Highly Cited Educational Psychology / Technology Articles

Below is a very incomplete list of journal articles cited more than 1,000 times related to educational psychology and educational technology. Next to each article is a count of the google citation count, and link to those citations.

Your help is needed

I need help rounding out this list. The criteria are:

  • Journal Article (not book or book chapter)
  • Cited 1000 times or more on google scholar
  • Related to Educational Psychology or Educational Technology

If you know of an article that belongs here, please email me.


Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. [5685]

Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267. [3610]

Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1-14. [1217]

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398. [2049]

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. [2143]

Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178. [3396]

Brown, A. L., Campione, J. C., & Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational Researcher 10(2), 14-21. [1054]

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. [14868]

Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13-20. [1422]

Cobb, P., Confrey, J., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13. [2177]

Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249-305. [2053]

Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6-11. [1192]

Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13(1), 15-42. [1256]

Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51(1), 171-200. [1056]

Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834. [1107]

Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105-115. [3207]

Deci, E. L., & Ryan, R. M. (1980). The empirical exploration of intrinsic motivational processes. Advances in Experimental Social Psychology, 13(2), 39-80. [1056]

Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109-134. [1308]

Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024-1037. [2308]

Deci, E. L., & Ryan, R. M. (2000). The” what” and” why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. [9704]

Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal of Applied Psychology, 74(4), 580-590. [1260]

Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: the self-determination theory perspective. Journal of Personality, 62(1), 119-142. [1381]

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-68. [3955]

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325-346. [2201]

Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84(3), 290-99. [1343]

Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band. Journal of Adolescent Research, 14(1), 10-43. [1380]

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. [2812]

Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: the impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90. [2609]

Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children’s self_and task perceptions during elementary school. Child Development, 64(3), 830-847. [1161]

Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. [1040]

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. [1271]

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. [2952]

Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49 [1585]

Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. [1130]

Hotelling, H. (1933). Analysis of a complex of statistical variables into principal components. Journal of Educational Psychology, 24(6), 417-441. [5447]

Juel, C. (1988). Learning to read and write: a longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437-447. [2218]

Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211. [1156]

Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7-19. [1156]

Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19. [2688]

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14. [1554]

Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words?. Journal of Educational Psychology, 82(4), 715. [1024]

Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2), 312. [1140]

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52. [1760]

Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389. [1084]

Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710-18. [1112]

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. [3040]

Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4. [1307]

Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38(1), 63-71. [1028]

Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193-203. [1272]

Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175. [6052]

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667. [1410]

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33. [5369]

Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199. [1972]

Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15. [2516]

Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 71-88. [1152]

Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2(3), 235-276. [1008]

Ryan, R. M., & Deci, E. L. (2000a). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. [13455]

Ryan, R. M., & Deci, E. L. (2000b). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. [5492]

Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52(1), 141-166. [3800]

Salomon, G., Perkins, D. N., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20(3), 2-9. [1308]

Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504. [1723]

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. [12215]

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-81. [1644]

Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based tests of the phonological-core variable-difference model. Journal of Educational Psychology, 86(1), 24-53. [1305]

Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296. [3083]

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. [2411]

Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88(4), 601-638. [1024]

Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535-585. [1390]

Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2), 7-26. [1096]

Wentzel, K. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202-209. [1061]

Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265-310. [1204]

Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. [2245]

Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24(1), 173-209. [1261]

Wolf M., & Bowers P. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415-438. [1380]

Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4),458-477. [1434]

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. [2254]

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. [1455]

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