| # | Title | Journal | Year | Citations |
|---|
| 1 | ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* | British Journal of Educational Psychology | 1976 | 2,833 |
| 2 | Non-formal learning and tacit knowledge in professional work | British Journal of Educational Psychology | 2000 | 1,252 |
| 3 | The revised two-factor Study Process Questionnaire: R-SPQ-2F | British Journal of Educational Psychology | 2001 | 1,230 |
| 4 | REMEMBERING: A STUDY IN EXPERIMENTAL AND SOCIAL PSYCHOLOGY | British Journal of Educational Psychology | 1933 | 997 |
| 5 | ON QUALITATIVE DIFFERENCES IN LEARNING—II OUTCOME AS A FUNCTION OF THE LEARNER'S CONCEPTION OF THE TASK | British Journal of Educational Psychology | 1976 | 923 |
| 6 | Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork | British Journal of Educational Psychology | 2002 | 753 |
| 7 | STYLES AND STRATEGIES OF LEARNING | British Journal of Educational Psychology | 1976 | 700 |
| 8 | A test of self-determination theory in school physical education | British Journal of Educational Psychology | 2005 | 616 |
| 9 | What do inventories of students' learning processes really measure? A theoretical review and clarification | British Journal of Educational Psychology | 1993 | 608 |
| 10 | A self-determination approach to the understanding of motivation in physical education | British Journal of Educational Psychology | 2001 | 599 |
| 11 | Academic self-concept and academic achievement: Relations and causal ordering | British Journal of Educational Psychology | 2011 | 585 |
| 12 | Job stressors, personality and burnout in primary school teachers | British Journal of Educational Psychology | 2007 | 550 |
| 13 | BULLY/VICTIM PROBLEMS AMONG MIDDLE SCHOOL CHILDREN | British Journal of Educational Psychology | 1992 | 528 |
| 14 | THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION | British Journal of Educational Psychology | 1992 | 517 |
| 15 | EFFECTS OF ACADEMIC DEPARTMENTS ON STUDENTS' APPROACHES TO STUDYING | British Journal of Educational Psychology | 1981 | 486 |
| 16 | Working memory deficits in children with low achievements in the national curriculum at 7 years of age | British Journal of Educational Psychology | 2000 | 482 |
| 17 | The importance of music to adolescents | British Journal of Educational Psychology | 2000 | 426 |
| 18 | The regulation of constructive learning processes | British Journal of Educational Psychology | 1998 | 423 |
| 19 | Educational psychology and the effectiveness of inclusive education/mainstreaming | British Journal of Educational Psychology | 2007 | 403 |
| 20 | Examining a multidimensional model of student motivation and engagement using a construct validation approach | British Journal of Educational Psychology | 2007 | 393 |
| 21 | Perceived locus of causality, goal orientations, and perceived competence in school physical education classes | British Journal of Educational Psychology | 1994 | 373 |
| 22 | THE RELATIONSHIP BETWEEN LEARNING CONCEPTION, STUDY STRATEGY AND LEARNING OUTCOME | British Journal of Educational Psychology | 1984 | 354 |
| 23 | The synergistic relationship of perceived autonomy support and structure in the prediction of self‐regulated learning | British Journal of Educational Psychology | 2009 | 348 |
| 24 | Profiles of children with specific reading comprehension difficulties | British Journal of Educational Psychology | 2006 | 346 |
| 25 | The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study | British Journal of Educational Psychology | 2011 | 346 |
| 26 | SEEQ: A RELIABLE, VALID, AND USEFUL INSTRUMENT FOR COLLECTING STUDENTS' EVALUATIONS OF UNIVERSITY TEACHING | British Journal of Educational Psychology | 1982 | 342 |
| 27 | THE ROLE OF METALEARNING IN STUDY PROCESSES | British Journal of Educational Psychology | 1985 | 331 |
| 28 | The impact of goal orientation on self‐regulation and performance among college students | British Journal of Educational Psychology | 1995 | 322 |
| 29 | TEACHER STRESS: PREVALENCE, SOURCES, AND SYMPTOMS | British Journal of Educational Psychology | 1978 | 320 |
| 30 | Multimedia instructions and cognitive load theory: Effects of modality and cueing | British Journal of Educational Psychology | 2004 | 315 |
| 31 | The teacher's role in promoting collaborative dialogue in the classroom | British Journal of Educational Psychology | 2009 | 307 |
| 32 | INDIVIDUAL AND GROUP DIFFERENCES IN STUDY PROCESSES | British Journal of Educational Psychology | 1978 | 296 |
| 33 | ‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown | British Journal of Educational Psychology | 2020 | 291 |
| 34 | ENHANCING AND UNDERMINING INTRINSIC MOTIVATION: THE EFFECTS OF TASK‐INVOLVING AND EGO‐INVOLVING EVALUATION ON INTEREST AND PERFORMANCE | British Journal of Educational Psychology | 1988 | 285 |
| 35 | Early father's and mother's involvement and child's later educational outcomes | British Journal of Educational Psychology | 2004 | 283 |
| 36 | STIMULATED RECALL: A METHOD FOR RESEARCH ON TEACHING | British Journal of Educational Psychology | 1981 | 281 |
| 37 | Burnout and self-efficacy: A study on teachers' beliefs when implementing an innovative educational system in the Netherlands | British Journal of Educational Psychology | 2002 | 277 |
| 38 | School burnout and engagement in the context of demands–resources model | British Journal of Educational Psychology | 2014 | 268 |
| 39 | Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children | British Journal of Educational Psychology | 2010 | 267 |
| 40 | Stress and strain in teaching: A structural equation approach | British Journal of Educational Psychology | 2001 | 264 |
| 41 | Academic emotions from a social-cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction | British Journal of Educational Psychology | 2006 | 260 |
| 42 | Conceptions of teaching and their relationship to student learning | British Journal of Educational Psychology | 1993 | 259 |
| 43 | A structural model of the dimensions of teacher stress | British Journal of Educational Psychology | 1995 | 258 |
| 44 | Profiles of non-victims, escaped victims, continuing victims and new victims of school bullying | British Journal of Educational Psychology | 2004 | 253 |
| 45 | Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance | British Journal of Educational Psychology | 2005 | 250 |
| 46 | Assessment of bully/victim problems in 8 to 11 year‐olds | British Journal of Educational Psychology | 1996 | 248 |
| 47 | Approaches to learning in science: A longitudinal study | British Journal of Educational Psychology | 2001 | 245 |
| 48 | Classroom goal structure and student disruptive behaviour | British Journal of Educational Psychology | 2002 | 245 |
| 49 | STATISTICS AND MATHEMATICS ANXIETY IN SOCIAL SCIENCE STUDENTS: SOME INTERESTING PARALLELS | British Journal of Educational Psychology | 1991 | 242 |
| 50 | University students' academic performance: An integrative conceptual framework and empirical analysis | British Journal of Educational Psychology | 2007 | 234 |
