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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:

To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights
Anja Prinz, Stefanie Golke, Jörg Wittwer
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 917-949
Open Access | Times Cited: 49

Showing 1-25 of 49 citing articles:

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
Making Sense of Generative Learning
Logan Fiorella
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 48
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
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
The development of students critical thinking abilities and dispositions through the concept mapping learning method – A meta-analysis
Andrea Barta, Liviu A. Fodor, Borbála Tamás, et al.
Educational Research Review (2022) Vol. 37, pp. 100481-100481
Open Access | Times Cited: 36
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
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
Building Bridges Between Self-Regulation and Cognitive Load—an Invitation for a Broad and Differentiated Attempt
Tina Seufert
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1151-1162
Open Access | Times Cited: 48
How Does Cognitive Load Interact with Self-Regulated Learning? A Dynamic and Integrative Model
Tingting Wang, Susanne P. Lajoie
Educational Psychology Review (2023) Vol. 35, Iss. 3
Closed Access | Times Cited: 15
How accurately can learners discriminate their comprehension of texts? A comprehensive meta-analysis on relative metacomprehension accuracy and influencing factors
Anja Prinz, Stefanie Golke, Jörg Wittwer
Educational Research Review (2020) Vol. 31, pp. 100358-100358
Closed Access | Times Cited: 36
Combining Retrieval Practice and Generative Learning in Educational Contexts
Julian Roelle, Judith Schweppe, Tino Endres, et al.
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie (2022) Vol. 54, Iss. 4, pp. 142-150
Open Access | Times Cited: 21
Exploring the use of metacognitive monitoring cues following a diagram completion intervention
Babu Noushad, Pascal W. M. Van Gerven, Anique B. H. de Bruin
Advances in Health Sciences Education (2024) Vol. 29, Iss. 4, pp. 1323-1351
Open Access | Times Cited: 4
Discrepancy between performance and feedback affects mathematics student teachers’ self-efficacy but not their self-assessment accuracy
Helen M. Ernst, Anja Prinz‐Weiß, Jörg Wittwer, et al.
Frontiers in Psychology (2025) Vol. 15
Open Access
Investigating the impact of explanation type and peer relationship closeness on multimedia learning
Qiuchen Yu, Caixia Liu, Zhongling Pi, et al.
Educational Technology Research and Development (2025)
Closed Access
Mind the Gap Between Comprehension and Metacomprehension: Meta-Analysis of Metacomprehension Accuracy and Intervention Effectiveness
Chunliang Yang, Wenbo Zhao, Bo Yuan, et al.
Review of Educational Research (2022) Vol. 93, Iss. 2, pp. 143-194
Open Access | Times Cited: 18
Does increasing social presence enhance the effectiveness of writing explanations?
Leonie Jacob, Andreas Lachner, Katharina Scheiter
PLoS ONE (2021) Vol. 16, Iss. 4, pp. e0250406-e0250406
Open Access | Times Cited: 23
What Makes Learners Overestimate Their Text Comprehension? The Impact of Learner Characteristics on Judgment Bias
Stefanie Golke, Tim M. Steininger, Jörg Wittwer
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2405-2450
Open Access | Times Cited: 14
Scaffolding self-regulated learning from causal-relations texts: Diagramming and self-assessment to improve metacomprehension accuracy?
Héctor J. Pijeira‐Díaz, Janneke van de Pol, Faisal Channa, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 631-658
Open Access | Times Cited: 8
Causal diagramming to improve students' monitoring accuracy and text comprehension: Effects of diagram standards and self‐scoring instructions
Sophia Braumann, Margot van Wermeskerken, Janneke van de Pol, et al.
Applied Cognitive Psychology (2024) Vol. 38, Iss. 1
Open Access | Times Cited: 2
Improving (meta)comprehension: Feedback and self-assessment
Stephanie L. Hepner, Sophie Oudman, Trevor E. Carlson, et al.
Learning and Instruction (2024) Vol. 92, pp. 101922-101922
Open Access | Times Cited: 2
The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis
Louise David, Felicitas Biwer, Martine Baars, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 3
Open Access | Times Cited: 2
How to support self-assessment through standards in dissimilar-solution-tasks
Linda Froese, Julian Roelle
Learning and Instruction (2024) Vol. 94, pp. 101998-101998
Open Access | Times Cited: 2
Metacomprehension Monitoring Accuracy: Effects of Judgment Frames, Cues and Criteria
Qishan Chen
Journal of Psycholinguistic Research (2022) Vol. 51, Iss. 3, pp. 485-500
Closed Access | Times Cited: 10
Teachers’ judgment accuracy of students’ monitoring skills: a conceptual and methodological framework and explorative study
Janneke van de Pol, Sophie Oudman
Metacognition and Learning (2023) Vol. 19, Iss. 1, pp. 65-101
Open Access | Times Cited: 5
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