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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 19 citing articles:

Exploring Gender Differences in Computational Thinking Among K-12 Students: A Meta-Analysis Investigating Influential Factors
Linlin Hu
Journal of Educational Computing Research (2024) Vol. 62, Iss. 5, pp. 1358-1384
Closed Access | Times Cited: 9
Modeling the structural relationships among Chinese secondary school students’ computational thinking efficacy in learning AI, AI literacy, and approaches to learning AI
Xiao‐Fan Lin, Yue Zhou, Weipeng Shen, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 5, pp. 6189-6215
Closed Access | Times Cited: 15
PISA 2022. Predictores del rendimiento en pensamiento computacional en Educación Secundaria en España
Pablo Javier Ortega Rodríguez
Revista de Educación a Distancia (RED) (2025) Vol. 25, Iss. 81
Open Access
Enhancing computational thinking in construction education: The role of sensor data analytics with block-based programming
Mohammad Khalid, Abiola Akanmu, Homero Murzi, et al.
Journal of Information Technology in Construction (2025) Vol. 30, pp. 65-91
Open Access
A Latent Profile Analysis of Teachers’ Knowledge About and Perceived Usefulness of Computational Thinking and How Teacher Profiles Relate to Student Achievement
Siu Cheung Kong, Ming Lai, Yugen Li, et al.
Computers & Education (2025), pp. 105281-105281
Closed Access
Empowering Students to Thrive: The Role of CT and Self-Efficacy in Building Academic Resilience
Ting‐Ting Wu, Lusia Maryani Silitonga, Budi Dharmawan, et al.
Journal of Educational Computing Research (2024) Vol. 62, Iss. 3, pp. 816-845
Closed Access | Times Cited: 1
Reliability and validity of a single-item computer science identity instrument
Rongxiu Wu, Susan Sunbury, Philip M. Sadler, et al.
Education and Information Technologies (2024) Vol. 29, Iss. 13, pp. 16661-16678
Closed Access | Times Cited: 1
Predicting Low and High Student Performance in Programming Education Using PLS-SEM Algorithms
Aykut Durak, Vahide Bulut
Technology Knowledge and Learning (2024)
Closed Access | Times Cited: 1
Academic Resilience and Academic Engagement as Predictors of Academic Burnout among Postgraduate Students at the University of Cape Coast, Ghana
Mark Owusu Amponsah, Kyei Anane Ampofo, Ruth Keziah Annan‐Brew, et al.
International Journal of African Higher Education (2024) Vol. 10, Iss. 3, pp. 73-98
Open Access | Times Cited: 1
Gender Differences in Computational Thinking Skills among Primary and Secondary School Students: A Systematic Review
Shenglan Lin, Gary K. W. Wong
Education Sciences (2024) Vol. 14, Iss. 7, pp. 790-790
Open Access | Times Cited: 1
Enriching computing identity frameworks: integrating current constructs and unveiling new dimensions for today’s tech-savvy world—a systematic review
Malavika E. Santhosh, Nitha Siby, Abdellatif Sellami, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Investigating Computational Identity and Empowerment of The Students Studying Programming: A Text Mining Study
Nilüfer Atman Uslu, Aytuǧ Onan
Necmettin Erbakan Universitesi Eregli Egitim Fakultesi Necmettin Erbakan University (2023)
Open Access | Times Cited: 3
Exploring secondary school students’ computational thinking experiences enriched with block-based programming activities: An action research
Kiraz Bilgic, Berrin Doğusoy
Education and Information Technologies (2023) Vol. 28, Iss. 8, pp. 10359-10384
Closed Access | Times Cited: 2
Unplugged programming practice in Chinese rural primary schools: a method to foster students’ computational thinking and resilience
Wenhui Liu, Linlin Hu
Interactive Learning Environments (2024), pp. 1-21
Closed Access
Academic Resilience and Academic Engagement as Predictors of Academic Burnout among Postgraduate Students at the University of Cape Coast, Ghana
Mark Owusu Amponsah, Kyei Anane Ampofo, Ruth Keziah Annan‐Brew, et al.
SSRN Electronic Journal (2024)
Open Access
An Empirical Study on Designing STEM+AI Teaching to Cultivate Primary School Students' Computational Thinking Perspective and Identity
Li Xing, Hui Xiang, MingYue Zhao, et al.
(2024), pp. 93-98
Closed Access
Assessment of the factors influencing the self-efficacy of final year students of computer science in Southwest Nigeria
Olabamiji Onifade
Ukrainian Journal of Educational Studies and Information Technology (2024) Vol. 12, Iss. 3, pp. 22-34
Open Access
Mathematically high and low performances tell us different stories: Uncovering motivation-related factors via the ecological model
Mehmet Hilmi Sağlam, Talha Göktentürk
Learning and Individual Differences (2024) Vol. 114, pp. 102513-102513
Open Access
Understanding resilience in programming: A scale adaptation and analysis of individual differences
Büşra Özmen, Ecenaz Alemdağ
Education and Information Technologies (2024)
Closed Access
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