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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:

Using Process Mining to examine the sustainability of instructional support: How stable are the effects of metacognitive prompting on self-regulatory behavior?
Christoph Sonnenberg, Maria Bannert
Computers in Human Behavior (2018) Vol. 96, pp. 259-272
Closed Access | Times Cited: 58

Showing 26-50 of 58 citing articles:

Analysis of Differences in Self-Regulated Learning Behavior Patterns of Online Learners
Zi Ye, Lei Jiang, Yang Li, et al.
Electronics (2022) Vol. 11, Iss. 23, pp. 4013-4013
Open Access | Times Cited: 15
Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?
Yoana Omarchevska, Andreas Lachner, Juliane Richter, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 2, pp. 1025-1061
Open Access | Times Cited: 14
Using HeuristicsMiner to Analyze Problem-Solving Processes
Christian Hartmann, Nikol Rummel, Maria Bannert
Journal of Learning Analytics (2022) Vol. 9, Iss. 2, pp. 66-86
Open Access | Times Cited: 14
Investigating learning processes through analysis of navigation behavior using log files
Kerstin Huber, Maria Bannert
Journal of Computing in Higher Education (2023) Vol. 36, Iss. 3, pp. 683-701
Open Access | Times Cited: 8
i-Ntervene: applying an evidence-based learning analytics intervention to support computer programming instruction
Piriya Utamachant, Chutiporn Anutariya, Suporn Pongnumkul
Smart Learning Environments (2023) Vol. 10, Iss. 1
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
Combining self-reported and observational measures to assess university student academic performance in blended course designs
Feifei Han, Robert A. Ellis
Australasian Journal of Educational Technology (2020) Vol. 36, Iss. 6, pp. 1-14
Open Access | Times Cited: 20
What college students say, and what they do
Joshua Quick, Benjamin Motz, Jamie Israel, et al.
(2020), pp. 534-543
Closed Access | Times Cited: 17
Enhancing Classroom Learning Outcomes: The Power of Immediate Feedback Strategy
Oke James Ajogbeje
International Journal of Disabilities Sports & Health Sciences (2023) Vol. 6, Iss. 3, pp. 453-465
Open Access | Times Cited: 5
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
The influence of metacognition on learning engagement the mediating effect of learning strategy and learning behavior
達仁 光安, Chunfeng Ye, Shiqin Liu
Current Psychology (2024)
Open Access | Times Cited: 1
Prompting Metacognition During a Job Search: Evidence from a Randomized Controlled Trial with University Job Seekers
Adam Kanar, Dave Bouckenooghe
Applied Psychology (2020) Vol. 70, Iss. 3, pp. 955-985
Closed Access | Times Cited: 11
How Learning Process Data Can Inform Regulation in Collaborative Learning Practice
Sanna Järvelä, Eija Vuorenmaa, Ahsen Çini, et al.
Advances in analytics for learning and teaching (2023), pp. 115-132
Closed Access | Times Cited: 3
Time-driven modeling of student self-regulated learning in network-based tutors
Eric Poitras, Tenzin Doleck, Lingyun Huang, et al.
Interactive Learning Environments (2021) Vol. 31, Iss. 4, pp. 2490-2511
Closed Access | Times Cited: 6
The Impact of Prompts and Feedback on the Performance during Multi-Session Self-Regulated Learning in the Hypermedia Environment
Yurou Wang, Haobo Zhang, Jue Wang, et al.
Journal of Intelligence (2023) Vol. 11, Iss. 7, pp. 131-131
Open Access | Times Cited: 2
Reviewing Process Mining Applications and Techniques in Education
Athanasios Sypsas, Dimitris Kalles
International Journal of Artificial Intelligence & Applications (2022) Vol. 13, Iss. 1, pp. 83-102
Open Access | Times Cited: 4
The impact of scripts on blended and online socially shared regulation of learning: A role-playing game theory perspective
Clyde A. Warden, Chi‐Cheng Chang, James O. Stanworth, et al.
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 4, pp. 463-487
Closed Access | Times Cited: 4
Explaining medical students’ learning outcomes in blended course designs: combining self-reported and observational learning experiences
Feifei Han, Robert A. Ellis
AJP Advances in Physiology Education (2021) Vol. 46, Iss. 1, pp. 56-64
Open Access | Times Cited: 4
The Learner Control Principle in Multimedia Learning
Katharina Scheiter
Cambridge University Press eBooks (2021), pp. 418-429
Closed Access | Times Cited: 4
Supporting self-regulated learning with learning analytics interventions – a systematic literature review
Sami Heikkinen, Mohammed Saqr, Jonna Malmberg, et al.
Research Square (Research Square) (2022)
Open Access | Times Cited: 3
Comparing the visual affordances of discrete time Markov chains and epistemic network analysis for analysing discourse connections
Daniela Vasco, Kate Thompson, Sakinah S. J. Alhadad, et al.
Frontiers in Education (2024) Vol. 9
Open Access
How Does a Data-Informed Deliberate Change in Learning Design Impact Students’ Self-Regulated Learning Tactics?
Zhongzhou Chen, Tom Zhang, Michelle Taub
Journal of Learning Analytics (2024) Vol. 11, Iss. 2, pp. 174-196
Open Access
Investigating behavioral patterns to facilitate performance predictions during online peer assessment through learning analytics approach
Meiling Jin, Qiang Jiang, Weiyan Xiong, et al.
Studies In Educational Evaluation (2024) Vol. 83, pp. 101394-101394
Closed Access
Promoting students’ metacognition and self-regulatory efficacy through metacognitive scaffolding in mobile technology-enhanced interactive classrooms: The moderating role of inner speech
Yingying Pan, Hoisoo Kim, Yi-Pin Huang, et al.
Education and Information Technologies (2024)
Closed Access
Subtopic-specific heterogeneity in computer-based learning behaviors
HaeJin Lee, Nigel Bosch
International Journal of STEM Education (2024) Vol. 11, Iss. 1
Open Access

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