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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:

Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement?
Matthew L. Bernacki, Lucie Vosicka, Jenifer C. Utz
Journal of Educational Psychology (2019) Vol. 112, Iss. 4, pp. 765-781
Open Access | Times Cited: 83

Showing 26-50 of 83 citing articles:

A gender-based analysis of workforce promotion factors in U.S. transportation agencies
Behzad Rouhanizadeh, Sharareh Kermanshachi
Transportation Research Interdisciplinary Perspectives (2021) Vol. 12, pp. 100457-100457
Open Access | Times Cited: 18
Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance
Matthew L. Bernacki, Megan Cogliano, Shelbi Kuhlmann, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 711-747
Open Access | Times Cited: 6
Development of the smartphone and learning inventory: Measuring self-regulated use
Kendall Hartley, Lisa D. Bendixen, Lori Olafson, et al.
Education and Information Technologies (2020) Vol. 25, Iss. 5, pp. 4381-4395
Closed Access | Times Cited: 15
Effectiveness of a Collaborative Intervention in Self-Regulation and Self-Efficacy of Higher Education Students
Aline Guilherme Maciel Santos, Paula Mariza Zedu Alliprandini
International Journal of Instruction (2023) Vol. 16, Iss. 2, pp. 179-194
Open Access | Times Cited: 5
Effects of an executive function-based text support on strategy use and comprehension–integration of conflicting informational texts
D. Jake Follmer, Joseph Tise
Reading and Writing (2022) Vol. 35, Iss. 7, pp. 1731-1758
Closed Access | Times Cited: 8
Progression of students' SRL processes in subsequent programming problem-solving tasks and its association with tasks outcomes
Marek Hatala, Sina Nazeri, Fatemeh Salehian Kia
The Internet and Higher Education (2022) Vol. 56, pp. 100881-100881
Closed Access | Times Cited: 8
Principles and practices of modular course design in higher engineering education
Canan Mesutoğlu, Saskia Stollman, Inés López Arteaga
International Journal of Information and Learning Technology (2024) Vol. 41, Iss. 2, pp. 153-165
Open Access | Times Cited: 1
Use of Meet Apps to Improve Student Achievement during the Pandemic
Suyahman Suyahman, Tungga Buana Irfana, Yohana S Touwe, et al.
World Psychology (2024) Vol. 3, Iss. 1, pp. 43-61
Open Access | Times Cited: 1
Learning From Online Instructional Videos Considering Video Presentation Modes, Technological Comfort, and Students Characteristics
Michelle Perry, Renato F. L. Azevedo, Genevieve M. Henricks, et al.
International Journal of Human-Computer Interaction (2024), pp. 1-18
Closed Access | Times Cited: 1
Effects of Test Anxiety on Self-Testing and Learning Performance
Shaohang Liu, Wenbo Zhao, David R. Shanks, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 2
Closed Access | Times Cited: 1
Utility value is key. Exploring factors that contribute to student motivation for effective cognitive learning strategies in higher education
Marloes Broeren, Peter P. J. L. Verkoeijen, Lidia R. Arends, et al.
Applied Cognitive Psychology (2024) Vol. 38, Iss. 4
Open Access | Times Cited: 1
Digital skills in vocational education and training: Investigating the impact of Erasmus, digital tools, and educational platforms
Ioannis Zervas, Emmanouil Stiakakis
Journal of Infrastructure Policy and Development (2024) Vol. 8, Iss. 8, pp. 8415-8415
Open Access | Times Cited: 1
Automatic Detection of Metacognitive Language and Student Achievement in an Online STEM College Course
Hannah Valdiviejas, Renato Ferreira Leitão Azevedo, Philip Nigel Bosch, et al.
Online Learning (2024) Vol. 28, Iss. 3
Open Access | Times Cited: 1
Student spacing and self-testing strategies and their associations with learning in an upper division microbiology course
Fernando Rodriguez, Christian Fischer, Ninger Zhou, et al.
SN Social Sciences (2021) Vol. 1, Iss. 1
Closed Access | Times Cited: 10
Supporting Undergraduate Biology Students’ Academic Success: Comparing Two Workshop Interventions
Lauren C. Hensley, Amy E. Kulesza, Joshua Peri, et al.
CBE—Life Sciences Education (2021) Vol. 20, Iss. 4
Open Access | Times Cited: 10
Promoting retrieval practice use during self‐study in higher education: The effects of a compact strategy intervention with metacognitive support
Marloes Broeren, Peter P. J. L. Verkoeijen, Anita Heijltjes, et al.
Applied Cognitive Psychology (2023) Vol. 37, Iss. 4, pp. 830-844
Open Access | Times Cited: 3
The impact of effective study strategy use in an introductory anatomy and physiology class
Carla M. Firetto, Emily Starrett, Amy Collins Montalbano, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 3
Adapting Implementation Science for Higher Education Research: The Systematic Study of Implementing Evidence-based Practices in College Classrooms
Raechel N. Soicher, Kathryn A. Becker‐Blease, Keiko C. P. Bostwick
(2019)
Open Access | Times Cited: 8
Tracing Undergraduate Science Learners’ Digital Cognitive Strategy Use and Relation to Performance
Kyle Mefferd, Matthew L. Bernacki
Journal of Science Education and Technology (2023) Vol. 32, Iss. 6, pp. 837-857
Closed Access | Times Cited: 2
Development, Sustainment, and Scaling of Self-Regulated Learning Analytics
Matthew L. Bernacki
Advances in educational technologies and instructional design book series (2023), pp. 255-281
Closed Access | Times Cited: 2
Test Experience, Direct Instruction, and Their Combination Promote Accurate Beliefs about the Testing Effect
Michelle L. Rivers
Journal of Intelligence (2023) Vol. 11, Iss. 7, pp. 147-147
Open Access | Times Cited: 2
Supporting College Learners’ Study Time Calibration: Relations to Course Achievement and Self-Regulated Learning Skills
D. Jake Follmer, Melissa M. Patchan, Robin Spitznogle
Journal of College Reading and Learning (2022) Vol. 52, Iss. 2, pp. 75-96
Closed Access | Times Cited: 4
Hygienic Assessment of Distance Learning in Schools and Gymnasiums of Nizhny Novgorod
Е. С. Богомолова, N. V. Kotova, E. O. Maksimenko, et al.
ЗДОРОВЬЕ НАСЕЛЕНИЯ И СРЕДА ОБИТАНИЯ - ЗНиСО / PUBLIC HEALTH AND LIFE ENVIRONMENT (2022), pp. 32-39
Closed Access | Times Cited: 4
Virtual vs face-to-face synchronous laboratory instruction for programming matlab for biomedical engineers
Benjamin Hawkins
(2024)
Open Access
Zooming in on self-regulated learning in undergraduate remote learning during extreme conditions
Adar Ben‐Eliyahu, Lihi Sarfaty, Eyal Fruchter
Computers and Education Open (2024) Vol. 6, pp. 100167-100167
Open Access

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