Learning and Instruction

Papers
(The TQCC of Learning and Instruction is 10. 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 2021-09-01 to 2025-09-01.)
ArticleCitations
Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review156
EARLI Association News147
Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling86
Developmental changes in the contributions of phonological processing skills to Chinese character reading and arithmetic84
Gender differences in reading: Examining text-based interest in relation to text characteristics and reading comprehension78
Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring72
The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar68
Can you have your cake and eat it too?65
Gender-specific trajectories of academic achievement in Chinese elementary school students: Relations with life satisfaction trajectories and suicidal ideation trajectories64
Teacher motivation: Implications for instruction and learning. Introduction to the special issue59
Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention55
The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis55
Do vocabulary, syntactic awareness, and reading comprehension in second language facilitate the development of each other in young children?54
Telling stories as preparation for learning: A Bayesian analysis of transfer performance and investigation of learning mechanisms45
Domain-specific self-regulated learning interventions for elementary school students44
Dynamic relationships between text reading fluency and reading comprehension across three stages of reading development in Chinese children: A longitudinal cross-lagged study41
Improving the teaching and learning of statistics38
Distilling playful stances to learning: Looking across cultures, contexts, roles and generations35
Education, not age, linked to narrative comprehension35
Editorial board/Publication information34
Exploring the necessary conditions for observing interleaved practice benefits in math learning34
A Bayesian approach to students’ perceptions of teachers’ autonomy support33
Opportunities and limitations of using the linguistic category model as a measure of teachers’ implicit stereotypes in Germany33
University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement33
How does teacher bias influence students?: An introduction to the special issue on teachers’ implicit attitudes, instructional practices, and student outcomes31
“They would make you feel stupid” - Ability grouping, Children’s friendships and psychosocial Wellbeing in Irish primary school30
Resilience research in learning disabilities: Guiding principles from developmental psychopathology29
Image interpretation scaffolds support adolescents’ historical reasoning29
Other-self similarity, motivation, emotion, and learning28
Editorial board/Publication information28
The influence of seductive details in learning environments with low and high extrinsic motivation28
The immigrant paradox and math self-concept: An SES-of-origin-country hypothesis28
Training flexibility in dealing with additive situations28
Playful learning is the missing link in educational success27
Editorial board/Publication information27
Perceived classroom disruption undermines the positive educational effects of perceived need-supportive teaching in science26
Achievement emotions and arithmetic fluency – Development and parallel processes during the early school years26
Scripted interventions versus reciprocal teaching in collaborative learning: A comparison of pedagogical and teachable agents using a cognitive architecture25
Rating writing: Comparison of holistic and analytic grading approaches in pre-service teachers25
Benefits of turning the illustrations in a narrated slideshow into cartoons: An extension of the positivity principle25
Teacher feedback, disciplinary climate, student self-concept, and reading achievement:A multilevel moderated mediation model25
The quizzing effect depends on hope of success and can be optimized by cognitive load-based adaptation25
Digital education through guided pretend play25
Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools24
Do easy-to-read adaptations really facilitate sentence processing for adults with a lower level of education? An experimental eye-tracking study24
Does changing learning environments affect student motivation?23
Modeling teachers’ reactions to unexpectedness23
Providing external feedback and prompting the generation of internal feedback fosters achievement, strategies and motivation in concept learning23
Learning to diagnose collaboratively – Effects of adaptive collaboration scripts in agent-based medical simulations23
Income inequality is associated with heightened test anxiety and lower academic achievement: A cross-national study in 51 countries23
Does learning how to use data mean being motivated to use it? Effects of a data use intervention on data literacy and motivational beliefs of pre-service teachers22
Strategies for regulating achievement emotions: Conceptualization and relations with university students’ emotions, well-being, and health22
Editorial for the special issue “Advances in simulation-based learning in higher education”21
The effects of direct and indirect training in metacognitive learning strategies on near and far transfer in self-regulated learning21
Classroom management and students' mathematics achievement: The role of students’ disruptive behavior and teacher classroom management21
EARLI Association News21
Overcoming the gap between knowledge and use in mathematical flexibility: Examining the role of inhibitory control21
Developmental changes in children's choices of practice strategies21
Enhancing learning with a two-page study manual21
Developmental pathways of early numerical skills during the preschool to school transition21
Pizzas or no pizzas: An advantage of word problems in fraction arithmetic?21
Individualizing goal-setting interventions using automated writing evaluation to support secondary school students’ text revisions20
Completion of upper secondary education: Predictions of the psychosocial learning environment and academic achievement20
Stimulating individual learning of the concept of fraction equivalence: How students utilize adaptive features in digital learning environments mediates their effect20
The role of strategy-based motivation in mathematical problem solving: The case of learner-generated drawings20
The impact of a usefulness intervention on students’ learning achievement in a virtual biology lesson: An eye-tracking-based approach19
Time-of-day matters in text learning and recall: Evening lessons are advantageous for adults with ADHD though not for typical peers18
Do preservice teacher education candidates’ implicit biases of ethnic differences and mindset toward academic ability change over time?18
The relationship between early childhood teachers' instructional quality and children's mathematics development17
Student well-being: In search of definitions, measures, and research designs17
“The more I learn, the more I know nothing”: A longitudinal registered report of doctoral students’ uncertainty in learning17
Role of home math environment in the intergenerational transmission of math skills17
Opening up the black box: Teacher competence, instructional quality, and students’ learning progress17
Double disadvantage: Female first-generation-students think of themselves as least talented, contributing to disproportionate disadvantage17
Differences between low and high achievers in whole-classroom dialogue participation quality16
The timing of executive function development is associated with growth in math achievement from preschool through second grade16
Trait resilience against classroom discrimination: Exploring protective effects on immigrant students’ academic achievement across 59 economies16
EARLI Association News16
Teacher motivation, quality instruction, and student outcomes: Not a simple path16
Effects of digitalisation on learning to write – A naturalistic experiment16
Phatic expressions influence perceived helpfulness in online peer help-giving: A mixed methods study16
Does embedding learning supports enhance transfer during game-based learning?16
Linguistic precursors of sixth-grade geometric and fraction skills in children with and without Developmental Language Disorder16
A multi-informant study on teachers' mindset, classroom practices, and student well-being15
Effectiveness of a minecraft education intervention for improving spatial thinking in primary school children: A mixed methods two-level cluster randomised trial15
Adjusting expectations or maintaining first impressions? The stability of teachers' expectations of students’ mathematics achievement15
Little and often: Causal inference machine learning demonstrates the benefits of homework for improving achievement in mathematics and science15
Introducing the DYNAMICS framework of moment-to-moment development in achievement motivation15
The more, the better? Learning with feedback and instruction15
Feedback to diverse language learners: Where are we and where do we need to go in literacy research? An introduction to the Special Issue on Literacy and Feedback15
EARLI Association News14
The role of social networks in digital learning gamification: Learner communication preferences and performance effects14
Ecological validity of retrospective reflections in eye tracking14
Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences14
EARLI Association News14
Invited commentary: Towards more inclusive and Integrated approaches to reading and writing feedback research14
How do professional development programs on comparing solution methods and classroom discourse affect students' achievement in mathematics? The mediating role of students’ subject matter justification13
How effective is feedback for L1, L2, and FL learners’ writing? A meta-analysis13
The happy-fish-little-pond effect on enjoyment: Generalizability across multiple domains and countries13
Integrating AIGC into product design ideation teaching: An empirical study on self-efficacy and learning outcomes13
Explaining procedures and interleaving practice in fraction arithmetic12
Toward adaptive support of pre-service teachers' assessment competencies: Log data in a digital simulation reveal engagement modes12
EARLI Association News12
Uncovering the situational impact in educational settings: Studies on motivational and emotional experiences12
Does watching an explainer video help learning with subsequent text? – Only when prompt-questions are provided12
Disciplinary vocabulary and mastery of educational objectives in first-grade12
Design fit in gamified online programming learning environment12
Playful enactive interventions can enhance agency, empathy and social integration in children12
Children’s and mothers’ understanding of play and learning: Repertoires across five cultures12
EARLI Association News12
The role of inhibition in overcoming arithmetic natural number bias in the Chinese context: Evidence from behavioral and ERP experiments11
How to teach Bayesian reasoning: An empirical study comparing four different probability training courses11
Enhancing spatial skills through mechanical problem solving11
Can simulations help higher education in training professional skills?11
Interleaved practice enhances grammar skill learning for similar and dissimilar tenses in Romance languages11
Learning programming from erroneous worked-examples. Which type of error is beneficial for learning?11
The role of interactive dialogue in students’ learning of mathematical reasoning: A quantitative multi-method analysis of feedback episodes11
Pre-service teachers’ desire to control bias: Implications for the endorsement of culturally affirming classroom practices11
SES and academic achievement are (not always) related: Profiles of student SES, academic achievement and their links to socio-emotional, cognitive, and metacognitive characteristics11
How to guide learners' processing of multimedia lessons with pedagogical agents11
How does interest in a course interact with course learning?10
Editorial board/Publication information10
Really? It depends! How authentic learning material affects involvement with personal stories of the past10
Taking a closer look at how higher education students process and use (discrepant) peer feedback10
Analysing classroom videos in teacher education— How different instructional settings promote student teachers’ professional vision of classroom management10
Are profiles of self-regulated learning and intelligence mindsets related to students’ self-regulated learning and achievement?10
The interplay of rewards and competition in digital game-based learning: Effects on intrinsic motivation, game performance and behaviors, and computational thinking10
Commentary on within-person designs and motivational science10
EARLI title page10
Teacher personality domains and facets: Their unique associations with student-ratings of teaching quality and teacher enthusiasm10
Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey10
Effects of interruption on eye movements and comprehension during reading on digital devices10
A meta-analysis of students’ academic learning losses over the course of the COVID-19 pandemic10
Rich data, poor information? Teachers’ perceptions of mean differences in graphical feedback from statewide tests10
Reflecting on their mission increases preservice teachers’ growth mindsets10
The application of arithmetic principles predicts mathematical achievement in college students10
Boosting debiasing: Impact of repeated training on reasoning10
Complexity affects performance, cognitive load, and awareness10
Investigating learner characteristics and processes in Productive Failure and Vicarious Failure to design adaptive guidance10
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