OOIR: Observatory of International Research

Papers

(The TQCC of Learning and Instruction is 9. 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.)

Article	Citations
Invited commentary: Towards more inclusive and Integrated approaches to reading and writing feedback research	106
Who will teach the teachers? Examining implicit bias in the educator workforce	82
The relation between self-efficacy and teaching behaviour: A video-based analysis of student teachers	80
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 protocol	71
The role of social networks in digital learning gamification: Learner communication preferences and performance effects	70
Competitive and non-competitive school climate and students’ well-being	68
Play-responsive teaching as an alternative way of perceiving the relations between play, teaching and learning	64
Effects of SI-PASS on a high-risk course – A randomized controlled trial	57
Metacognitive scaffolding for digital reading and mind-wandering in adults with and without ADHD	53
Effects of a literary intervention on interaction quality in small-group discussions in the upper elementary grades	52
Is the clique a pond? The big-fish-little-pond effect and the relative meaning of clique and classroom	51
EARLI title page	47
EARLI Association News	46
EARLI Association News	45
EARLI Association News	44
EARLI title page	42
EARLI title page	42
Editorial board/Publication information	39
EARLI Association News	39
EARLI Association News	38
It counts in every single lesson: Between- and within-person associations of teaching quality and student self-regulation	37
Feedback processing and emotion regulation in nursing students during internship	37
Same topic, different genre: Elementary school children's mental representations of information embedded in narrative and expository texts	36
Changes in self-regulated learning profiles during an undergraduate peer-based intervention: A latent profile transition analysis	34

Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences	34
Domain-specific self-regulated learning interventions for elementary school students	32
Growth mindset mediates perceptions of teachers' and parents' process feedback in digital reading performance: Evidence from 32 OECD countries	32
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 schools	31
Classroom emotions in civic education: A multilevel approach to antecedents and effects	31
Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention	31
Texts, readers, and positions: Developing a conceptual tool for teaching disciplinary reading in religious education	28
Editorial board/Publication information	27
Editorial board/Publication information	27
Gender differences in reading: Examining text-based interest in relation to text characteristics and reading comprehension	26
Do you play in class? Board games to promote cognitive and educational development in primary school: A cluster randomized controlled trial	26
Bilingual education teachers and learners in a preschool context: Instructional and interactional translanguaging spaces	25
The happy-fish-little-pond effect on enjoyment: Generalizability across multiple domains and countries	25
Digital multimodal composing as translanguaging assessment in CLIL classrooms	24
How do professional development programs on comparing solution methods and classroom discourse affect students' achievement in mathematics? The mediating role of students’ subject matter justification	24
Do vocabulary, syntactic awareness, and reading comprehension in second language facilitate the development of each other in young children?	24
The role of rewards in motivation—Beyond dichotomies	23
Primary school students’ awareness of their monitoring and regulation judgment accuracy	23
Perceptions and reflections about a non-digital game-based learning activity for economic theory	22
Teacher motivation: Implications for instruction and learning. Introduction to the special issue	22
Developmental trajectories of children's spatial skills: Influencing variables and associations with later mathematical thinking	22
Examining the role of self-efficacy and online metacognitive monitoring behaviors in undergraduate life science education	22
The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis	21
Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling	21
Just selection and preparation? CLIL effects on second language learning	21
What multimodal data can tell us about the students’ regulation of their learning process?	20
Comprehension monitoring across languages – The effect of online feedback	20
Effects of CLIL on second language learning: Disentangling selection, preparation, and CLIL-effects	20
Why narrative frames matter for instructional videos: A value-evoking narrative frame is essential to foster sustained learning with emotional design videos	20
Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education	20
Telling stories as preparation for learning: A Bayesian analysis of transfer performance and investigation of learning mechanisms	20
Potential classroom stressors of teachers: An audiovisual and physiological approach	20
Relationship between maternal scaffolding and preschooler's metacognitive strategies in a problem-solving situation	20
Enhancing clinical law education through immersive virtual reality: A flow experience perspective	20
Multimodal practices of unpacking and repacking subject-specific knowledge in CLIL physics and chemistry lessons	20
Early childcare enrollment and the pursuit of higher education: A Canadian longitudinal study	20
What teachers can do to enhance students’ well-being: Discussion	19
Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring	19
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories	18
The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar	18
Gender-specific trajectories of academic achievement in Chinese elementary school students: Relations with life satisfaction trajectories and suicidal ideation trajectories	18
Co-developmental trajectories of psychological need satisfactions at school: Relations to mental health and academic functioning in Chinese elementary school students	17
Integrating AIGC into product design ideation teaching: An empirical study on self-efficacy and learning outcomes	17
Extending the theoretical foundations of multimedia learning: Activation, integration, and validation occur when processing illustrated texts	17
A tale of two tests: The role of topic and general academic knowledge in traditional versus contemporary scenario-based reading	16
How am I going? Behavioral engagement mediates the effect of individual feedback on writing performance	16
Modeling temporal self-regulatory processing in a higher education biology course	16
Classroom interactional competence in an English medium instruction mathematics classroom: A creation of a technology-mediated translanguaging space	16
How effective is feedback for L1, L2, and FL learners’ writing? A meta-analysis	16
Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review	16

Contrasting school dropout: The protective role of perceived teacher justice	16
Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate	15
Developmental changes in the contributions of phonological processing skills to Chinese character reading and arithmetic	15
Why do students exhibit different attention-related behavior during instruction? Investigating effects of individual and context-dependent determinants	15
Data-based differentiated instruction: The impact of standardized assessment and aligned teaching material on students’ reading comprehension	15
Trajectory subgroups of perceived emotional support from teachers: Associations with change in mastery climate and intentions to quit upper secondary school	14
Learning programming from erroneous worked-examples. Which type of error is beneficial for learning?	14
Relationality of play and playfulness in early childhood sustainability education	14
Closing the feedback Loop: Reflections on practical educational implications and future research	14
The role of inhibition in overcoming arithmetic natural number bias in the Chinese context: Evidence from behavioral and ERP experiments	14
Playful enactive interventions can enhance agency, empathy and social integration in children	14
Editorial board/Publication information	13
EARLI Association News	13
EARLI Association News	13
Investigating the effect of deictic tracing on multimedia learning	13
Enhancing students’ content and language development: Implications for researching multilingualism in CLIL classroom context	12
Editorial board/Publication information	12
Editorial board/Publication information	12
A Bayesian approach to students’ perceptions of teachers’ autonomy support	12
Training preservice teachers to use evidence-based practices: Effects of coaching with performance feedback on teacher and child outcomes	12
Design fit in gamified online programming learning environment	12
EARLI Association News	12
Methodological progress in the study of self-regulated learning enables theory advancement	12
EARLI Association News	12
“They would make you feel stupid” - Ability grouping, Children’s friendships and psychosocial Wellbeing in Irish primary school	11
Improving (meta)comprehension: Feedback and self-assessment	11
Fostering collaboration in simulations: How advanced learners benefit from collaboration scripts and reflection	11
Enhancing children's math motivation with a joint intervention on mindset and gender stereotypes	11
Editorial Board	11
The role of interactive dialogue in students’ learning of mathematical reasoning: A quantitative multi-method analysis of feedback episodes	11
Children’s and mothers’ understanding of play and learning: Repertoires across five cultures	11
Explaining procedures and interleaving practice in fraction arithmetic	11
Disciplinary vocabulary and mastery of educational objectives in first-grade	11
What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course	11
Commentary and future directions: What can multi-modal data reveal about temporal and adaptive processes in self-regulated learning?	11
The differential association of COVID-19 remote digital instruction period with second-grade students' graphomotor, handwriting, visual, and sequential memory skills	11
How does information consistency influence prospective teachers’ decisions about task difficulty assignments? A within-subject experiment to explain data-based decision-making in heterogeneous classes	10
Enhancing spatial skills through mechanical problem solving	10
Dialogic classroom talk in early childhood education: The effect on language skills and social competence	10
The effect of inter-letter spacing on reading performance and eye movements in typically reading and dyslexic children	10
Keeping track of expert teachers: Comparing the affordances of think-aloud elicited by two different video perspectives	10
Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills	10
Differential prospective relationships of social-oriented and individual-oriented achievement motivations with achievement goals and affective wellbeing: A 1-year follow-up study	10
Exploring the necessary conditions for observing interleaved practice benefits in math learning	10
Relations between the comprehension of connectives and school performance in primary school	10
How does teacher bias influence students?: An introduction to the special issue on teachers’ implicit attitudes, instructional practices, and student outcomes	9
Promoting Expertise Through Simulation (PETS): A conceptual framework	9
A short teacher-led intervention using direct instruction enhances 5th graders' purposeful reading skills	9
Opportunities and limitations of using the linguistic category model as a measure of teachers’ implicit stereotypes in Germany	9
Dealing with controversial issues in primary school classroom interactions in social studies courses	9
Pre-service teachers’ desire to control bias: Implications for the endorsement of culturally affirming classroom practices	9
Tests of moderation of the big-fish-little-pond effect across students with and without special educational needs in regular versus special education schools	9
Are you learning or performing? A comparison of students’ goal orientation during experimentation at an outreach science laboratory and at school using the CEAS model	9
Sequence matters! Retrieval practice before generative learning is more effective than the reverse order	9
Effects of real-time adaptivity of scaffolding: Supporting pre-service mathematics teachers’ assessment skills in simulations	9
Toward adaptive support of pre-service teachers' assessment competencies: Log data in a digital simulation reveal engagement modes	9