| # | Title | Journal | Year | Citations |
|---|
| 1 | Trends in Peer Learning | Educational Psychology | 2005 | 903 |
| 2 | Cognitive Styles—an overview and integration | Educational Psychology | 1991 | 810 |
| 3 | Learning Styles: An overview of theories, models, and measures | Educational Psychology | 2004 | 565 |
| 4 | Delphi: a technique to harness expert opinion for critical decision‐making tasks in education | Educational Psychology | 1997 | 531 |
| 5 | A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority | Educational Psychology | 2000 | 465 |
| 6 | The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation | Educational Psychology | 2010 | 372 |
| 7 | Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation | Educational Psychology | 2010 | 301 |
| 8 | Sources and Levels of Stress in Relation to Locus of Control and Self Esteem in University Students | Educational Psychology | 1994 | 299 |
| 9 | Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour | Educational Psychology | 2008 | 288 |
| 10 | The Prevalence and Effects of Test Anxiety in School Children | Educational Psychology | 2001 | 268 |
| 11 | Stressors, Self‐Efficacy, Coping Resources, and Burnout among Secondary School Teachers in Spain | Educational Psychology | 2006 | 252 |
| 12 | Stress and psychological distress among trainee secondary teachers in England | Educational Psychology | 2008 | 232 |
| 13 | Self‐regulation strategies improve self‐discipline in adolescents: benefits of mental contrasting and implementation intentions | Educational Psychology | 2011 | 232 |
| 14 | Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support | Educational Psychology | 2011 | 224 |
| 15 | Working Memory and Children’s Mathematical Skills: Implications for mathematical development and mathematics curricula | Educational Psychology | 2006 | 214 |
| 16 | Whole‐school positive behaviour support: effects on student discipline problems and academic performance | Educational Psychology | 2005 | 211 |
| 17 | The Role of Visual Indicators in Dual Sensory Mode Instruction | Educational Psychology | 1997 | 202 |
| 18 | Expressed Readiness of Australian Schoolchildren to Act as Bystanders in Support of Children who are Being Bullied | Educational Psychology | 2006 | 194 |
| 19 | Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes | Educational Psychology | 2014 | 193 |
| 20 | Stress in Teaching: a study of occupational stress and its determinants, job satisfaction and career commitment among primary schoolteachers | Educational Psychology | 1991 | 188 |
| 21 | Personal Teaching Efficacy and Its Sources: Student teachers’ perceptions | Educational Psychology | 2007 | 186 |
| 22 | Towards a Categorisation of Cognitive Styles and Learning Styles | Educational Psychology | 1997 | 185 |
| 23 | Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement | Educational Psychology | 2014 | 185 |
| 24 | Approaches to Learning, Cognitive Style, and Motives as Predictors of Academic Achievement | Educational Psychology | 2003 | 184 |
| 25 | Learning Style, Academic Belief Systems, Self-report Student Proficiency and Academic Achievement in Higher Education | Educational Psychology | 2000 | 183 |
| 26 | The association between mathematical word problems and reading comprehension | Educational Psychology | 2008 | 175 |
| 27 | On the Nature of Cognitive Style | Educational Psychology | 1997 | 172 |
| 28 | Student Teachers' Attitudes Towards the Inclusion of Children with Special Needs | Educational Psychology | 2003 | 169 |
| 29 | The Relationship Between Approaches to Learning and Reflection Upon Practice | Educational Psychology | 2003 | 167 |
| 30 | Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach | Educational Psychology | 2009 | 167 |
| 31 | Learned Resourcefulness Moderates the Relationship Between Academic Stress and Academic Performance | Educational Psychology | 2003 | 160 |
| 32 | Effect size calculations and single subject designs | Educational Psychology | 2005 | 158 |
| 33 | Evaluating the validity of the Automated Working Memory Assessment | Educational Psychology | 2008 | 158 |
| 34 | Taking working memory training from the laboratory into schools | Educational Psychology | 2014 | 156 |
| 35 | Pressure Points: A review of research on stressors and strains in UK academics | Educational Psychology | 2001 | 154 |
| 36 | Mathematical Skills in Ninth-graders: Relationship with visuo-spatial abilities and working memory | Educational Psychology | 2001 | 154 |
| 37 | A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students | Educational Psychology | 2012 | 151 |
| 38 | The Relationship between Music and Reading in Beginning Readers | Educational Psychology | 1993 | 150 |
| 39 | Development of a measure of early mathematics achievement using the Rasch model: the Research‐Based Early Maths Assessment | Educational Psychology | 2008 | 149 |
| 40 | Cognitive Styles: an integrated model | Educational Psychology | 1987 | 147 |
| 41 | Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning | Educational Psychology | 2004 | 146 |
| 42 | Felder and Silverman's Index of Learning Styles and Honey and Mumford's Learning Styles Questionnaire: How do they compare and do they predict academic performance? | Educational Psychology | 2000 | 143 |
| 43 | Gratitude, gratitude intervention and subjective well‐being among Chinese school teachers in Hong Kong | Educational Psychology | 2010 | 143 |
| 44 | Emotional Intelligence and Education: A critical review | Educational Psychology | 2007 | 140 |
| 45 | Learning and Thinking Styles: An analysis of their interrelationship and influence on academic achievement | Educational Psychology | 2000 | 138 |
| 46 | Children’s Drawings: A mirror to their minds | Educational Psychology | 2006 | 137 |
| 47 | The decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction | Educational Psychology | 2016 | 133 |
| 48 | Combined Effects of Note‐Taking/‐Reviewing on Learning and the Enhancement through Interventions: A meta‐analytic review | Educational Psychology | 2006 | 132 |
| 49 | The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness | Educational Psychology | 2014 | 131 |
| 50 | US teachers' and school counsellors' strategies for handling school bullying incidents | Educational Psychology | 2008 | 129 |
