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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:

Towards investigating the validity of measurement of self-regulated learning based on trace data
Yizhou Fan, Joep van der Graaf, Lyn Lim, et al.
Metacognition and Learning (2022) Vol. 17, Iss. 3, pp. 949-987
Open Access | Times Cited: 48

Showing 26-50 of 48 citing articles:

Self-Regulated Learning is not for Everyone: Towards an Explanation for the Heterogeneous Effects of Interventions
M. S. Khamidulina, Natalia Maloshonok
Vysshee Obrazovanie v Rossii = Higher Education in Russia (2025) Vol. 34, Iss. 1, pp. 106-127
Open Access
Examining change in students’ self-regulated learning patterns after a formative assessment using process mining techniques
Surina He, Carrie Demmans Epp, Fu Chen, et al.
Computers in Human Behavior (2023) Vol. 152, pp. 108061-108061
Closed Access | Times Cited: 10
CTAM4SRL: A Consolidated Temporal Analytic Method for Analysis of Self-Regulated Learning
Debarshi Nath, Dragan Gašević, Yizhou Fan, et al.
(2024), pp. 645-655
Open Access | Times Cited: 3
Learning analytics and assessment: Emerging research trends, promises and future opportunities
Mladen Raković, Dragan Gašević, Saeed‐Ul Hassan, et al.
British Journal of Educational Technology (2023) Vol. 54, Iss. 1, pp. 10-18
Open Access | Times Cited: 8
Multimodal learning analytics for assessing teachers’ self-regulated learning in planning technology-integrated lessons in a computer-based environment
Lingyun Huang, Tenzin Doleck, Boyin Chen, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 12, pp. 15823-15843
Closed Access | Times Cited: 7
Measurement of Self-regulated Learning: Strategies for mapping trace data to learning processes and downstream analysis implications
Ikenna Osakwe, Guanliang Chen, Yizhou Fan, et al.
(2024), pp. 563-575
Open Access | Times Cited: 2
Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game
Ryan S. Baker, J. Elizabeth Richey, Jiayi Zhang, et al.
Instructional Science (2024)
Open Access | Times Cited: 2
“Replacing teachers? Doubt it.” Practitioners' views on adaptive learning technologies' impact on the teaching profession
Joonas Merikko, Ville Kivimäki
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 9
Examining university teachers’ self-regulation in using a learning analytics dashboard for online collaboration
Lingyun Huang, Juan Zheng, Susanne P. Lajoie, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 7, pp. 8523-8547
Closed Access | Times Cited: 4
Mentoring and metacognition—Interferences and interdependencies
Mușata Bocoș, Daniel Mara, Alina Felicia Roman, et al.
Journal of Infrastructure Policy and Development (2023) Vol. 8, Iss. 2
Open Access | Times Cited: 4
Towards prescriptive analytics of self‐regulated learning strategies: A reinforcement learning approach
Ikenna Osakwe, Guanliang Chen, Yizhou Fan, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1747-1771
Open Access | Times Cited: 1
Explaining trace‐based learner profiles with self‐reports: The added value of psychological networks
Jelena Jovanović, Dragan Gašević, Lixiang Yan, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 4, pp. 1481-1499
Closed Access | Times Cited: 1
Eficácia de tecnologias de informação e comunicação para melhora do conhecimento de pacientes hospitalizados: revisão sistemática
Maria Aline Moreira Ximenes, Natália Ângela Oliveira Fontenele, Maria Girlane Sousa Albuquerque Brandão, et al.
Revista CUIDARTE (2024) Vol. 15, Iss. 2, pp. 1-11
Open Access | Times Cited: 1
Secondary School Students’ Enacted Self-Regulated Learning Strategies in a Computer-Based Writing Task–Insights from Digital Trace Data and Interviews
Olli Aksela, Joni Lämsä, Sanna Järvelä
Technology Knowledge and Learning (2024)
Open Access | Times Cited: 1
Unpacking Help-Seeking Process through Multimodal Learning Analytics: A Comparative Study of ChatGPT vs Human Expert
Angxuan Chen, Mengtong Xiang, Junyi Zhou, et al.
Computers & Education (2024) Vol. 226, pp. 105198-105198
Open Access | Times Cited: 1
Analysis of the Deep Learning Strategies Questionnaire with Ecuadorian students
Marcia Yaguarema, Jimmy Zambrano R., Melba Salavarría
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 4
Investigating the reliability of aggregate measurements of learning process data: From theory to practice
Yingbin Zhang, Yafei Ye, Luc Paquette, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 3, pp. 1295-1308
Closed Access
Exploring Primary School Students’ Self-Regulated Learning Profiles in a Web-Based Inquiry Science Environment
Yue Liu, Yuxuan Lu, Shixiu Ren, et al.
Research in Science Education (2024) Vol. 54, Iss. 4, pp. 687-705
Closed Access
The potential of learning analytics for research on behavioral learning processes: current and future significance for research on learning and instruction
Julia Eberle, Sebastian Strauß, Valentina Nachtigall, et al.
Unterrichtswissenschaft (2024) Vol. 52, Iss. 2, pp. 213-225
Open Access
Understanding validity criteria in technology-enhanced learning: A systematic literature review
Max van Haastrecht, M. Haas, Matthieu Brinkhuis, et al.
Computers & Education (2024) Vol. 220, pp. 105128-105128
Open Access
Exploration of the online learners’ actions: A sequence mining approach
Rusada Natthaphatwirata, Wannisa Matcha
Online Journal of Communication and Media Technologies (2024) Vol. 14, Iss. 4, pp. e202446-e202446
Open Access
Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms
Jonathan Fernandez, Jessica Guilbert
Metacognition and Learning (2024) Vol. 19, Iss. 3, pp. 1091-1135
Open Access
Reinforcement learning for automatic detection of effective strategies for self-regulated learning
Ikenna Osakwe, Guanliang Chen, Yizhou Fan, et al.
Computers and Education Artificial Intelligence (2023) Vol. 5, pp. 100181-100181
Open Access | Times Cited: 1
Percepción de los conocimientos de la analítica del aprendizaje en la educación superior
María de Jesús, Federico Guadalupe Figueroa-Garza, José Felipe Ramírez-Ramírez
Vinculatégica EFAN (2023) Vol. 9, Iss. 5, pp. 130-141
Open Access
Önszabályozás a tanulásban
Éva D. Molnár
Iskolakultúra (2022) Vol. 32, Iss. 11, pp. 30-38
Open Access
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