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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:

Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda
Anique B. H. de Bruin, Julian Roelle, Shana K. Carpenter, et al.
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 903-915
Open Access | Times Cited: 115

Showing 26-50 of 115 citing articles:

Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load
Tino Endres, Oliver Lovell, David Morkunas, et al.
British Journal of Educational Psychology (2022) Vol. 93, Iss. S2, pp. 305-317
Open Access | Times Cited: 24
How Does Cognitive Load Interact with Self-Regulated Learning? A Dynamic and Integrative Model
Tingting Wang, Susanne P. Lajoie
Educational Psychology Review (2023) Vol. 35, Iss. 3
Closed Access | Times Cited: 15
Comparing Mental Effort, Difficulty, and Confidence Appraisals in Problem-Solving: A Metacognitive Perspective
Emely Hoch, Yael Sidi, Rakefet Ackerman, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 14
Growing Out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice
Erdem Onan, Wisnu Wiradhany, Felicitas Biwer, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2451-2484
Open Access | Times Cited: 21
Temporal learning analytics to explore traces of self-regulated learning behaviors and their associations with learning performance, cognitive load, and student engagement in an asynchronous online course
Jerry Chih‐Yuan Sun, Yiming Liu, Xi Lin, et al.
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 12
Capturing self‐regulated learning processes in virtual reality: Causal sequencing of multimodal data
Márta Sobocinski, Daryn A. Dever, Megan Wiedbusch, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 4, pp. 1486-1506
Open Access | Times Cited: 12
Integrating cognitive load theory with other theories, within and beyond educational psychology
José Hanham, Juan C. Castro-Alonso, Ouhao Chen
British Journal of Educational Psychology (2023) Vol. 93, Iss. S2, pp. 239-250
Open Access | Times Cited: 11
Examining the Impact of Teachers’ Cognitive Load on Student Engagement and Learning Outcomes in Saudi Classrooms
Reshaa Alruwaili, Abdullah S. Al-Asmari
The Open Psychology Journal (2025) Vol. 18, Iss. 1
Open Access
Far Transfer of Metacognitive Regulation: From Cognitive Learning Strategy Use to Mental Effort Regulation
Joachim Wirth, Xenia-Lea Weber-Reuter, Corinna Schuster, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access
Effects of Reading Goal Instructions on the Comprehension and Metacomprehension of Informative Narratives
Christoph Mengelkamp, Stefanie Golke, Markus Appel
Applied Cognitive Psychology (2025) Vol. 39, Iss. 2
Open Access
Self-regulation of Flow: Creating “Seemingly Effortless” Learning Among Higher Education Students
Luotong Hui, Sanne F. E. Rovers, Jeroen J. G. van Merriënboer, et al.
International Journal of Educational Research (2025) Vol. 131, pp. 102573-102573
Open Access
Dynamic testing with graduated prompts training: Adolescents with executive function deficits
Yael Fogel
Hong Kong Journal of Occupational Therapy (2025)
Open Access
Tracing and Pointing Support Multimedia Learning: A Cross-Cultural Replication
Yining Wang, Kexin Han, Paul Ginns
Educational Psychology Review (2025) Vol. 37, Iss. 2
Open Access
Can the effects of generative drawing on lasting learning be optimized through integration of retrieval practice?
S.-J. Kim, Roman Abel, Detlev Leutner, et al.
Learning and Instruction (2025) Vol. 98, pp. 102143-102143
Open Access
The effects of direct and indirect training in metacognitive learning strategies on near and far transfer in self-regulated learning
Corinna Schuster, Ferdinand Stebner, Sebastian Geukes, et al.
Learning and Instruction (2022) Vol. 83, pp. 101708-101708
Closed Access | Times Cited: 17
Examining on-task regulation in school children: Interrelations between monitoring, regulation, and task performance.
Mariëtte H. van Loon, Niamh Oeri
Journal of Educational Psychology (2023) Vol. 115, Iss. 3, pp. 446-459
Open Access | Times Cited: 10
Bird’s-Eye View of Cue Integration: Exposing Instructional and Task Design Factors Which Bias Problem Solvers
Rakefet Ackerman
Educational Psychology Review (2023) Vol. 35, Iss. 2
Closed Access | Times Cited: 10
The Role of Mental Effort in Students’ Perceptions of the Effectiveness of Interleaved and Blocked Study Strategies and Their Willingness to Use Them
Eva M. Janssen, Tamara van Gog, Laura van de Groep, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 3
Open Access | Times Cited: 10
Optimizing self-organized study orders: combining refutations and metacognitive prompts improves the use of interleaved practice
Erdem Onan, Felicitas Biwer, Roman Abel, et al.
npj Science of Learning (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 3
Effectiveness of embodied learning on learning performance: A meta-analysis based on the cognitive load theory perspective
Chunwei Lyu, Shuao Deng
Learning and Individual Differences (2024) Vol. 116, pp. 102564-102564
Closed Access | Times Cited: 3
Self-regulated learning by writing learning protocols: Do goal structures matter?
Jasmin Moning, Julian Roelle
Learning and Instruction (2021) Vol. 75, pp. 101486-101486
Closed Access | Times Cited: 19
The quizzing effect depends on hope of success and can be optimized by cognitive load-based adaptation
Svenja Heitmann, Axel Grund, Stefan Fries, et al.
Learning and Instruction (2021) Vol. 77, pp. 101526-101526
Closed Access | Times Cited: 19
A Motivational Perspective on (Anticipated) Mental Effort Investment: The Biopsychosocial Model of Challenge and Threat
Tamara van Gog, Eva M. Janssen, Florence Lucas, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 2
Complexity affects performance, cognitive load, and awareness
Ines Zeitlhofer, Joerg Zumbach, Judith Schweppe
Learning and Instruction (2024) Vol. 94, pp. 102001-102001
Open Access | Times Cited: 2
Shifting online: 12 tips for online teaching derived from contemporary educational psychology research
Stoo Sepp, Mona Wong, Vincent Hoogerheide, et al.
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 5, pp. 1304-1320
Open Access | Times Cited: 12

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