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h5 指数:58
h5 中位数:109

h5 指数是指在过去整整 5 年中所发表文章的 h 指数。h 指在 2017-2021 年间发表的 h 篇文章每篇至少都被引用过 h 次的最大值。隐藏

出版物的 h5 中位数，是指出版物的 h5 指数所涵盖的所有文章获得的引用次数的中位值。隐藏

#2 Educational Psychology & Counseling
#10 Education

标题/作者	引用次数	年份
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions MT Wang, JL Degol Educational Psychology Review 29 (1), 119-140	759	2017
Cognitive Architecture and Instructional Design: 20 Years Later J Sweller, JJG van Merriënboer, F Paas Educational Psychology Review 31 (2), 261-292	616	2019
Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice SJ DeLozier, MG Rhodes Educational Psychology Review 29 (1), 141-151	577	2017
What Schools Need to Know About Fostering School Belonging: a Meta-analysis K Allen, ML Kern, D Vella-Brodrick, J Hattie, L Waters Educational Psychology Review 30 (1), 1-34	452	2018
The Gamification of Learning: a Meta-analysis M Sailer, L Homner Educational Psychology Review 32 (1), 77-112	327	2020
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature DB Morris, EL Usher, JA Chen Educational Psychology Review 29 (4), 795-833	295	2017
A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward JD Vermunt, V Donche Educational Psychology Review 29 (2), 269-299	239	2017
A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout LE Kim, V Jörg, RM Klassen Educational Psychology Review 31 (1), 163-195	224	2019
Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis F Vogel, C Wecker, I Kollar, F Fischer Educational Psychology Review 29 (3), 477-511	198	2017
Systems View of School Climate: a Theoretical Framework for Research KM Rudasill, KE Snyder, H Levinson, J L Adelson Educational Psychology Review 30 (1), 35-60	195	2018
Conditions for the Effectiveness of Multiple Visual Representations in Enhancing STEM Learning MA Rau Educational Psychology Review 29 (4), 717-761	184	2017
The Effectiveness of Interventions Aimed at Reducing Teacher Burnout: a Meta-Analysis AE Iancu, A Rusu, C Măroiu, R Păcurar, LP Maricuțoiu Educational Psychology Review 30 (2), 373-396	178	2018
Do Students Develop Towards More Deep Approaches to Learning During Studies? A Systematic Review on the Development of Students’ Deep and Surface Approaches to Learning in Higher Education H Asikainen, D Gijbels Educational Psychology Review 29 (2), 205-234	165	2017
Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators R Shankland, E Rosset Educational Psychology Review 29 (2), 363-392	156	2017
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning K Loibl, I Roll, N Rummel Educational Psychology Review 29 (4), 693-715	156	2017
Studying Visual Displays: How to Instructionally Support Learning A Renkl, K Scheiter Educational Psychology Review 29 (3), 599-621	144	2017
A New Look at Multiple Goal Pursuit: the Promise of a Person-Centered Approach SV Wormington, L Linnenbrink-Garcia Educational Psychology Review 29 (3), 407-445	137	2017
The Role of School in Adolescents’ Identity Development. A Literature Review M Verhoeven, AMG Poorthuis, M Volman Educational Psychology Review 31 (1), 35-63	131	2019
Studying and Constructing Concept Maps: a Meta-Analysis NL Schroeder, JC Nesbit, CJ Anguiano, OO Adesope Educational Psychology Review 30 (2), 431-455	129	2018
Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect O Chen, JC Castro-Alonso, F Paas, J Sweller Educational Psychology Review 30 (2), 483-501	127	2018

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