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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:

The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning
Matthias Nückles, Julian Roelle, Inga Glogger‐Frey, et al.
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1089-1126
Open Access | Times Cited: 164

Showing 1-25 of 164 citing articles:

Augmented intelligence in programming learning: Examining student views on the use of ChatGPT for programming learning
Ramazan Yılmaz, Fatma Gizem Karaoğlan Yılmaz
Computers in Human Behavior Artificial Humans (2023) Vol. 1, Iss. 2, pp. 100005-100005
Open Access | Times Cited: 137
The Metacognitive Demands and Opportunities of Generative AI
Lev Tankelevitch, Viktor Kewenig, Auste Simkute, et al.
(2024), pp. 1-24
Open Access | Times Cited: 18
Challenging Cognitive Load Theory: The Role of Educational Neuroscience and Artificial Intelligence in Redefining Learning Efficacy
Evgenia Gkintoni, Hera Antonopoulou, Andrew Sortwell, et al.
Brain Sciences (2025) Vol. 15, Iss. 2, pp. 203-203
Open Access | Times Cited: 2
Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda
Anique B. H. de Bruin, Julian Roelle, Shana K. Carpenter, et al.
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 903-915
Open Access | Times Cited: 115
Learning Strategies in Self-directed Language Learning Using Mobile Technology in Higher Education: A Systematic Scoping Review
Yuzhi Lai, Nadira Saab, Wilfried Admiraal
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 7749-7780
Open Access | Times Cited: 50
It’s not like a calculator, so what is the relationship between learners and generative artificial intelligence?
Jason M. Lodge, Suijing Yang, Leon Furze, et al.
Learning Research and Practice (2023) Vol. 9, Iss. 2, pp. 117-124
Closed Access | Times Cited: 38
Learning Mechanisms Explaining Learning With Digital Tools in Educational Settings: a Cognitive Process Framework
Frank Reinhold, Timo Leuders, Katharina Loibl, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 14
The Interplay of Cognitive Load, Learners’ Resources and Self-regulation
Tina Seufert, Verena Hamm, Andrea Vogt, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 13
A pedagogical design for self-regulated learning in academic writing using text-based generative artificial intelligence tools: 6-P pedagogy of plan, prompt, preview, produce, peer-review, portfolio-tracking
Siu Cheung Kong, John Chi‐Kin Lee, Olson Tsang
Research and Practice in Technology Enhanced Learning (2024) Vol. 19, pp. 030-030
Open Access | Times Cited: 12
When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective
Axel Grund, Stefan Fries, Matthias Nückles, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 12
Towards an Integrated Perspective of Teachers’ Technology Integration: A Preliminary Model and Future Research Directions
Andreas Lachner, Iris Backfisch, Ulrike Franke
Frontline Learning Research (2024) Vol. 12, Iss. 1, pp. 1-15
Open Access | Times Cited: 11
CID: a framework for the cognitive analysis of composite instructional designs
Katharina Loibl, Timo Leuders, Inga Glogger‐Frey, et al.
Instructional Science (2024)
Open Access | Times Cited: 8
Offloading to Digital Minds: How Generative AI Can Help to Craft Jobs
E. Ritz, Leonie Rebecca Freise, Mahei Manhai Li
Lecture notes in information systems and organisation (2025), pp. 11-20
Closed Access | Times Cited: 1
Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details
Alexander Eitel, Tino Endres, Alexander Renkl
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1073-1087
Closed Access | Times Cited: 55
Unterricht in Zeiten von Corona: Ein Blick auf die Herausforderungen aus der Sicht von Unterrichts- und Instruktionsforschung
Thamar Voss, Jörg Wittwer
Unterrichtswissenschaft (2020) Vol. 48, Iss. 4, pp. 601-627
Open Access | Times Cited: 55
On the development of blockchain-based learning management system as a metacognitive tool to support self-regulation learning in online higher education
Zohreh Saadati, Canan Perkan Zeki, Reza Vatankhah Barenji
Interactive Learning Environments (2021) Vol. 31, Iss. 5, pp. 3148-3171
Closed Access | Times Cited: 54
Improving Lifelong Learning by Fostering Students’ Learning Strategies at University
Tino Endres, Jasmin Leber, Cornelius Böttger, et al.
Psychology Learning & Teaching (2020) Vol. 20, Iss. 1, pp. 144-160
Open Access | Times Cited: 50
Making an Effort Versus Experiencing Load
Melina Klepsch, Tina Seufert
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 47
How should reflection be supported in higher education? — A meta-analysis of reflection interventions
Lin Guo
Reflective Practice (2021) Vol. 23, Iss. 1, pp. 118-146
Closed Access | Times Cited: 47
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?
Andreas Lachner, Vincent Hoogerheide, Tamara van Gog, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 2, pp. 575-607
Open Access | Times Cited: 46
Educational Psychology
Brett Puterbaugh, Amy Rogers, Meg Swanson, et al.
(2021), pp. 65-95
Open Access | Times Cited: 41
Rubrics enhance accuracy and reduce cognitive load in self-assessment
Rebecca Krebs, Björn Rothstein, Julian Roelle
Metacognition and Learning (2022) Vol. 17, Iss. 2, pp. 627-650
Open Access | Times Cited: 28
Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks
Julian Roelle, Tino Endres, Roman Abel, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 4
Open Access | Times Cited: 20
Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning
Yves Karlen, Silke Hertel
Unterrichtswissenschaft (2024) Vol. 52, Iss. 1, pp. 1-13
Open Access | Times Cited: 7
Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring
Tino Endres, Shana K. Carpenter, Alexander Renkl
Learning and Instruction (2024) Vol. 94, pp. 101974-101974
Open Access | Times Cited: 6
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