OOIR: Observatory of International Research

Papers

(The TQCC of Educational Psychology Review is 22. 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
Relationship Between Reading and Working Memory in Children and Adolescents: a Meta-Analysis	75
The Role of Language Aptitude in Child Second Language Learning: 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
Unveiling Patterns of Generative AI Integration That Enhance Learning: A Systematic Review of Empirical Studies	68
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
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
Retrieval Practice Versus Elaborative Encoding: A Systematic and Meta-analytic Review	64
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
Investigating Success in the Transition to University: A Systematic Review of Personal Risk and Protective Factors Influencing Academic Achievement	61
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
Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System	58
On Being Accepted: Interrogating How University Cultural Scripts Shape Personal and Political Facets of Belonging	57
The Effect of Prequestions on Learning: A Multilevel Meta-Analysis	57
The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis	53
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
Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing	52
Seeking a Comprehensive Theory About the Development of Scientific Thinking	51
Concreteness and Abstraction in Mathematics Education: A Taxonomy of the Semantic Landscape	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
Active Student Participation in Whole-School Interventions in Secondary School. A Systematic Literature Review	46
The Associations Between Temperament and Learning: A Meta-Analysis from an Integrative Perspective	46
Gender Disparity in Computational Thinking Pedagogy and Assessment: A Three-Level Meta-Analysis	46
Introducing the FoRe-Squares Model: Focus Support and Reward as Key Predictors of Effective Technology-Augmented Instruction	46
Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research	45
A Meta-Analysis on Teachers’ Growth Mindset	45
A Systematic Review of Graduate Students’ Research Motivation: Themes, Theories, and Methodologies	44
Navigating Spatial Ability for Mathematics Education: a Review and Roadmap	43
The Reciprocal Effects Model is Robust to Alternative Modeling Specifications: A Response to Sorjonen et al., 2025	43
Correction to: Community and Participatory Evidence and Research Synthesis: Enhancing Alignment and Usability of Research Synthesis Methods	42
The Past, Present, and Future of the Cognitive Theory of Multimedia Learning	42
From AI as a Relational Breaker to a Relational Broker: Comment on Bauer et al. (2025)	41
The Forward Effect of Judgements of Learning on Memory and Transfer in Inductive Learning	40
A Scoping Review of School-Based Prevention Programs for Indigenous Students	40
Toward an Organising Theoretical Model for Teacher Clarity, Feedback and Self-Efficacy in the Classroom	40
Emotions Are Not Random: Machine Learning Reveals Predictable Patterns in a 21-Day Second Language Learning Trajectory	39
A Systematic Review of Self-Regulated Learning through Integration of Multimodal Data and Artificial Intelligence	39
Managing Student Digital Distraction in the College Classroom: a Self-Determination Theory Perspective	39
Effects of School-led Greenspace Interventions on Mental, Physical and Social Wellbeing in Children and Adolescents: A Systematic Review	37
A Motivational Perspective on (Anticipated) Mental Effort Investment: The Biopsychosocial Model of Challenge and Threat	37
Harnessing Motivation, Self-Efficacy, and Self-Regulation: Dale H. Schunk’s Enduring Influence	37
Understanding Learning Strategy Use Through the Lens of Habit	37
What Works for Teaching Word Reading to Adolescents? A Meta-Analytic Investigation	36
Visualizing a Task Performer’s Gaze to Foster Observers’ Performance and Learning—a Systematic Literature Review on Eye Movement Modeling Examples	36
The Effects of Contextual Interference Learning on the Acquisition and Relatively Permanent Gains in Skilled Performance: A Critical Systematic Review with Multilevel Meta-Analysis	36
Unleashing the Power of Positivity: How Positive Instructors Benefit Learning from Instructional Videos — A Meta-analytic Review	36
How Strong Is the Evidence for a Causal Reciprocal Effect? Contrasting Traditional and New Methods to Investigate the Reciprocal Effects Model of Self-Concept and Achievement	36
Effects of Artificial Intelligence Feedback on Students’ Self-Regulated Learning in Higher Education: A Three-Level Meta-Analysis	35

Designing Effective Pre-service Teacher Training in Inclusive Education: a Narrative Review of the Effects of Duration and Content Delivery Mode on Teachers’ Attitudes Toward Inclusive Education	35
A Systematic Review of Peer Assessment Design Elements	35
Four Guideposts toward an Integrated Model of Academic Motivation: Motivational Resilience, Academic Identity, Complex Social Ecologies, and Development	34
Daniel H. Robinson: Bloody Mary for the AERA Attendee’s Soul: Volume I	34
Measuring the Quality of Adult–Child Interactions in the Context of ECEC: a Systematic Review on the Relationship with Developmental and Educational Outcomes	34
The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom	34
Toward an Integrated Model of the Individual Differences in Mathematical Flexibility	33
Ten Years of Dimensional Comparison Theory: On the Development of a Theory from Educational Psychology	32
Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions	32
The Relation Between Patterning Skills and Children’s Mathematical Achievement: A Meta-Analysis	32
Identifying the Most Cited Articles and Authors in Educational Psychology Journals from 1988 to 2023	32
How Does Family Socioeconomic Status Influence Children’s Reading Ability? Evidence from Meta-analytic Structural Equation Modeling	31
Motivating the Learning Process: Integrating Self-Determination Theory Into a Dynamical Systems Framework	31
Integrating Motivation and Instruction: Towards a Unified Approach in Educational Psychology	30
Writing Motivation Questionnaire: Factorial and Construct Validity with Middle School Students	30
Narrowing (Achievement) Gaps in Higher Education with a Social-Belonging Intervention: A Systematic Review	30
Executive Functions and Reading in Children: A Systematic Review and Meta- analysis	29
The Effect of Psychological Interventions on Statistics Anxiety, Statistics Self-Efficacy, and Attitudes Toward Statistics in University Students: A Systematic Review	29
Combining Retrieval Practice with Elaborative Encoding: Complementary or Redundant?	29
A Network Meta-analysis of Multi-component Reading Interventions for Students with Reading Difficulties: Active-Ingredient vs. Ingredient-Interaction?	29
Strengthening Conscientiousness by Means of Interventions: A Systematic Review	28
Peer Mindset Culture as a Developmental Context for Belonging	28
Research Avenues Supporting Embodied Cognition in Learning and Instruction	28
Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses	27
Charting the Murky Waters of Motivational Climate Measurement: Past Approaches and Future Directions	27
Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence	27
Reporting and Design Considerations for SMART Behavioral Science Research	26
The Powerful Teacher: A Power Hypothesis for the Benefits of Learning-by-Teaching	26
Differential Effects of Objective and Subjective Nature Contact on Social, Cognitive, and Academic Outcomes across the Lifespan: A Three-Level Meta-Analysis	26
To Trace or Not to Trace? Mimicry in Timed Multimedia Lessons with Pointing and Tracing	26
Discovering Internal Validity Threats and Operational Concerns in Single-Case Experimental Designs Through Directed Acyclic Graphs	25
Situational Motivation in Academic Learning: A Systematic Review	25
Increasing Video Lecture Playback Speed Can Impair Test Performance – a Meta-Analysis	25
Is Adolescent Bullying an Evolutionary Adaptation? A 10-Year Review	25
The Role of Functional Near-Infrared Spectroscopy in Collaborative Research: A systematic Review	25
Brief Pre-Class Physical Exercise Selectively Enhances Mathematics-Specific Inhibitory Control: A Cluster-Randomized Trial in Authentic Classrooms	25
The Personalized Learning by Interest Effect on Interest, Cognitive Load, Retention, and Transfer: A Meta-Analysis	24
Self-Regulation Competence as a Superpower: An Integrated Framework for K-12	24
A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity	24
Cognitive Processes, Linguistic Factors, and Arithmetic Word Problem Success: a Review of Behavioral Studies	23
Publisher Correction to: Metamotivational Processes in Self-regulated Learning: Exploring the Implications for Research, Theory, and Educational Practice	23
Cognitive Control in Adolescents and Young Adults with Media Multitasking Experience: a Three-Level Meta-analysis	23
Re-Experiencing vs. Self-Explaining: Comparing Generative Learning Activities in VR	23
Evolution of a Learning Theory: In Praise of Scientific Speculation	23
Linking Language Attitudes to Proficiency Across Learning Contexts: A Systematic Review and Meta-Analysis of Correlational Evidence	23
Tracing and Pointing Support Multimedia Learning: A Cross-Cultural Replication	23
Encouraging Students to Use Retrieval Practice: a Review of Emerging Research from Five Types of Interventions	23
Specialized Purpose of Each Type of Student Engagement: A Meta-Analysis	22
How Personality Matters for Education Research	22
A Multilevel Meta-analysis of Language Mindsets and Language Learning Outcomes in Second Language Acquisition Research	22
Promoting Temporal Investigations of Development in Context: a Systematic Review of Longitudinal Research Linking Childhood Circumstances and Learning-related Outcomes	22
Effectiveness of Unproctored vs. Teacher-Proctored Exams in Reducing Students’ Cheating: A Double-Blind Randomized Controlled Field Experimental Study	22
The Affordability Solution: a Systematic Review of Open Educational Resources	22
Self-Efficacy as a Mediator Between Attitudes Toward Mathematics and Mathematics Achievement: A MASEM Approach	22