills to Chinese character reading and arithmetic	47
Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling	42
Distilling playful stances to learning: Looking across cultures, contexts, roles and generations	40
Straight from the teacher's mouth: The value of own-perspective gaze-elicited think-aloud for understanding culture-specific teacher expertise	39
Editorial board/Publication information	38
Education, not age, linked to narrative comprehension	37
Exploring the necessary conditions for observing interleaved practice benefits in math learning	37
Opportunities and limitations of using the linguistic category model as a measure of teachers’ implicit stereotypes in Germany	37
University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement	36
Improving the teaching and learning of statistics	36
Dynamic relationships between text reading fluency and reading comprehension across three stages of reading development in Chinese children: A longitudinal cross-lagged study	34
How does teacher bias influence students?: An introduction to the special issue on teachers’ implicit attitudes, instructional practices, and student outcomes	33

A Bayesian approach to students’ perceptions of teachers’ autonomy support	32
Training flexibility in dealing with additive situations	32
Image interpretation scaffolds support adolescents’ historical reasoning	32
The neural correlates of cognitive load in learning: An fMRI study on graph comprehension	31
Teacher feedback, disciplinary climate, student self-concept, and reading achievement:A multilevel moderated mediation model	30
Achievement emotions and arithmetic fluency – Development and parallel processes during the early school years	30
Editorial board/Publication information	30