# | Title | Journal | Year | Citations |
---|
1 | Cognitive Architecture and Instructional Design | Educational Psychology Review | 1998 | 3,610 |
2 | The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice | Educational Psychology Review | 2006 | 2,685 |
3 | Problem-Based Learning: What and How Do Students Learn? | Educational Psychology Review | 2004 | 2,569 |
4 | A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students | Educational Psychology Review | 2004 | 1,718 |
5 | Parental Involvement and Students' Academic Achievement: A Meta-Analysis | Educational Psychology Review | 2001 | 1,518 |
6 | Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions | Educational Psychology Review | 2005 | 1,337 |
7 | Academic Self-Concept and Self-Efficacy: How Different Are They Really? | Educational Psychology Review | 2003 | 1,251 |
8 | Dual coding theory and education | Educational Psychology Review | 1991 | 1,117 |
9 | Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load | Educational Psychology Review | 2010 | 1,075 |
10 | Interactive Multimodal Learning Environments | Educational Psychology Review | 2007 | 1,002 |
11 | Scaffolding in Teacher–Student Interaction: A Decade of Research | Educational Psychology Review | 2010 | 909 |
12 | Expectancy-value theory of achievement motivation: A developmental perspective | Educational Psychology Review | 1994 | 807 |
13 | Teachers' Emotions and Teaching: A Review of the Literature and Directions for Future Research | Educational Psychology Review | 2003 | 799 |
14 | An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers | Educational Psychology Review | 2009 | 777 |
15 | Metacognitive theories | Educational Psychology Review | 1995 | 753 |
16 | Cognitive Architecture and Instructional Design: 20 Years Later | Educational Psychology Review | 2019 | 701 |
17 | A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification | Educational Psychology Review | 1990 | 699 |
18 | School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes | Educational Psychology Review | 2016 | 636 |
19 | Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction | Educational Psychology Review | 2007 | 633 |
20 | The Contributions and Prospects of Goal Orientation Theory | Educational Psychology Review | 2007 | 609 |
21 | A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy | Educational Psychology Review | 2011 | 607 |
22 | Pictorial Illustrations Still Improve Students' Learning from Text | Educational Psychology Review | 2002 | 602 |
23 | Instructional control of cognitive load in the training of complex cognitive tasks | Educational Psychology Review | 1994 | 591 |
24 | Teacher Wellbeing: The Importance of Teacher–Student Relationships | Educational Psychology Review | 2011 | 578 |
25 | A Review of the Relationship Among Parenting Practices, Parenting Styles, and Adolescent School Achievement | Educational Psychology Review | 2005 | 567 |
26 | Exercise and Children’s Intelligence, Cognition, and Academic Achievement | Educational Psychology Review | 2008 | 558 |
27 | Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions | Educational Psychology Review | 2017 | 542 |
28 | Approach and Avoidance Motivation | Educational Psychology Review | 2001 | 530 |
29 | Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? | Educational Psychology Review | 2011 | 523 |
30 | Personal Epistemology Research: Implications for Learning and Teaching | Educational Psychology Review | 2001 | 508 |
31 | The State of Cooperative Learning in Postsecondary and Professional Settings | Educational Psychology Review | 2007 | 488 |
32 | Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning | Educational Psychology Review | 2008 | 487 |
33 | Animation as an Aid to Multimedia Learning | Educational Psychology Review | 2002 | 477 |
34 | Using Electroencephalography to Measure Cognitive Load | Educational Psychology Review | 2010 | 477 |
35 | A Review of the Research on Internet Addiction | Educational Psychology Review | 2005 | 458 |
36 | Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning | Educational Psychology Review | 2008 | 452 |
37 | A capacity theory of writing: Working memory in composition | Educational Psychology Review | 1996 | 440 |
38 | A Reconsideration of Cognitive Load Theory | Educational Psychology Review | 2007 | 438 |
39 | Situational Interest: A Review of the Literature and Directions for Future Research | Educational Psychology Review | 2001 | 430 |
40 | Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains | Educational Psychology Review | 2011 | 429 |
41 | Self-efficacy and achievement behaviors | Educational Psychology Review | 1989 | 428 |
42 | The Conceptual Bases of Study Strategy Inventories | Educational Psychology Review | 2004 | 420 |
43 | Working Memory Underpins Cognitive Development, Learning, and Education | Educational Psychology Review | 2014 | 419 |
44 | Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations | Educational Psychology Review | 2004 | 418 |
45 | The Gamification of Learning: a Meta-analysis | Educational Psychology Review | 2020 | 405 |
46 | Intrapersonal and Interpersonal Theories of Motivation from an Attributional Perspective | Educational Psychology Review | 2000 | 403 |
47 | The Effect of Small Sample Size on Two-Level Model Estimates: A Review and Illustration | Educational Psychology Review | 2016 | 403 |
48 | Cognitive Load Theory: How Many Types of Load Does It Really Need? | Educational Psychology Review | 2011 | 400 |
49 | What Schools Need to Know About Fostering School Belonging: a Meta-analysis | Educational Psychology Review | 2018 | 400 |
50 | Achievement Goals and the Hierarchical Model of Achievement Motivation | Educational Psychology Review | 2001 | 399 |