OOIR: Observatory of International Research

Papers

(The H4-Index of Educational Psychology Review is 35. 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 2021-06-01 to 2025-06-01.)

Article	Citations
Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy	242
The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education	165
How Prosodic Sensitivity Contributes to Reading Comprehension: a Meta-Analysis	157
Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review	133
Meeting John Bransford	127
A Computational Model of School Achievement	110
Emotional Wellbeing in the Context of Primary-Secondary School Transitions: A Concept Analysis Paper	92
Confounded or Controlled? A Systematic Review of Media Comparison Studies Involving Immersive Virtual Reality for STEM Education	82
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants	80
Pretesting Enhances Learning in the Classroom	78
Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories	78
The Landscape of Research on Prior Knowledge and Learning: a Bibliometric Analysis	68
Typed Versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis	66
The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis	65
Complex Social Ecologies and the Development of Academic Motivation	63
Motivating Motivation Regulation Research—An Evidence and Gap Map Approach	59
Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?	59
A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence	56
Frustration in the Classroom: Causes and Strategies to Help Teachers Cope Productively	55
Effect of the Instructor’s Eye Gaze on Student Learning from Video Lectures: Evidence from Two Three-Level Meta-Analyses	52
The Biological Benefits of Failure on Learning and Tools to Manage the Fallout	47
Correction: Cognitive Load Theory and Its Relationships with Motivation: A Self-Determination Theory Perspective	45
The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis	45
Investigating Success in the Transition to University: A Systematic Review of Personal Risk and Protective Factors Influencing Academic Achievement	44
Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures	44

Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives	43
Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning	42
Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney	40
Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System	39
A Systematic Review of Sequential Multiple-Assignment Randomized Trials in Educational Research	38
Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support	37
Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions	37
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?	37
The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis	37
Short-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review	36