| # | Title | Journal | Year | Citations |
|---|
| 1 | Fuzzy-trace theory: An interim synthesis | Learning and Individual Differences | 1995 | 972 |
| 2 | Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample | Learning and Individual Differences | 2011 | 886 |
| 3 | Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches | Learning and Individual Differences | 2010 | 734 |
| 4 | The relation between goal orientation and students' motivational beliefs and self-regulated learning | Learning and Individual Differences | 1996 | 595 |
| 5 | ChatGPT for good? On opportunities and challenges of large language models for education | Learning and Individual Differences | 2023 | 538 |
| 6 | Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? | Learning and Individual Differences | 2013 | 458 |
| 7 | Role of the Big Five personality traits in predicting college students' academic motivation and achievement | Learning and Individual Differences | 2009 | 443 |
| 8 | Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement | Learning and Individual Differences | 2006 | 425 |
| 9 | Need satisfaction and the self-regulation of learning | Learning and Individual Differences | 1996 | 390 |
| 10 | The importance of motivation as a predictor of school achievement | Learning and Individual Differences | 2009 | 390 |
| 11 | Numeracy, ratio bias, and denominator neglect in judgments of risk and probability | Learning and Individual Differences | 2008 | 367 |
| 12 | Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries | Learning and Individual Differences | 2009 | 326 |
| 13 | Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis | Learning and Individual Differences | 2009 | 318 |
| 14 | The importance of number sense to mathematics achievement in first and third grades | Learning and Individual Differences | 2010 | 308 |
| 15 | A metacognitive view of individual differences in self-regulated learning | Learning and Individual Differences | 1996 | 307 |
| 16 | Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement | Learning and Individual Differences | 2011 | 307 |
| 17 | A meta-analytic review of the Motivated Strategies for Learning Questionnaire | Learning and Individual Differences | 2011 | 290 |
| 18 | The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance | Learning and Individual Differences | 1999 | 287 |
| 19 | The relationship between the big-five model of personality and self-regulated learning strategies | Learning and Individual Differences | 2007 | 286 |
| 20 | Relation between intellectual and metacognitive skills: Age and task differences | Learning and Individual Differences | 2005 | 283 |
| 21 | Academic self-efficacy and academic self-concept: Reconsidering structural relationships | Learning and Individual Differences | 2009 | 272 |
| 22 | Shifting ability predicts math and reading performance in children: A meta-analytical study | Learning and Individual Differences | 2013 | 272 |
| 23 | Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average | Learning and Individual Differences | 2015 | 253 |
| 24 | Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance | Learning and Individual Differences | 2003 | 248 |
| 25 | Predicting children's mathematical performance in grade one by early numeracy | Learning and Individual Differences | 2010 | 246 |
| 26 | The importance of mathematics in health and human judgment: Numeracy, risk communication, and medical decision making | Learning and Individual Differences | 2007 | 239 |
| 27 | Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects | Learning and Individual Differences | 2010 | 234 |
| 28 | I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance | Learning and Individual Differences | 2018 | 226 |
| 29 | Individual differences in academic motivation: Perceived ability, goals, beliefs, and values | Learning and Individual Differences | 1989 | 225 |
| 30 | Frequency of reading, math, and writing disabilities in children with clinical disorders | Learning and Individual Differences | 2006 | 222 |
| 31 | Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum | Learning and Individual Differences | 2012 | 215 |
| 32 | Achievement goal orientations and academic well-being across the transition to upper secondary education | Learning and Individual Differences | 2012 | 207 |
| 33 | Topic interest and free recall of expository text | Learning and Individual Differences | 1996 | 206 |
| 34 | Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity | Learning and Individual Differences | 2016 | 205 |
| 35 | Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success | Learning and Individual Differences | 2012 | 202 |
| 36 | Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders | Learning and Individual Differences | 2010 | 200 |
| 37 | Empirical identification of the major facets of Conscientiousness | Learning and Individual Differences | 2009 | 196 |
| 38 | The Musical Ear Test, a new reliable test for measuring musical competence | Learning and Individual Differences | 2010 | 196 |
| 39 | Is approximate number precision a stable predictor of math ability? | Learning and Individual Differences | 2013 | 196 |
| 40 | Impatience and grades: Delay-discount rates correlate negatively with college GPA | Learning and Individual Differences | 2005 | 191 |
| 41 | Intelligence, general knowledge and personality as predictors of creativity | Learning and Individual Differences | 2010 | 188 |
| 42 | Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study | Learning and Individual Differences | 2011 | 187 |
| 43 | Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety? | Learning and Individual Differences | 2012 | 183 |
| 44 | College student intrinsic and/or extrinsic motivation and learning | Learning and Individual Differences | 2003 | 182 |
| 45 | Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt? | Learning and Individual Differences | 2010 | 179 |
| 46 | Patterns in teacher learning in different phases of the professional career | Learning and Individual Differences | 2011 | 177 |
| 47 | The importance of intrinsic motivation for high and low ability readers' reading comprehension performance | Learning and Individual Differences | 2011 | 176 |
| 48 | Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents | Learning and Individual Differences | 2014 | 171 |
| 49 | The relationship between working memory, IQ, and mathematical skills in children | Learning and Individual Differences | 2011 | 170 |
| 50 | Mathematical disabilities: Reflections on cognitive, neuropsychological, and genetic components | Learning and Individual Differences | 2010 | 169 |
