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 2021-11-01 to 2025-11-01.)

Article	Citations
Correction: Growth mindset of socioeconomic status boosts academic-related outcomes	160
Towards education with a shared language: language learning strategies adopted by newly arrived immigrant and refugee adolescents in Danish schools	68
Assumptions of immigration status: A moderated mediation analysis of racial microaggressions and internalization impacting latinx and asian college students	64
Students as the source of demotivation for teachers: A case study of Vietnamese university EFL teachers	59
The roles of impostorism and academic help-seeking in undergraduate students’ sense of belonging and college completion intention	52
Effects of witnessing subtle gender bias versus rudeness on interpersonal outcomes among women and men	40
Pair learning in virtual laboratories: implications for engagement, self-efficacy, and anxiety	40
Social participation in secondary school: The relation to teacher-student interaction, student characteristics and class-related variables	39
A multilevel study of peer victimization and its associations with teacher support and well-functioning class climate	37
Understanding Filipino students’ achievement in PISA: The roles of personal characteristics, proximal processes, and social contexts	33
Teachers’ intervention strategies for handling hate-speech incidents in schools	32
How do impostor feelings and general self-efficacy co-explain students’ test-anxiety and academic achievements: The preceding role of maternal psychological control	29
School connection through engagement associated with grade scores and emotions of adolescents: four factors to build engagement in schools	25
Social overload and fear of negative evaluation mediate the effect of neuroticism on classroom disruptions that predicts occupational problems in teachers over two years	25
Teachers’ two dimensions of emotional labor characterized by distinct motivational qualities, and their associations with future goals, achievement goals, and job burnout	25
The social contagion of job satisfaction from principals to teachers: Implications from TALIS	22
Using personality traits to predict correspondence between self-perception of academic competence and achievement: A latent profile analysis study	22
Implicit assumptions of (prospective) music school teachers about musically gifted students	22
Peer victimization and anxiety during COVID-19 pandemic: disentangling between and within person effects	21
Correction to: Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students	21
The mediation of organizational commitment between collective teacher efficacy and work engagement	21
Identifying core beliefs of an intercultural educator: How polyculturalism and group malleability beliefs shape teachers’ pedagogical thinking and practice	19
Soft skills in high schools: integrating self-regulated learning and social, emotional, and behavioral skills frameworks	17
Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students	16
Number of books at home as an indicator of socioeconomic status: Examining its extensions and their incremental validity for academic achievement	16

The role of student and customer social identification on university students’ learning approaches and psychological well-being	15
Correction: The role of empathy in support for inclusive education	15
Grade 12 students’ perceptions of educational tracks in Flanders	15
Belonging matters: a scoping review of survey instruments—prevalent measures and omissions	15
The role of perceived ingroup norms about intergroup contact in intergroup friendship effects	15
School socioeconomic desegregation and student academic performance: evidence from a longitudinal study on middle school students in China	15
Gender stereotypes: implicit threat to performance or boost for motivational aspects in primary school?	15
Correction to: Adolescent wellbeing: Relative contributions of social emotional learning and microsystem supports	15
Teachers’ mindset meaning system: achievement goals, beliefs and classroom practices	14
Teacher teams: A safe place to work on creating and maintaining a positive school climate	14
Is perfectionism associated to a fixed mindset? A review and two studies with the Model of Excellencism and Perfectionism	14
Ethnic hierarchies among pupils in Slovenia: Their ethnic belonging matters	13
Trajectories of implicit theories of intelligence and emotional intelligence in secondary school	13
Teachers' perception of aggressive student behavior through the lens of chronic worry and resignation, and its association with psychophysiological stress: An observational study	13
Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues	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
How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI): The mediation role of growth mindset and teachers’ practices factors	13
The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work	13
Academic stereotype threat and engagement of higher vocational students: A moderated mediation model	13
Seeking congruity for communal and agentic goals: a longitudinal examination of U.S. college women’s persistence in STEM	13
Uncovering the role of teacher educators in the reduction of inequalities in education: A critical discourse analysis	13
Correction to: Everything right or nothing wrong? Regulatory fit effects in an e-learning context	12
Coping with diversity in classrooms: predicting Intercultural Self-Efficacy in mandatory education teachers	12
Trajectories of unrealistic optimism in grade expectation: A latent growth mixture model	11
Using fiction to improve intergroup attitudes: Testing indirect contact interventions in a school context	11
Do students’ mindsets about emotional intelligence change over secondary school? Developmental paths in adolescence	11
Perceived teacher unfairness and school bullying victimization of senior-grade pupils: The mediating effect and gender difference of the sense of school belonging	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	11
Preservice teachers’ developmental knowledge and preparation: associations with beliefs about social dynamics management	11
Which STEM relationships promote science identities, attitudes, and social belonging? A longitudinal investigation with high school students from underrepresented groups	10
Examining how teachers’ characteristics impact student motivation and achievement across subject, school level, gender, and prior achievement level	10
Autonomy support and students’ perceived social-emotional competence: predicting parent-reported social-emotional skills	10
Motivating and demotivating teaching styles: A comparison among planned, adopted, and perceived	10
Belongingness moderates student mindsets’ influence among first-generation, community college students of color	10
Sensitive minds, supportive environments: A gateway to marginality and dropout intentions, moderated by teacher-student relationships	10
How implicit racial bias and concern about appearing racist shape K-12 teachers’ race talk with students	9
Knowledge and comfort predict teaching about sexism in school teachers	9
Achievement goals, self-efficacy, and psychological flexibility as antecedent of study engagement	9
Socio-emotional experiences of primary school students: Relations to teachers’ underestimation, overestimation, or accurate judgment of their cognitive ability	9
Understanding academic expectations: the influence of students’ academic emotions on academic expectations and the mediational role of perceived teacher competence and warmth	9
Testing the effect of agreement and discrepancy between teachers’ and students’ reported interpersonal behaviors on students’ motivation: a response surface analysis	9
Chat or cheat? Academic dishonesty, risk perceptions, and ChatGPT usage in higher education students	9
Gender gap in reading achievement: the mediating role of metacognitive strategies and reading-related attitudes	9
Individual and classroom-level associations of within classroom friendships, friendship quality and a sense of peer community on bullying victimization	8
Structural relationships between classroom emotional climate, teacher–student interpersonal relationships and students’ attitudes to STEM	8
The need for social recognition: the impact of teachers’ professional honor on their intention to move to urban schools in rural China	8
Bullies, victims, and meanies: the role of child and classmate social and emotional competencies	8
Social-emotional need satisfaction, prosocial motivation, and students’ positive behavioral and well-being outcomes	8

Examining the association between social context and disengagement: Individual and classroom factors in two samples of at-risk students	8
Social identity threat is related to ethnic minority adolescents’ social approach motivation towards classmates via reduced sense of belonging	8
The homophily and centrality of LGBQ youth: A new story?	8
Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools	8
The impact of fear of losing out (FoLO) on college students’ performance goal orientations and learning strategies in Singapore	8
Resilience as a professional competence: a new way towards healthy teachers?	8
How good do you think you are with computers? The link between teachers’ perceived digital literacy, occupational efficacy, and psychological distress	7
Instructor mindset beliefs and behaviors: How do students and instructors perceive them?	7
Mathematics self-concept moderates the relation between cognitive functions and mathematical skills in primary school children	7
Goal complexes: Integrating achievement goals as standards and self-attributed motives as reasons underlying goal pursuit	7
Mind the gap: Early-career teachers’ level of preparedness, professional development, working conditions, and feelings of distress	7
The role of teachers in guiding student peer interactions: conceptions of pre-service teachers	7
Efficacy of imagined contact intervention with children and adolescents in reducing negative intergroup outcomes: A systematic review	7
Detecting the relationships of teacher’s growth mindset, grit, and receptivity in curriculum reform responding to PISA key-competency assessment	7
Teacher expectations and their relations with primary school students’ achievement, self-concept, and anxiety in mathematics	7
Discourses about grades and competency-based evaluation: Exploring communicative and situated meanings at an Italian high school	7
Cyberbullying and cyberstalking in higher education: policies and practices for supporting students and university staff	7
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	7
Enhancing interaction quality in interdisciplinary group work: The impact of student motivation and teacher-initiated diversity climate	6
Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment	6
Nice, but not smart? Attributional backlash from displaying prosocial behavior in the classroom	6
Do growth mindsets reduce the big-fish-little-pond effect?	6
Exploring the mediating role of emotion regulation on the relationship between teachers’ resilience and their perceived stress	6
Does open classroom climate uniformly benefit students’ civic outcomes? The moderating role of students’ perceptions of teacher–student relationships	6
Mapping routes from teacher identity to TPACK: mediating roles of technostress, belief and competency	6
Friends as a language learning resource in multilingual primary school classrooms	6
“Black sheep”—physical, social, and behavioral diversity as a barrier to STEM educational choice	6
Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers’ error-related beliefs and practices	6
The role of student background characteristics and sense of belonging in the development of peer networks at the transition to higher education	6
Misperceptions of progress towards racial equality in educational attainment and their implications for policy preferences	6
Metamotivational knowledge of construal level predicts academic performance	6
Children’s perceived parental control and academic achievement during the COVID-19 pandemic	6
School principals’ social support and teachers’ basic need satisfaction: The mediating role of job demands and job resources	6
Teacher well-being and student achievement: A multilevel analysis	6
Collective teacher culture and school goal structure: Associations with teacher self-efficacy and engagement	6
Reluctance to speak in college classrooms: academic causes and consequences	6
Social media use and academic outcomes: the mediating role of grit	6
Individualism and collectivism’s impact on students’ academic helping interactions: an integrative review	6
Diversifying STEM: Communal goal mismatch predicts student intentions	6
Automatic and controlled information processing in the context of students’ ethnic background and social status: An eye-tracking study	6
Teacher support for basic needs is associated with socio-emotional skills: a self-determination theory perspective	6
Achievement emotions predict transfer student academic success	6
The role of empathy in support for inclusive education	6
Appearing smart, confident and motivated: a lens model approach to judgment accuracy in an educational setting	5
Teacher emotional exhaustion: The synergistic roles of self-efficacy and student–teacher relationships	5
Changing students’ explicit and implicit attitudes toward peers with disabilities: Effects of a curriculum-based intervention programme	5
Understanding motivation for implementing cooperative learning methods: a value-based approach	5
The relationship between teachers' homework feedback, students' homework emotions, and academic self-esteem: A multi-group analysis of gender differences	5
Pre-service teachers’ experiences with students impacted by trauma in the school setting	5
Linking teacher empathy to multicultural teaching competence: The mediating role of multicultural beliefs	5
Parental evaluation of teachers’ competences and characteristics during COVID-19 pandemic homeschooling	5
Similarities in mindset between adolescents’ friends and cooperation partners	5
Sense of belonging, risk factors, and resilience in multiracial college students	5
University STEM instructors with stronger failure-as-debilitating mindsets are perceived to engage in fewer mastery-oriented teaching Practices by their students: An exploratory study	5
Teachers’ emotional exhaustion relates to students’ well-being during the COVID-19 pandemic: the multilevel mediating role of students’ perceived teacher-student intimacy	5
The relationships between teacher presenteeism, emotional demands, trust in principal and emotional exhaustion: A multilevel moderated mediated analysis	5
Daily feedback suspicion and ability-uncertainty among junior researchers in competitive work climates in STEM	5
Assessing the association of adverse childhood events with academic performance in the U.S. adolescent population: a secondary data analysis	5
Why do teachers intervene? understanding the relationship between subjective norms and teachers’ intervention in real-life bullying incidents	5
Correction to: Perceived teacher procedural justice and aggressive behaviors among Chinese primary students: The mediating roles of negative evaluation of school rules and malicious envy	5
An examination of the self-system model of motivational development (SSMMD) from middle childhood through middle adolescence in the school context	5
Teaching characteristics and students’ achievement emotions in rural and urban areas: a multi-group analysis	5
Peer support, teacher support, and activity value in a STEAM contest: the role of helicopter parenting in learning	5
Growth mindset in Chinese culture: A meta-analysis	5
Unpacking classroom goal structures based on students’ own words	5
Does parental support amplify growth mindset predictions for student achievement and persistence? Cross-cultural findings from 76 countries/regions	5
Life satisfaction, relatedness, and study engagement in the upper secondary school transition: the function of social support	5
Correction: Bias awareness in teachers: A German adaptation of the bias awareness scale for teachers	5
Exploring a two-factor structure of stress mindsets in academic contexts: their connections with emotional and behavioral outcomes	5