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:
Motivational predictors of struggling readers’ reading comprehension: the effects of mindset, achievement goals, and engagement
Eunsoo Cho, Jessica R. Toste, Minhye Lee, et al.
Reading and Writing (2018) Vol. 32, Iss. 5, pp. 1219-1242
Closed Access | Times Cited: 50
Eunsoo Cho, Jessica R. Toste, Minhye Lee, et al.
Reading and Writing (2018) Vol. 32, Iss. 5, pp. 1219-1242
Closed Access | Times Cited: 50
Showing 26-50 of 50 citing articles:
Reading comprehension and strategy use: Comparing bilingual children to their monolingual peers and to bilingual adults
Deanna C. Friesen, Katherine Schmidt, Taninder Atwal, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 5
Deanna C. Friesen, Katherine Schmidt, Taninder Atwal, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 5
Establishing a Reading Mindset Measure: A Validation Study
Jamie L. Tock, Jamie Quinn, Stephanie Al Otaiba, et al.
Assessment for Effective Intervention (2020) Vol. 46, Iss. 4, pp. 281-291
Open Access | Times Cited: 7
Jamie L. Tock, Jamie Quinn, Stephanie Al Otaiba, et al.
Assessment for Effective Intervention (2020) Vol. 46, Iss. 4, pp. 281-291
Open Access | Times Cited: 7
The Impact of Student Race, Sex, and Mindset on Reading Intervention Response at the Upper Elementary Level
Rachel E. Donegan, Jeanne Wanzek, Yaacov Petscher, et al.
The Elementary School Journal (2023) Vol. 123, Iss. 3, pp. 437-456
Closed Access | Times Cited: 2
Rachel E. Donegan, Jeanne Wanzek, Yaacov Petscher, et al.
The Elementary School Journal (2023) Vol. 123, Iss. 3, pp. 437-456
Closed Access | Times Cited: 2
Pathways Linking Parental Support to Adolescents’ Reading Proficiency: A Social Cognitive Theory Perspective
Xueliang Chen, Jie Hu
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 5
Xueliang Chen, Jie Hu
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 5
Motivation and Strategies for Reading Comprehension in Middle School
Adriana Satico Ferraz, Amanda Lays Monteiro Inácio, Mirelle Christina Pinheiro, et al.
Revista Colombiana de Psicología (2021) Vol. 30, Iss. 2, pp. 71-86
Open Access | Times Cited: 4
Adriana Satico Ferraz, Amanda Lays Monteiro Inácio, Mirelle Christina Pinheiro, et al.
Revista Colombiana de Psicología (2021) Vol. 30, Iss. 2, pp. 71-86
Open Access | Times Cited: 4
The Application of Mindset Theories in English Language Education: A Synthesis of Recent Research
Chiew Hong Ng, Yin Ling Cheung
European Journal of English Language Studies (2024) Vol. volume-4-2024, Iss. volume-4-issue-2-june-2024, pp. 103-118
Open Access
Chiew Hong Ng, Yin Ling Cheung
European Journal of English Language Studies (2024) Vol. volume-4-2024, Iss. volume-4-issue-2-june-2024, pp. 103-118
Open Access
Students’ perceived classroom goal structure and its relations with their achievement goals in Chinese reading classrooms
Quan Qian, Kit‐Ling Lau
Asia Pacific Journal of Education (2024), pp. 1-18
Closed Access
Quan Qian, Kit‐Ling Lau
Asia Pacific Journal of Education (2024), pp. 1-18
Closed Access
Reading Motivation and Engagement among Grade IV Learners of Opol West District Schools
Shiela Mae Enguito Gulay, Pepa V. Pontillas
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS (2024) Vol. 07, Iss. 08
Open Access
Shiela Mae Enguito Gulay, Pepa V. Pontillas
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS (2024) Vol. 07, Iss. 08
Open Access
Motivational Practices in Reading Interventions for Students With or at Risk for Dyslexia
Eunsoo Cho, Katlynn Dahl‐Leonard, Karen F. Kehoe, et al.
Topics in Language Disorders (2023) Vol. 43, Iss. 2, pp. 119-145
Closed Access | Times Cited: 1
Eunsoo Cho, Katlynn Dahl‐Leonard, Karen F. Kehoe, et al.
Topics in Language Disorders (2023) Vol. 43, Iss. 2, pp. 119-145
Closed Access | Times Cited: 1
Direct impact of mindset on reading-based outcomes in upper elementary students with reading difficulties
Christopher Stanley, Jungyeong Heo, Yaacov Petscher, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 1
Christopher Stanley, Jungyeong Heo, Yaacov Petscher, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 1
Associations between children's school wellbeing, mindset and academic attainment in standardised tests of achievement
Tania Clarke, Ros McLellan
School Psychology International (2023) Vol. 45, Iss. 4, pp. 409-446
Open Access | Times Cited: 1
Tania Clarke, Ros McLellan
School Psychology International (2023) Vol. 45, Iss. 4, pp. 409-446
Open Access | Times Cited: 1
Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of Support
Philip Capin, Colby Hall, Elizabeth A. Stevens, et al.
Teaching Exceptional Children (2022) Vol. 56, Iss. 5, pp. 370-385
Open Access | Times Cited: 2
Philip Capin, Colby Hall, Elizabeth A. Stevens, et al.
Teaching Exceptional Children (2022) Vol. 56, Iss. 5, pp. 370-385
Open Access | Times Cited: 2
Heterogeneity in reading achievement and mindset of readers with reading difficulties
Samantha A. Gesel, Rachel E. Donegan, Jungyeong Heo, et al.
Reading and Writing (2022) Vol. 36, Iss. 1, pp. 1-28
Closed Access | Times Cited: 2
Samantha A. Gesel, Rachel E. Donegan, Jungyeong Heo, et al.
Reading and Writing (2022) Vol. 36, Iss. 1, pp. 1-28
Closed Access | Times Cited: 2
Investigating mastery-avoidance goals using the achievement goal questionnaire for sports (AGQ-S): a meta-analytic confirmatory factor analysis (MA-CFA)
Hyun Sung Jang, Yan Dai, Kamden K. Strunk, et al.
Current Psychology (2022) Vol. 42, Iss. 30, pp. 26527-26534
Closed Access | Times Cited: 2
Hyun Sung Jang, Yan Dai, Kamden K. Strunk, et al.
Current Psychology (2022) Vol. 42, Iss. 30, pp. 26527-26534
Closed Access | Times Cited: 2
The Mediating Role of Growth Mindset in the Causal Model of the Factors Affecting the Mathematics Learning of Ninth-Grade Students
Suntonrapot Damrongpanit
Universal Journal of Educational Research (2020) Vol. 8, Iss. 12, pp. 7183-7196
Open Access | Times Cited: 2
Suntonrapot Damrongpanit
Universal Journal of Educational Research (2020) Vol. 8, Iss. 12, pp. 7183-7196
Open Access | Times Cited: 2
Implicit Theories of Intelligence
Léa Tân Combette
Dictionary of Multicultural Psychology: Issues, Terms, and Concepts (2005)
Open Access | Times Cited: 2
Léa Tân Combette
Dictionary of Multicultural Psychology: Issues, Terms, and Concepts (2005)
Open Access | Times Cited: 2
Correlation between Reading Motivation and Engagement and Student Reading Outcomes in Title One Elementary Schools
TaShenna Renee Wiggins
(2021)
Closed Access | Times Cited: 1
TaShenna Renee Wiggins
(2021)
Closed Access | Times Cited: 1
The relationships between reading mindsets, reading engagement, and reading comprehension performance in the Saudi EFL context
Muhammad Waleed Shehzad, Mehwish Zahoor, Sumaira Sarfraz, et al.
Indonesian Journal of Applied Linguistics (2023) Vol. 13, Iss. 1, pp. 99-113
Open Access
Muhammad Waleed Shehzad, Mehwish Zahoor, Sumaira Sarfraz, et al.
Indonesian Journal of Applied Linguistics (2023) Vol. 13, Iss. 1, pp. 99-113
Open Access
Chinese secondary students’ achievement goal profiles in reading: associations with antecedents and consequences
Quan Qian, Jiangze Lin
Reading and Writing (2023) Vol. 37, Iss. 10, pp. 2549-2570
Closed Access
Quan Qian, Jiangze Lin
Reading and Writing (2023) Vol. 37, Iss. 10, pp. 2549-2570
Closed Access
Reading Motivation and Engagement: Integrating Competency-Related Beliefs and Literacy Instruction in English Language Arts
Megan Rogers
(2020)
Closed Access
Megan Rogers
(2020)
Closed Access
El papel de la mentalidad de crecimiento en el desempeño de estudiantes de escuela primaria
Ana García Coni, Lucía Belén Saldi, Clara Villarramos, et al.
Actualidades en Psicología (2022) Vol. 36, Iss. 133, pp. 42-57
Open Access
Ana García Coni, Lucía Belén Saldi, Clara Villarramos, et al.
Actualidades en Psicología (2022) Vol. 36, Iss. 133, pp. 42-57
Open Access
Gamification as a Course Organizing Principle in Second Language Curricula
Alyssia Miller De Rutté, M. Lisette Lopez
L2 Journal (2022) Vol. 14, Iss. 3
Open Access
Alyssia Miller De Rutté, M. Lisette Lopez
L2 Journal (2022) Vol. 14, Iss. 3
Open Access
Estudio de la relación entre comprensión lectora y teorías personales sobre la inteligencia
Ana García Coni, Cintia Daniela Olsen, María Laura Andrés, et al.
Traslaciones Revista latinoamericana de Lectura y Escritura (2022) Vol. 9, Iss. 17, pp. 60-79
Open Access
Ana García Coni, Cintia Daniela Olsen, María Laura Andrés, et al.
Traslaciones Revista latinoamericana de Lectura y Escritura (2022) Vol. 9, Iss. 17, pp. 60-79
Open Access
A Structured Literacy Approach to Support Striving Readers in Secondary Grades
Samantha Bart-Addison, Robert Griffin
Georgia Journal of Literacy (2021) Vol. 44, Iss. 1, pp. 7-23
Open Access
Samantha Bart-Addison, Robert Griffin
Georgia Journal of Literacy (2021) Vol. 44, Iss. 1, pp. 7-23
Open Access
