| # | Title | Journal | Year | Citations |
|---|
| 1 | Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes | Educational Psychologist | 2010 | 241 |
| 2 | Linking learning behavior analytics and learning science concepts: Designing a learning analytics dashboard for feedback to support learning regulation | Computers in Human Behavior | 2020 | 146 |
| 3 | Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review | Education Sciences | 2017 | 140 |
| 4 | Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context | International Journal of Educational Research | 2014 | 124 |
| 5 | The situated dynamics of peer group interaction: an introduction to an analytic framework | Learning and Instruction | 1999 | 111 |
| 6 | Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries | International Journal of Early Years Education | 2015 | 100 |
| 7 | The Theory of the Organism-Environment System as a Basis of Experimental Work in Psychology | Ecological Psychology | 2009 | 86 |
| 8 | Work stress, poor recovery and burnout in teachers | Occupational Medicine | 2016 | 78 |
| 9 | Uncovering the complex genetics of human character | Molecular Psychiatry | 2020 | 77 |
| 10 | Supporting groups’ emotion and motivation regulation during collaborative learning | Learning and Instruction | 2020 | 73 |
| 11 | Going beyond what is visible: What multichannel data can reveal about interaction in the context of collaborative learning? | Computers in Human Behavior | 2019 | 72 |
| 12 | Uncovering the complex genetics of human temperament | Molecular Psychiatry | 2020 | 72 |
| 13 | Autoevaluación: Connotaciones Teóricas y Prácticas. Cuándo Ocurre, Cómo se Adquiere y qué Hacer para Potenciarla en nuestro Alumnado | Electronic Journal of Research in Educational Psychology | 2017 | 72 |
| 14 | Social cartographies as performative devices in research on higher education | Higher Education Research and Development | 2016 | 71 |
| 15 | Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study | International Journal of Computer-Supported Collaborative Learning | 2017 | 61 |
| 16 | Emotional regulation in collaborative learning: when do higher education students activate group level regulation in the face of challenges? | Studies in Higher Education | 2019 | 61 |
| 17 | Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction | Learning, Culture and Social Interaction | 2018 | 59 |
| 18 | The Promises and Challenges of Artificial Intelligence for Teachers: a Systematic Review of Research | TechTrends | 2022 | 59 |
| 19 | Profiling sympathetic arousal in a physics course: How active are students? | Journal of Computer Assisted Learning | 2018 | 58 |
| 20 | Three genetic–environmental networks for human personality | Molecular Psychiatry | 2021 | 58 |
| 21 | Future Directions in Research on Mathematics-Related Teacher Identity | International Journal of Science and Mathematics Education | 2018 | 57 |
| 22 | Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research | Computers in Human Behavior | 2019 | 57 |
| 23 | Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education | Computers in Human Behavior | 2023 | 57 |
| 24 | An empirical study on gender, video game play, academic success and complex problem solving skills | Computers and Education | 2018 | 55 |
| 25 | Computer-supported collaborative concept mapping: The effects of different instructional designs on conceptual understanding and knowledge co-construction | Computers and Education | 2019 | 55 |
| 26 | Pre-service teachers’ future-oriented mathematical identity work | Educational Studies in Mathematics | 2014 | 53 |
| 27 | Systems Thinking for Understanding Sustainability? Nordic Student Teachers’ Views on the Relationship between Species Identification, Biodiversity and Sustainable Development | Education Sciences | 2017 | 52 |
| 28 | ‘Beyond 2015’, within the modern/colonial global imaginary? Global development and higher education | Critical Studies in Education | 2019 | 51 |
| 29 | Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation | Scandinavian Journal of Educational Research | 2020 | 51 |
| 30 | Sensory Abnormality and Quantitative Autism Traits in Children With and Without Autism Spectrum Disorder in an Epidemiological Population | Journal of Autism and Developmental Disorders | 2020 | 46 |
| 31 | Precariousness and discontinuous work history in association with health | Scandinavian Journal of Public Health | 2012 | 43 |
| 32 | Management measures and fishers' commitment to sustainable exploitation: a case study of Atlantic salmon fisheries in the Baltic Sea | ICES Journal of Marine Science | 2007 | 41 |
| 33 | Teaching and Learning Methods in Geography Promoting Sustainability | Education Sciences | 2020 | 40 |
| 34 | Action research and narrative inquiry: five principles for validation revisited | Educational Action Research | 2012 | 39 |
| 35 | Does Santa exist? Children’s everyday narratives as dynamic meeting places in a day care centre context | Early Child Development and Care | 2012 | 39 |
| 36 | Digital technologies in early childhood education – a frame analysis of preservice teachers’ perceptions | Early Child Development and Care | 2019 | 39 |
| 37 | Having, loving, and being: children's narrated well-being in Finnish day care centres | Early Child Development and Care | 2012 | 38 |
| 38 | “This has more to do with who I am than with my skills” – Student teacher subjectification in Finnish teacher education | Teaching and Teacher Education | 2015 | 38 |
| 39 | Group-level analysis on multiplayer game collaboration: how do the individuals shape the group interaction? | Interactive Learning Environments | 2010 | 36 |
| 40 | Humour as a resource and strategy for boys to gain status in the field of informal school | Gender and Education | 2010 | 36 |
| 41 | Evolution of genetic networks for human creativity | Molecular Psychiatry | 2022 | 36 |
| 42 | Effects of school-based physical activity on mathematics performance in children: a systematic review | International Journal of Behavioral Nutrition and Physical Activity | 2019 | 35 |
| 43 | Socio-emotional interaction in collaborative learning: Combining individual emotional experiences and group-level emotion regulation | International Journal of Educational Research | 2020 | 35 |
| 44 | What does physiological synchrony reveal about metacognitive experiences and group performance? | British Journal of Educational Technology | 2020 | 35 |
| 45 | Examining shared monitoring in collaborative learning: A case of a recurrence quantification analysis approach | Computers in Human Behavior | 2019 | 34 |
| 46 | What makes an online problem-based group successful? A learning analytics study using social network analysis | BMC Medical Education | 2020 | 34 |
| 47 | Sympathetic arousal commonalities and arousal contagion during collaborative learning: How attuned are triad members? | Computers in Human Behavior | 2019 | 32 |
| 48 | Gender equality in STEM programs: a proposal to analyse the situation of a university about the gender gap | | 2020 | 32 |
| 49 | Digital Democracy and Global Citizenship Education: Mutually Compatible or Mutually Complicit? | Educational Forum | 2013 | 31 |
| 50 | Associations of deliberate self-harm with loneliness, self-rated health and life satisfaction in adolescence: Northern Finland Birth Cohort 1986 Study | International Journal of Circumpolar Health | 2013 | 31 |
