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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:

Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle
Rebeca Cerezo, María Esteban, Miguel Sánchez‐Santillán, et al.
Frontiers in Psychology (2017) Vol. 8
Open Access | Times Cited: 94

Showing 26-50 of 94 citing articles:

Sustainability in E-Learning: E-Books and Academic Procrastination among Secondary Students
Ensaf Nasser Al Mulhim, Yara Ahmed Mohebeldin Zaky
Sustainability (2023) Vol. 15, Iss. 20, pp. 14668-14668
Open Access | Times Cited: 7
Prediction of students’ procrastination behaviour through their submission behavioural pattern in online learning
Yeongwook Yang, Danial Hooshyar, Margus Pedaste, et al.
Journal of Ambient Intelligence and Humanized Computing (2020)
Closed Access | Times Cited: 19
Understanding Digital Learning Behaviors: Moderating Roles of Goal Setting Behavior and Social Pressure in Large-Scale Open Online Courses
Peng Zhang
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 16
Barriers of Online Education in the New Normal: Teachers’ Perspectives
Gino G. Sumalinog
International Journal of Learning Teaching and Educational Research (2022) Vol. 21, Iss. 1, pp. 33-50
Open Access | Times Cited: 11
Examining the Relationship of Academic Dishonesty with Academic Procrastination, and Time Management in Distance Education
Emine Aruğaslan
Heliyon (2024) Vol. 10, Iss. 19, pp. e38827-e38827
Open Access | Times Cited: 2
Learning Analytics for Blended Learning: A Systematic Review of Theory, Methodology, and Ethical Considerations
Nina Bergdahl, Jalal Nouri, Thashmee Karunaratne, et al.
International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI) (2020) Vol. 2, Iss. 2, pp. 46-46
Open Access | Times Cited: 17
Leisure and Procrastination, a Quest for Autonomy in Free Time Investments: Task Avoidance or Accomplishment?
José Vicente Pestana, Núria Codina, Rafael Valenzuela
Frontiers in Psychology (2020) Vol. 10
Open Access | Times Cited: 15
Educational Sustainability through Big Data Assimilation to Quantify Academic Procrastination Using Ensemble Classifiers
Syed Muhammad Raza Abidi, Wu Zhang, Saqib Ali Haidery, et al.
Sustainability (2020) Vol. 12, Iss. 15, pp. 6074-6074
Open Access | Times Cited: 15
Matters of Frequency, Immediacy and Regularity: Engagement in an Online Asynchronous Course
Daniel L. Hoffman, Faye Furutomo, Ariana Eichelberger, et al.
Innovative Higher Education (2023) Vol. 48, Iss. 4, pp. 655-677
Open Access | Times Cited: 5
Causes, prevention, and interventions regarding classroom disruptions in digital teaching: A systematic review
Pierre Meinokat, Ingo Wagner
Education and Information Technologies (2021) Vol. 27, Iss. 4, pp. 4657-4684
Open Access | Times Cited: 12
Asynchronous/Synchronous Learning Chasm
Peter Serdyukov
Advances in mobile and distance learning book series (2019), pp. 1-33
Closed Access | Times Cited: 13
Percepción y Accesibilidad Tecnológica de Universitarios en el Suroeste de República Dominicana durante el Covid-19
Leandro M. Santos, Diana Grisales, José Suero Rico
Revista Internacional de Educación para la Justicia Social (2021) Vol. 10, Iss. 1, pp. 145-165
Open Access | Times Cited: 11
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
How do students engage with computer-based assessments: impact of study breaks on intertemporal engagement and pass rates
Quan Nguyen, Sam Thorne, Bart Rienties
Behaviormetrika (2018) Vol. 45, Iss. 2, pp. 597-614
Open Access | Times Cited: 12
Prediction of dilatory behaviour in online assignments
Christof Imhof, Per Bergamin, Stéphanie McGarrity
Learning and Individual Differences (2021) Vol. 88, pp. 102014-102014
Open Access | Times Cited: 10
Prediction of Dilatory Behavior in eLearning: A Comparison of Multiple Machine Learning Models
Christof Imhof, Ioan-Sorin Comşa, Martin Hlosta, et al.
IEEE Transactions on Learning Technologies (2022) Vol. 16, Iss. 5, pp. 648-663
Open Access | Times Cited: 7
Short and Long-Term Effects on Academic Performance of a School-Based Training in Self-Regulation Learning: A Three-Level Experimental Study
Ellián Tuero Herrero, José Carlos Núñez Pérez, Guillermo Vallejo, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 6
Towards a Methodological Framework for Sequence Analysis in the Field of Self-Regulated Learning
Stijn Van Laer, Jan Elen
Frontline Learning Research (2018), pp. 228-249
Open Access | Times Cited: 9
Active and passive procrastination in terms of temperament and character
Ada H. Zohar, Lior Pesah Shimone, Meirav Hen
PeerJ (2019) Vol. 7, pp. e6988-e6988
Open Access | Times Cited: 9
Differential Efficacy of an Intelligent Tutoring System for University Students: A Case Study with Learning Disabilities
Rebeca Cerezo, María Esteban, Guillermo Vallejo, et al.
Sustainability (2020) Vol. 12, Iss. 21, pp. 9184-9184
Open Access | Times Cited: 8
Learners’ web navigation behaviour beyond learning management systems: A way into addressing procrastination in online learning?
Eduard Pogorskiy, Jens F. Beckmann
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100094-100094
Open Access | Times Cited: 5
Academic Achievement and Delay: A Study with Italian Post-Graduate Students in Psychology
Massimiliano Barattucci, Yusuf F. Zakariya, Tiziana Ramaci
International Journal of Instruction (2021) Vol. 14, Iss. 4, pp. 1-20
Open Access | Times Cited: 7
Analyzing Student Procrastination in MOOCs: A Multivariate Hawkes Approach.
Mengfan Yao, Shaghayegh Sahebi, Reza Feyzi-Behnagh
Educational Data Mining (2020)
Closed Access | Times Cited: 6
Relaxed Clustered Hawkes Process for Student Procrastination Modeling in MOOCs
Mengfan Yao, Siqian Zhao, Shaghayegh Sahebi, et al.
Proceedings of the AAAI Conference on Artificial Intelligence (2021) Vol. 35, Iss. 5, pp. 4599-4607
Open Access | Times Cited: 6
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: 2

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