OOIR: Observatory of International Research

Papers

(The TQCC of Social Psychology of Education is 5. 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 2021-09-01 to 2025-09-01.)

Article	Citations
The roles of impostorism and academic help-seeking in undergraduate students’ sense of belonging and college completion intention	140
Towards education with a shared language: language learning strategies adopted by newly arrived immigrant and refugee adolescents in Danish schools	60
Correction: Growth mindset of socioeconomic status boosts academic-related outcomes	57
School connection through engagement associated with grade scores and emotions of adolescents: four factors to build engagement in schools	56
How do impostor feelings and general self-efficacy co-explain students’ test-anxiety and academic achievements: The preceding role of maternal psychological control	47
A multilevel study of peer victimization and its associations with teacher support and well-functioning class climate	37
Teachers’ intervention strategies for handling hate-speech incidents in schools	37
Social participation in secondary school: The relation to teacher-student interaction, student characteristics and class-related variables	36
Students as the source of demotivation for teachers: A case study of Vietnamese university EFL teachers	33
Assumptions of immigration status: A moderated mediation analysis of racial microaggressions and internalization impacting latinx and asian college students	31
Pair learning in virtual laboratories: implications for engagement, self-efficacy, and anxiety	29
Understanding Filipino students’ achievement in PISA: The roles of personal characteristics, proximal processes, and social contexts	28
Social overload and fear of negative evaluation mediate the effect of neuroticism on classroom disruptions that predicts occupational problems in teachers over two years	24
Number of books at home as an indicator of socioeconomic status: Examining its extensions and their incremental validity for academic achievement	22
Using personality traits to predict correspondence between self-perception of academic competence and achievement: A latent profile analysis study	22
Correction to: Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students	21
Implicit assumptions of (prospective) music school teachers about musically gifted students	21
The social contagion of job satisfaction from principals to teachers: Implications from TALIS	21
The mediation of organizational commitment between collective teacher efficacy and work engagement	19
Peer victimization and anxiety during COVID-19 pandemic: disentangling between and within person effects	19
Identifying core beliefs of an intercultural educator: How polyculturalism and group malleability beliefs shape teachers’ pedagogical thinking and practice	18
Soft skills in high schools: integrating self-regulated learning and social, emotional, and behavioral skills frameworks	18
Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students	17
Correction: The role of empathy in support for inclusive education	17
Ethnic hierarchies among pupils in Slovenia: Their ethnic belonging matters	15

Teacher teams: A safe place to work on creating and maintaining a positive school climate	15
The role of student and customer social identification on university students’ learning approaches and psychological well-being	15
Motivational and personality variables distinguish academic underachievers from high achievers, low achievers, and overachievers	15
Gender stereotypes: implicit threat to performance or boost for motivational aspects in primary school?	14
The role of perceived ingroup norms about intergroup contact in intergroup friendship effects	14
Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues	14
Grade 12 students’ perceptions of educational tracks in Flanders	14
Teachers' perception of aggressive student behavior through the lens of chronic worry and resignation, and its association with psychophysiological stress: An observational study	14
Correction to: Adolescent wellbeing: Relative contributions of social emotional learning and microsystem supports	14
Belonging matters: a scoping review of survey instruments—prevalent measures and omissions	13
Teachers’ mindset meaning system: achievement goals, beliefs and classroom practices	13
Seeking congruity for communal and agentic goals: a longitudinal examination of U.S. college women’s persistence in STEM	13
Factors related to academic self-handicapping in Black students attending a predominantly White University	13
Understanding emotion-regulation strategies among foreign language teachers in response to classroom stressors: Findings from a Q methodology study	13
Coping with diversity in classrooms: predicting Intercultural Self-Efficacy in mandatory education teachers	12
School socioeconomic desegregation and student academic performance: evidence from a longitudinal study on middle school students in China	12
Correction to: Everything right or nothing wrong? Regulatory fit effects in an e-learning context	12
How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI): The mediation role of growth mindset and teachers’ practices factors	12
Academic stereotype threat and engagement of higher vocational students: A moderated mediation model	12
Do students’ mindsets about emotional intelligence change over secondary school? Developmental paths in adolescence	12
Trajectories of implicit theories of intelligence and emotional intelligence in secondary school	12
The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work	12
Trajectories of unrealistic optimism in grade expectation: A latent growth mixture model	11
When boys and girls make their first career decisions: Exploring the role of gender and field in high school major choice	11
The role of self-efficacy, social support and motivation in teacher’s leadership behavior	10
Using fiction to improve intergroup attitudes: Testing indirect contact interventions in a school context	10
Gender gap in reading achievement: the mediating role of metacognitive strategies and reading-related attitudes	10
Sensitive minds, supportive environments: A gateway to marginality and dropout intentions, moderated by teacher-student relationships	10
Belongingness moderates student mindsets’ influence among first-generation, community college students of color	10
Preservice teachers’ developmental knowledge and preparation: associations with beliefs about social dynamics management	10
Autonomy support and students’ perceived social-emotional competence: predicting parent-reported social-emotional skills	10
Examining how teachers’ characteristics impact student motivation and achievement across subject, school level, gender, and prior achievement level	10
Contribution of social support to home-quarantined Chinese college students’ well-being during the COVID-19 pandemic: the mediating role of online learning self-efficacy and moderating role of anxiety	9
Which STEM relationships promote science identities, attitudes, and social belonging? A longitudinal investigation with high school students from underrepresented groups	9
Motivating and demotivating teaching styles: A comparison among planned, adopted, and perceived	9
Perceived teacher unfairness and school bullying victimization of senior-grade pupils: The mediating effect and gender difference of the sense of school belonging	9
Testing the effect of agreement and discrepancy between teachers’ and students’ reported interpersonal behaviors on students’ motivation: a response surface analysis	9
Uncovering the role of teacher educators in the reduction of inequalities in education: A critical discourse analysis	9
Socio-emotional experiences of primary school students: Relations to teachers’ underestimation, overestimation, or accurate judgment of their cognitive ability	8
Examining the association between social context and disengagement: Individual and classroom factors in two samples of at-risk students	8
Chat or cheat? Academic dishonesty, risk perceptions, and ChatGPT usage in higher education students	8
Achievement goals, self-efficacy, and psychological flexibility as antecedent of study engagement	8
Understanding academic expectations: the influence of students’ academic emotions on academic expectations and the mediational role of perceived teacher competence and warmth	8
Mind the gap: Early-career teachers’ level of preparedness, professional development, working conditions, and feelings of distress	8
Instructor mindset beliefs and behaviors: How do students and instructors perceive them?	8
How implicit racial bias and concern about appearing racist shape K-12 teachers’ race talk with students	8
Individual and classroom-level associations of within classroom friendships, friendship quality and a sense of peer community on bullying victimization	8
Bullies, victims, and meanies: the role of child and classmate social and emotional competencies	8
Detecting the relationships of teacher’s growth mindset, grit, and receptivity in curriculum reform responding to PISA key-competency assessment	7
How good do you think you are with computers? The link between teachers’ perceived digital literacy, occupational efficacy, and psychological distress	7

Knowledge and comfort predict teaching about sexism in school teachers	7
Social-emotional need satisfaction, prosocial motivation, and students’ positive behavioral and well-being outcomes	7
Resilience as a professional competence: a new way towards healthy teachers?	7
Teacher expectations and their relations with primary school students’ achievement, self-concept, and anxiety in mathematics	7
Mathematics self-concept moderates the relation between cognitive functions and mathematical skills in primary school children	7
The impact of fear of losing out (FoLO) on college students’ performance goal orientations and learning strategies in Singapore	7
Social identity threat is related to ethnic minority adolescents’ social approach motivation towards classmates via reduced sense of belonging	7
Structural relationships between classroom emotional climate, teacher–student interpersonal relationships and students’ attitudes to STEM	7
Do growth mindsets reduce the big-fish-little-pond effect?	7
Discourses about grades and competency-based evaluation: Exploring communicative and situated meanings at an Italian high school	7
Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools	7
The need for social recognition: the impact of teachers’ professional honor on their intention to move to urban schools in rural China	7
The homophily and centrality of LGBQ youth: A new story?	7
Automatic and controlled information processing in the context of students’ ethnic background and social status: An eye-tracking study	6
Diversifying STEM: Communal goal mismatch predicts student intentions	6
Mapping routes from teacher identity to TPACK: mediating roles of technostress, belief and competency	6
Misperceptions of progress towards racial equality in educational attainment and their implications for policy preferences	6
Social media use and academic outcomes: the mediating role of grit	6
Is respect for teachers beneficial or harmful to students? The predictive effects of dual dimensions of respect-for-teachers on teacher-student relationships and academic engagement in a Confucian cul	6
Goal complexes: Integrating achievement goals as standards and self-attributed motives as reasons underlying goal pursuit	6
Exploring the mediating role of emotion regulation on the relationship between teachers’ resilience and their perceived stress	6
The role of empathy in support for inclusive education	6
The role of student background characteristics and sense of belonging in the development of peer networks at the transition to higher education	6
“Black sheep”—physical, social, and behavioral diversity as a barrier to STEM educational choice	6
Individualism and collectivism’s impact on students’ academic helping interactions: an integrative review	6
Cyberbullying and cyberstalking in higher education: policies and practices for supporting students and university staff	6
The role of teachers in guiding student peer interactions: conceptions of pre-service teachers	6
Children’s perceived parental control and academic achievement during the COVID-19 pandemic	6
Does open classroom climate uniformly benefit students’ civic outcomes? The moderating role of students’ perceptions of teacher–student relationships	6
Nice, but not smart? Attributional backlash from displaying prosocial behavior in the classroom	6
Efficacy of imagined contact intervention with children and adolescents in reducing negative intergroup outcomes: A systematic review	6
Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment	6
Enhancing interaction quality in interdisciplinary group work: The impact of student motivation and teacher-initiated diversity climate	5
Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers’ error-related beliefs and practices	5
Achievement emotions predict transfer student academic success	5
Why do teachers intervene? understanding the relationship between subjective norms and teachers’ intervention in real-life bullying incidents	5
Pre-service teachers’ experiences with students impacted by trauma in the school setting	5
Understanding motivation for implementing cooperative learning methods: a value-based approach	5
Teacher support for basic needs is associated with socio-emotional skills: a self-determination theory perspective	5
Friends as a language learning resource in multilingual primary school classrooms	5
Collective teacher culture and school goal structure: Associations with teacher self-efficacy and engagement	5
Adding the culturally specific ingredients: the Chinese and American models of learning persistence, including learning beliefs, choice and the internalization of learning motivation	5
Life satisfaction, relatedness, and study engagement in the upper secondary school transition: the function of social support	5
Teacher well-being and student achievement: A multilevel analysis	5
‘At first I was overwhelmed, but then—I have to say—I did almost enjoy it’. Psychological needs satisfaction and vitality of student teachers during the first Covid-19 lockdown	5
Reluctance to speak in college classrooms: academic causes and consequences	5
School principals’ social support and teachers’ basic need satisfaction: The mediating role of job demands and job resources	5
Unpacking classroom goal structures based on students’ own words	5
Assessing the association of adverse childhood events with academic performance in the U.S. adolescent population: a secondary data analysis	5