OOIR: Observatory of International Research

Papers

(The H4-Index of Educational Psychology Review is 39. 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
Meeting John Bransford	226
Conditions for Effective Learning from Erroneous Examples: A Systematic Review	208
The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education	156
A Systematic Review on Student Engagement in Undergraduate Mathematics: Conceptualization, Measurement, and Learning Outcomes	125
Emotional Wellbeing in the Context of Primary-Secondary School Transitions: A Concept Analysis Paper	117
Typed Versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis	114
Pretesting Enhances Learning in the Classroom	110
Confounded or Controlled? A Systematic Review of Media Comparison Studies Involving Immersive Virtual Reality for STEM Education	106
The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis	104
Commentary: How can We Come to Terms when Discussing the Role of Effort from the Perspective of Cognitive Load Theory and Theories of Self-regulated Learning?	89
Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review	83
A Computational Model of School Achievement	82
Complex Social Ecologies and the Development of Academic Motivation	80
Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy	74
How Prosodic Sensitivity Contributes to Reading Comprehension: a Meta-Analysis	73
Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories	66
The Landscape of Research on Prior Knowledge and Learning: a Bibliometric Analysis	63
Correction: Cognitive Load Theory and Its Relationships with Motivation: A Self-Determination Theory Perspective	63
Does Retrieval Demand Moderate the Effectiveness of Covert Retrieval Practice? Comparing Covert and Overt Retrieval Practice for Learning Key Terms and Definitions	55
Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?	54
Effect of the Instructor’s Eye Gaze on Student Learning from Video Lectures: Evidence from Two Three-Level Meta-Analyses	52
Retrieval Practice Versus Elaborative Encoding: A Systematic and Meta-analytic Review	52
Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures	49
The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis	48
Frustration in the Classroom: Causes and Strategies to Help Teachers Cope Productively	47

Motivating Motivation Regulation Research—An Evidence and Gap Map Approach	47
Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives	47
Investigating Success in the Transition to University: A Systematic Review of Personal Risk and Protective Factors Influencing Academic Achievement	46
Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning	45
The Biological Benefits of Failure on Learning and Tools to Manage the Fallout	45
The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis	44
Concreteness and Abstraction in Mathematics Education: A Taxonomy of the Semantic Landscape	44
Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney	43
Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System	43
A Systematic Review of Sequential Multiple-Assignment Randomized Trials in Educational Research	43
Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support	41
Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing	39
Seeking a Comprehensive Theory About the Development of Scientific Thinking	39
The Effect of Prequestions on Learning: A Multilevel Meta-Analysis	39
On Being Accepted: Interrogating How University Cultural Scripts Shape Personal and Political Facets of Belonging	39