Learning and Individual Differences

Papers
(The H4-Index of Learning and Individual Differences 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 2021-06-01 to 2025-06-01.)
ArticleCitations
What evidence-based learning activities help students acquire knowledge, correct confidence in their own knowledge, and accurate self-assessment?2189
Editorial Board144
Female students and students from more affluent families benefit more from fear of failure in learning achievements: A study based on 77 economies45
Cross-linguistic sharing of phonological awareness in word spelling among early Chinese-English literacy learners: A three-wave cross-lagged panel analysis43
Examining the simple view of reading in Kiswahili: Longitudinal evidence from Kenya40
Scaffolding attention and perseverance skills in a diverse population of preschool children in Sweden39
Home learning activities and parental autonomy support as predictors of pre-academic skills: The mediating role of young children's school liking38
Comparing relations among autonomy support, motivation, and academic success across face-to-face and pandemic online STEM learning environments36
Exploring the dynamics of situated expectancy-value theory: A panel network analysis36
Profiles of student-perceived teacher homework involvement, and their associations with homework behavior and mathematics achievement: A person-centered approach36
Reading in print and digitally: Profiling and intervening in undergraduates' multimodal text processing, comprehension, and calibration33
Being bored at school: Trajectories and academic outcomes32
What is the link between an early university entry offer and the academic and personal wellbeing outcomes of students in their final year of school?32
Dynamic relations between motivation and performance across content in a mathematics learning technology31
Cooperative mindset and creative self-concept in higher education30
The Simple View of Reading across different orthographies: Introduction to special issue30
Editorial Board29
Parents' implicit intelligence beliefs about children's intelligence: Implications for children's academic self-concept and achievement in Maths, English, and French27
Exploring the heterogeneous development of intrinsic value in language arts among secondary school students through growth mixture modelling26
Does the effectiveness of a reading intervention differ dependent on students' Spanish or English proficiencies?25
Comorbidity of reading and math learning difficulties in a Chinese sample24
Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures23
To what extent do home numeracy practices and parental number talk relate to children's math skills? A pre-registered study in 5-year-old children22
A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students22
Does need for relatedness matter more? The dynamic mechanism between teacher support and need satisfaction in explaining Chinese school children's regulatory styles22
Understanding momentary engagement in university students: Exploring the interaction between competence and value beliefs on emotions and cognitive engagement – A multilevel investigation22
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