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:
Socially-Shared Metacognitive Regulation in Collaborative Science Learning
Marja Vauras, Simone Volet, Tuike Iiskala
Springer eBooks (2021), pp. 83-102
Closed Access | Times Cited: 7
Marja Vauras, Simone Volet, Tuike Iiskala
Springer eBooks (2021), pp. 83-102
Closed Access | Times Cited: 7
Showing 7 citing articles:
Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions
Anastasia Efklides, Bennett L. Schwartz
Educational Psychology Review (2024) Vol. 36, Iss. 2
Closed Access | Times Cited: 12
Anastasia Efklides, Bennett L. Schwartz
Educational Psychology Review (2024) Vol. 36, Iss. 2
Closed Access | Times Cited: 12
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning
Marko Telenius, Tuike Iiskala, Eero Laakkonen, et al.
Journal of Research in Science Teaching (2025)
Closed Access
Marko Telenius, Tuike Iiskala, Eero Laakkonen, et al.
Journal of Research in Science Teaching (2025)
Closed Access
Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts
Tuike Iiskala, Simone Volet, Cheryl Jones, et al.
Instructional Science (2021) Vol. 49, Iss. 5, pp. 687-718
Open Access | Times Cited: 12
Tuike Iiskala, Simone Volet, Cheryl Jones, et al.
Instructional Science (2021) Vol. 49, Iss. 5, pp. 687-718
Open Access | Times Cited: 12
Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms
Dalila Dragnić-Cindrić, Nikki G. Lobczowski, Jeffrey A. Greene, et al.
Cognition and Instruction (2023) Vol. 42, Iss. 1, pp. 92-123
Closed Access | Times Cited: 2
Dalila Dragnić-Cindrić, Nikki G. Lobczowski, Jeffrey A. Greene, et al.
Cognition and Instruction (2023) Vol. 42, Iss. 1, pp. 92-123
Closed Access | Times Cited: 2
Integrating online partial pair programming and socially shared metacognitive regulation for the improvement of students’ learning
Chia‐Wen Tsai, Michael Yu-Ching Lin, Yih-Ping Cheng, et al.
Universal Access in the Information Society (2024)
Closed Access
Chia‐Wen Tsai, Michael Yu-Ching Lin, Yih-Ping Cheng, et al.
Universal Access in the Information Society (2024)
Closed Access
Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje
Juan Carlos Solano Guerrero, Francisco Javier Ruíz Ortega, Angélica María Rodríguez Ortiz, et al.
Revista de Investigación Desarrollo e Innovación (2024) Vol. 14, Iss. 2, pp. 133-148
Open Access
Juan Carlos Solano Guerrero, Francisco Javier Ruíz Ortega, Angélica María Rodríguez Ortiz, et al.
Revista de Investigación Desarrollo e Innovación (2024) Vol. 14, Iss. 2, pp. 133-148
Open Access
Capturing multi-layered regulated learning in collaboration
Suijing Yang, Jason M. Lodge, Cameron Brooks
Metacognition and Learning (2024) Vol. 20, Iss. 1
Closed Access
Suijing Yang, Jason M. Lodge, Cameron Brooks
Metacognition and Learning (2024) Vol. 20, Iss. 1
Closed Access
