OOIR: Observatory of International Research

Papers

(The H4-Index of Educational Psychology Review is 47. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Meeting John Bransford	418
Pretesting Enhances Learning in the Classroom	281
Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review	237
The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education	185
Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy	184
Emotional Wellbeing in the Context of Primary-Secondary School Transitions: A Concept Analysis Paper	162
How Prosodic Sensitivity Contributes to Reading Comprehension: a Meta-Analysis	151
The Landscape of Research on Prior Knowledge and Learning: a Bibliometric Analysis	150
Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories	120
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?	114
Confounded or Controlled? A Systematic Review of Media Comparison Studies Involving Immersive Virtual Reality for STEM Education	103
A Systematic Review on Student Engagement in Undergraduate Mathematics: Conceptualization, Measurement, and Learning Outcomes	101
The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis	97
Complex Social Ecologies and the Development of Academic Motivation	96
Conditions for Effective Learning from Erroneous Examples: A Systematic Review	95
A Computational Model of School Achievement	90
Typed Versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis	89
Should we Tell Teachers That They Are (In)Correct? How Personalized Refutation Text Promotes or Hampers Conceptual Change	84
Does Retrieval Demand Moderate the Effectiveness of Covert Retrieval Practice? Comparing Covert and Overt Retrieval Practice for Learning Key Terms and Definitions	79
The Role of Language Aptitude in Child Second Language Learning: A Meta-analysis	75
Relationship Between Reading and Working Memory in Children and Adolescents: a Meta-Analysis	75
The Biological Benefits of Failure on Learning and Tools to Manage the Fallout	74
Correction: Cognitive Load Theory and Its Relationships with Motivation: A Self-Determination Theory Perspective	72
Motivating Motivation Regulation Research—An Evidence and Gap Map Approach	68
Effect of the Instructor’s Eye Gaze on Student Learning from Video Lectures: Evidence from Two Three-Level Meta-Analyses	68

Unveiling Patterns of Generative AI Integration That Enhance Learning: A Systematic Review of Empirical Studies	68
Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures	67
The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis	64
Frustration in the Classroom: Causes and Strategies to Help Teachers Cope Productively	64
Retrieval Practice Versus Elaborative Encoding: A Systematic and Meta-analytic Review	64
Investigating Success in the Transition to University: A Systematic Review of Personal Risk and Protective Factors Influencing Academic Achievement	61
Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System	58
Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support	58
“I Felt Like I Completely Belonged in That Class”: Gender and the Development of Sense of Belonging in K-12 STEM Education	58
Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney	58
The Effect of Prequestions on Learning: A Multilevel Meta-Analysis	57
On Being Accepted: Interrogating How University Cultural Scripts Shape Personal and Political Facets of Belonging	57
Extraneous Cognitive Load as a Gateway to Curiosity: An Integrative Model of Cognitive Load and Motivation in Extended Reality Learning	53
Seductive Details, Cognitive Load, and Learning Outcomes: A Multi-level Meta-analysis and MASEM	53
The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis	53
Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing	52
Concreteness and Abstraction in Mathematics Education: A Taxonomy of the Semantic Landscape	51
Seeking a Comprehensive Theory About the Development of Scientific Thinking	51
Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions	50
Emotion Regulation Strategies and Academic Achievement among Secondary and University Students: A Systematic Review and Meta-Analysis	50
The Transfer of Teacher Training to Inclusive Classroom Practice: A Meta-Analytic SEM Approach	49
The Role of Haptic Interaction in Embodied Extended-Reality Learning: A Three-Level Meta-Analysis	47