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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

The impact of COVID-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions
Lia M. Daniels, Lauren D. Goegan, Patti C. Parker
Social Psychology of Education (2021) Vol. 24, Iss. 1, pp. 299-318
Open Access | Times Cited: 156

Showing 1-25 of 156 citing articles:

Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education
Chrysi Rapanta, Luca Botturi, Peter Goodyear, et al.
Postdigital Science and Education (2021) Vol. 3, Iss. 3, pp. 715-742
Open Access | Times Cited: 384
Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?
Stefan Janke, Selma C. Rudert, Anne Ring Petersen, et al.
Computers and Education Open (2021) Vol. 2, pp. 100055-100055
Open Access | Times Cited: 103
The accuracy of machine learning models relies on hyperparameter tuning: student result classification using random forest, randomized search, grid search, bayesian, genetic, and optuna algorithms
Yagyanath Rimal, Navneet Sharma, Abeer Alsadoon
Multimedia Tools and Applications (2024) Vol. 83, Iss. 30, pp. 74349-74364
Closed Access | Times Cited: 23
Academic performance under COVID-19: The role of online learning readiness and emotional competence
Yurou Wang, Mengya Xia, Wenjing Guo, et al.
Current Psychology (2022) Vol. 42, Iss. 34, pp. 30562-30575
Open Access | Times Cited: 65
Psychological Distress among Students in Higher Education: One Year after the Beginning of the COVID-19 Pandemic
Émilie Schmits, Sarah Dekeyser, Olivier Klein, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 14, pp. 7445-7445
Open Access | Times Cited: 57
Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance
Norman B. Mendoza, Zi Yan, Ronnel B. King
Computers & Education (2022) Vol. 193, pp. 104663-104663
Closed Access | Times Cited: 57
Self-directed Learning Predicts Online Learning Engagement in Higher Education Mediated by Perceived Value of Knowing Learning Goals
Wei Sun, Jon‐Chao Hong, Yan Dong, et al.
The Asia-Pacific Education Researcher (2022) Vol. 32, Iss. 3, pp. 307-316
Open Access | Times Cited: 53
Self-efficacy and resilience as predictors of students’ academic motivation in online education
Parisa Abdolrezapour, Sahar Jahanbakhsh Ganjeh, Nasim Ghanbari
PLoS ONE (2023) Vol. 18, Iss. 5, pp. e0285984-e0285984
Open Access | Times Cited: 32
Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model
Yuxi Tang, Weiguang He
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 26
Did the COVID-19 pandemic lead to an increase in academic misconduct in higher education?
Bob Ives, Ana‐Maria Cazan
Higher Education (2023) Vol. 87, Iss. 1, pp. 111-129
Open Access | Times Cited: 23
Student engagement during emergency remote teaching: A scoping review
Dong Yang, Huanhuan Wang, Ahmed Hosny Saleh Metwally, et al.
Smart Learning Environments (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 23
The COVID‐19 pandemic and adolescents' and young adults' experiences at school: A systematic narrative review
Aprile D. Benner, Madeline K. Harrington, Carmen Kealy, et al.
Journal of Research on Adolescence (2024)
Closed Access | Times Cited: 9
Unveiling e-learning and knowledge sharing during the pandemic: From expert skills perception to student satisfaction
Dan‐Cristian Dabija, Constantin Brãtianu, Gandolfo Dominici, et al.
Technology in Society (2024) Vol. 77, pp. 102538-102538
Open Access | Times Cited: 8
Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic
Lisa L. Walsh, Deborah Lichti, Christina Zambrano-Varghese, et al.
International Journal for Educational Integrity (2021) Vol. 17, Iss. 1
Open Access | Times Cited: 53
Student adaptability, emotions, and achievement: Navigating new academic terrains in a global crisis
Kristina Stockinger, Raven Rinas, Martin Daumiller
Learning and Individual Differences (2021) Vol. 90, pp. 102046-102046
Open Access | Times Cited: 47
Online versus face‐to‐face cheating: The prevalence of cheating behaviours during the pandemic compared to the pre‐pandemic among Turkish University students
Sedat Yazıcı, Hatice Yıldız Durak, Beyza Aksu Dünya, et al.
Journal of Computer Assisted Learning (2022) Vol. 39, Iss. 1, pp. 231-254
Closed Access | Times Cited: 31
From chalk to clicks – The impact of (rapid) technology adoption on employee emotions in the higher education sector
Chrysostomos Apostolidis, Anthony Devine, Abdul Jabbar
Technological Forecasting and Social Change (2022) Vol. 182, pp. 121860-121860
Open Access | Times Cited: 25
A review of the changes in higher education assessment and grading policy during covid-19
Cecilia Ka Yuk Chan
Assessment & Evaluation in Higher Education (2022) Vol. 48, Iss. 6, pp. 874-887
Closed Access | Times Cited: 25
Revisiting online academic networks within the COVID-19 pandemic – From the intellectual capital of knowledge networks towards institutional knowledge capitalization
Elena‐Mădălina Vătămănescu, Juan Gabriel Cegarra Navarro, Aurora Martínez‐Martínez, et al.
Journal of Intellectual Capital (2022) Vol. 24, Iss. 4, pp. 948-973
Closed Access | Times Cited: 23
Integrating translanguaging into assessment: students’ responses and perceptions
Danping Wang, Martin East
Applied Linguistics Review (2023) Vol. 15, Iss. 5, pp. 1911-1937
Open Access | Times Cited: 14
Social jetlag and quality of life among nursing students during the COVID-19 pandemic: a cross-sectional study
Sun Joo Jang, Haeyoung Lee
BMC Nursing (2023) Vol. 22, Iss. 1
Open Access | Times Cited: 12
Academic Fraud and Remote Evaluation of Accounting Students: An Application of the Fraud Triangle
James L. Bierstaker, William D. Brink, Sameera Khatoon, et al.
Journal of Business Ethics (2024) Vol. 195, Iss. 2, pp. 425-447
Open Access | Times Cited: 4
Mathematics-related achievement emotions – Interaction between learning environment and students' mathematics performance
Anni Sydänmaanlakka, Jokke Häsä, Marja Eliisa Holm, et al.
Learning and Individual Differences (2024) Vol. 113, pp. 102486-102486
Open Access | Times Cited: 4
Remote team-based learning during COVID-19: lower academic performance is associated with the exclusion of test grades from final grades
Juliana Magdalon, Leandro Luongo de Matos, Marcelo Vívolo Aun, et al.
Einstein (São Paulo) (2025) Vol. 23
Open Access
Perceived Stress, Well-Being, and Academic Performance of University Students During the First COVID-19 Lockdown: A Study of Portuguese, Spanish, and Brazilian Students
Alexandra Marques‐Pinto, Luí­s Curral, Maria do Rosário Costa, et al.
Healthcare (2025) Vol. 13, Iss. 4, pp. 371-371
Open Access
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