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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.

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Showing 26-50 of 215 citing articles:

Analyzing temporal data for understanding the learning process induced by metacognitive prompts
Katharina Engelmann, Maria Bannert
Learning and Instruction (2019) Vol. 72, pp. 101205-101205
Open Access | Times Cited: 43
Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study
Ecenaz Alemdağ, Zahide Yıldırım
Computers & Education (2022) Vol. 188, pp. 104574-104574
Closed Access | Times Cited: 26
Adaptive or adapted to: Sequence and reflexive thematic analysis to understand learners' self‐regulated learning in an adaptive learning analytics dashboard
Eunsung Park, Dirk Ifenthaler, Roy B. Clariana
British Journal of Educational Technology (2022) Vol. 54, Iss. 1, pp. 98-125
Closed Access | Times Cited: 23
Learning paths design in personal learning environments: The impact on postgraduates’ cognitive achievements and satisfaction
Xiaoshu Xu, Wilson Cheong Hin Hong, Yunfeng Zhang, et al.
Innovations in Education and Teaching International (2023) Vol. 61, Iss. 4, pp. 748-763
Closed Access | Times Cited: 15
Boosting self-regulated learning with mobile interventions: Planning and prompting help children maintain a regular study routine
Jasmin Breitwieser, Lea Nobbe, Daniel Biedermann, et al.
Computers & Education (2023) Vol. 205, pp. 104879-104879
Open Access | Times Cited: 14
A comparison between problem-based conventional learning and creative problem-based learning on self-regulation skills: Experimental study
Flavia Aurelia Hidajat
Heliyon (2023) Vol. 9, Iss. 9, pp. e19512-e19512
Open Access | Times Cited: 13
How to design and evaluate personalized scaffolds for self-regulated learning
Joep van der Graaf, Mladen Raković, Yizhou Fan, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 783-810
Open Access | Times Cited: 13
Multiple Negative Emotions During Learning With Digital Learning Environments – Evidence on Their Detrimental Effect on Learning From Two Methodological Approaches
Franz Wortha, Roger Azevedo, Michelle Taub, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 41
The Comparative Effects of Teacher Versus Peer-Scaffolding on EFL Learners’ Incidental Vocabulary Learning and Reading Comprehension: A Socio-Cultural Perspective
Parivash Jamali Kivi, Ehsan Namaziandost, Ebrahim Fakhri Alamdari, et al.
Journal of Psycholinguistic Research (2021) Vol. 50, Iss. 5, pp. 1031-1047
Closed Access | Times Cited: 32
A meta‐analysis on the effects of technology's functions and roles on students' mathematics achievement in K‐12 classrooms
Hua Ran, Nam Ju Kim, Walter G. Secada
Journal of Computer Assisted Learning (2021) Vol. 38, Iss. 1, pp. 258-284
Closed Access | Times Cited: 32
Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?
Katharina Engelmann, Maria Bannert, Nadine Melzner
Research and Practice in Technology Enhanced Learning (2021) Vol. 16, Iss. 1
Open Access | Times Cited: 27
More than minutes: A person-centered approach to homework time, homework time management, and homework procrastination
Jianzhong Xu
Contemporary Educational Psychology (2022) Vol. 70, pp. 102087-102087
Closed Access | Times Cited: 21
A self-regulated learning management system: Enhancing performance, motivation and reflection in learning
Henry Khiat, Silke Vogel
Journal of University Teaching and Learning Practice (2022) Vol. 19, Iss. 2, pp. 43-59
Open Access | Times Cited: 19
How do students learn with real‐time personalized scaffolds?
Lyn Lim, Maria Bannert, Joep van der Graaf, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 4, pp. 1309-1327
Open Access | Times Cited: 12
Using Large Language Models to Detect Self-Regulated Learning in Think-Aloud Protocols
Jiayi Zhang, Conrad Borchers, Vincent Aleven, et al.
(2024)
Open Access | Times Cited: 4
Feedback in K-12 and higher education: Educators’ perspectives
Flora Jin, Wei Dai, Bhagya Maheshi, et al.
Teaching and Teacher Education (2025) Vol. 156, pp. 104933-104933
Open Access
The good, bad, and ugly of comment prompts: Effects on length and helpfulness of peer feedback
Huifeng Mu, Christian D. Schunn
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access
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
The impact of synchronous online discussions and online flipped learning on student engagement and self-regulation among preliminary undergraduates in a basic math course
Serpil Yorgancı
Educational Technology Research and Development (2025)
Open Access
Turning Real-Time Analytics into Adaptive Scaffolds for Self-Regulated Learning Using Generative Artificial Intelligence
Tongguang Li, Debarshi Nath, Yixin Cheng, et al.
(2025), pp. 667-679
Closed Access
Exploring the dynamics of self-regulated learning in online courses: trajectories of self-regulated learning and the role of basic psychological needs satisfaction across different achievement levels
Sunghye Lee, You‐kyung Lee, Soyoung Park, et al.
Education and Information Technologies (2025)
Closed Access
Interventions for Fostering Self-Regulated Learning as Tools for University Management in the Digital Environment
M. S. Khamidulina
University Management Practice and Analysis (2025) Vol. 28, Iss. 4, pp. 95-104
Open Access
Examining Digital Curricular Enhancements to First-Year Seminars and Effects on College Success
Matthew L. Bernacki, Dan Gianoutsos, MeganClaire Cogliano
Innovative Higher Education (2025)
Closed Access
Effects of Integrating Self-Regulation Scaffolding supported by Chatbot and Online Collaborative Reflection on Students’ Learning in an Artificial Intelligence Course
Chia‐Wen Tsai, Lynne Lee, Michael Yu-Ching Lin, et al.
Computers & Education (2025), pp. 105305-105305
Closed Access
Modeling Student Teachers’ Self-Regulated Learning of Complex Professional Knowledge: A Sequential and Clustering Analysis with Think-Aloud Protocols
Lingyun Huang
Computers & Education (2025), pp. 105310-105310
Closed Access

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