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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:

Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review
Lilian Anthonysamy, Ah Choo Koo, Soon-Hin Hew
Education and Information Technologies (2020) Vol. 25, Iss. 5, pp. 3677-3704
Closed Access | Times Cited: 142

Showing 26-50 of 142 citing articles:

Strategies for Successful Blended Learning—A Bibliometric Analysis and Reviews
Hassan Abuhassna, Nguyen Thuy Van, Noraffandy Yahaya, et al.
International Journal of Interactive Mobile Technologies (iJIM) (2022) Vol. 16, Iss. 13, pp. 66-80
Open Access | Times Cited: 18
Facilitating Undergraduates’ Online Self-Regulated Learning: The Role of Teacher Feedback
Xin Zheng, Lisha Luo, Chenlu Liu
The Asia-Pacific Education Researcher (2022) Vol. 32, Iss. 6, pp. 805-816
Open Access | Times Cited: 17
Detecting and visualizing research trends of blended learning: A bibliometric analysis of studies from 2013-2022
Huie Chen, Daner Sun, Yuqin Yang, et al.
Eurasia Journal of Mathematics Science and Technology Education (2023) Vol. 19, Iss. 10, pp. em2336-em2336
Open Access | Times Cited: 10
Impact of social media usage on academic performance of university students: Mediating role of mental health under a cross‐sectional study in Bangladesh
Rana Al Mosharrafa, Taslima Akther, Fahimul Kader Siddique
Health Science Reports (2024) Vol. 7, Iss. 1
Open Access | Times Cited: 3
Resilience and self-regulated learning as predictors of student competence gain in times of the COVID 19 pandemic – evidence from a binational sample
Margarete Imhof, Debra L. Worthington, Julian Burger, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 3
Understanding the Role of Self-Regulated Learning in Academic Success. A Blended Learning Perspective in Vocational Education
Harun Çiğdem, Semiral Öncü
Innoeduca International Journal of Technology and Educational Innovation (2024) Vol. 10, Iss. 1, pp. 45-64
Open Access | Times Cited: 3
Interweaving of self-regulated learning and game-based learning in higher education: a review of academic publications from 2009 to 2020
Xiaoli Zheng, Yun-Fang Tu, Gwo‐Jen Hwang, et al.
Educational Technology Research and Development (2024)
Closed Access | Times Cited: 3
The Effects of Socially Shared Regulation of Learning on the Computational Thinking, Motivation, and Engagement in Collaborative Learning by Teaching
Xiaodan Zhou, Chia‐Wen Tsai
Education and Information Technologies (2022) Vol. 28, Iss. 7, pp. 8135-8152
Closed Access | Times Cited: 13
The effects of controlled self-learning on the improvement of soft and cognitive skills of engineering students: A focused analysis
El Manaa Barhoumi
Learning and Motivation (2023) Vol. 83, pp. 101915-101915
Closed Access | Times Cited: 7
Invariant and suboptimal trajectories of self-regulated learning during secondary school: implications focused on quality in higher education
Fabiola Sáez-Delgado, Javier Mella-Norambuena, Yaranay López-Angulo, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 7
Pre-service student teachers’ metacognition in an online learning community: An epistemic network analysis
Li Zhao, S Y Wang, Yu-Sheng Su
Education and Information Technologies (2024) Vol. 29, Iss. 11, pp. 14403-14429
Closed Access | Times Cited: 2
Design, Validity and Effect of an Intra-Curricular Program for Facilitating Self-Regulation of Learning Competences in University Students with the Support of the 4Planning App
Karla Lobos, Fabiola Sáez-Delgado, Daniela Bruna, et al.
Education Sciences (2021) Vol. 11, Iss. 8, pp. 449-449
Open Access | Times Cited: 16
University students experiences of learning in an online environment in COVID-19 pandemic: A meta-methods research study of perceptions and attitudes of South African students
Anthony J. Onwuegbuzie, Emmanuel Ojo
Journal of Pedagogical Research (2021) Vol. 5, Iss. 4, pp. 1-18
Open Access | Times Cited: 16
Preservice Teachers’ Online Self-Regulated Learning: Does Digital Readiness Matter?
K. Fuchs, Lisa Pösse, Svenja Bedenlier, et al.
Education Sciences (2022) Vol. 12, Iss. 4, pp. 272-272
Open Access | Times Cited: 11
Independent Learning and Blended Learning Information System Student
Suryari Purnama, Cicilia Sriliasta
International Transactions on Education Technology (ITEE) (2023) Vol. 1, Iss. 2, pp. 144-150
Open Access | Times Cited: 6
Emotions, metacognition and online learning readiness are powerful predictors of online student engagement: A moderated mediation analysis
Ayça FİDAN, Yasemin Koçak Usluel
Education and Information Technologies (2023) Vol. 29, Iss. 1, pp. 459-481
Closed Access | Times Cited: 6
University students’ perceived effort and learning in face-to-face and online classes
Nenagh Kemp
Journal of Applied Learning & Teaching (2020) Vol. 3, Iss. Special Issue
Open Access | Times Cited: 17
Global Pandemic Prevention Continual Learning—Taking Online Learning as an Example: The Relevance of Self-Regulation, Mind-Unwandered, and Online Learning Ineffectiveness
Hsien-Hua Yu, Ru-Ping Hu, Mei-Lien Chen
Sustainability (2022) Vol. 14, Iss. 11, pp. 6571-6571
Open Access | Times Cited: 9
Lifelong learner needs for human-centered self-regulated learning analytics
Andy Nguyen, Joni Lämsä, Adinda Dwiarie, et al.
Information and Learning Sciences (2023) Vol. 125, Iss. 1/2, pp. 68-108
Open Access | Times Cited: 5
Metacognitive challenges to support self-reflection of students in online Software Engineering Education
Daniela Pedrosa, Mário Madureira Fontes, Tania Araujo, et al.
(2021), pp. 1-10
Open Access | Times Cited: 12
The Role of Metacognitive Strategies in Blended Learning: Study Habits and Reading Comprehension
Beatriz Ortega-Ruipérez
RIED Revista Iberoamericana de Educación a Distancia (2022) Vol. 25, Iss. 2
Open Access | Times Cited: 8
Conceptual Approaches to the Analysis of Self-regulated Learning in Foreign Psychology
Tatiana Fomina
Journal of Modern Foreign Psychology (2022) Vol. 11, Iss. 3, pp. 27-37
Open Access | Times Cited: 8
Academic support through tutoring, guided learning, and learning diaries in the context of the COVID-19 pandemic: an experimental model for master’s students
Cristina Dumitru, Maria Magdalena Stan, Georgiana Dumitru
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Self-Regulated Learning, Online Learning Self-Efficacy, and Satisfaction Among Accounting Matriculation Students in Flipped Learning Environment
Abd Abd Hafiz bin Abd Hafiz Rahman, Norlia Mat Norwani, Rusliza Yahaya
Malaysian Journal of Social Sciences and Humanities (MJSSH) (2024) Vol. 9, Iss. 4, pp. e002725-e002725
Open Access | Times Cited: 1
Significance of intra-personal intelligence and academic self-concept as predictors of metacognition

International Journal of Studies in Psychology (2024) Vol. 4, Iss. 1
Open Access | Times Cited: 1

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