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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:

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

Showing 1-25 of 55 citing articles:

Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective
Paul Evans, Maarten Vansteenkiste, Philip D. Parker, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 40
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
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load
Juan C. Castro-Alonso, Björn B. de Koning, Logan Fiorella, et al.
Educational Psychology Review (2021) Vol. 33, Iss. 4, pp. 1379-1407
Open Access | Times Cited: 102
Understanding effort regulation: Comparing ‘Pomodoro’ breaks and self‐regulated breaks
Felicitas Biwer, Wisnu Wiradhany, Mirjam G.A. oude Egbrink, et al.
British Journal of Educational Psychology (2023) Vol. 93, Iss. S2, pp. 353-367
Open Access | Times Cited: 31
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
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
Developing the Mental Effort and Load–Translingual Scale (MEL-TS) as a Foundation for Translingual Research in Self-Regulated Learning
Tino Endres, Lisa Bender, Stoo Sepp, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access | Times Cited: 1
Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences
Shana K. Carpenter, Tino Endres, Luotong Hui
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1029-1054
Closed Access | Times Cited: 53
Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?
Katharina Scheiter, Rakefet Ackerman, Vincent Hoogerheide
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1003-1027
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
Video Playback Speed Influence on Learning Effect From the Perspective of Personalized Adaptive Learning: A Study Based on Cognitive Load Theory
Chuan-Yu Mo, Chengliang Wang, Jian Dai, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 33
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
“Connecting concepts helps put main ideas together”: cognitive load and usability in learning biology with an AI-enriched textbook
Marta Koć‐Januchta, Konrad Schönborn, Casey Roehrig, et al.
International Journal of Educational Technology in Higher Education (2022) Vol. 19, Iss. 1
Open Access | Times Cited: 27
Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load
Tino Endres, Oliver Lovell, David Morkunas, et al.
British Journal of Educational Psychology (2022) Vol. 93, Iss. S2, pp. 305-317
Open Access | Times Cited: 24
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
Temporal learning analytics to explore traces of self-regulated learning behaviors and their associations with learning performance, cognitive load, and student engagement in an asynchronous online course
Jerry Chih‐Yuan Sun, Yiming Liu, Xi Lin, et al.
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 12
Far Transfer of Metacognitive Regulation: From Cognitive Learning Strategy Use to Mental Effort Regulation
Joachim Wirth, Xenia-Lea Weber-Reuter, Corinna Schuster, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access
Tracing and Pointing Support Multimedia Learning: A Cross-Cultural Replication
Yining Wang, Kexin Han, Paul Ginns
Educational Psychology Review (2025) Vol. 37, Iss. 2
Open Access
Investigation of the impact of cognitive load on EFL learners’ satisfaction with MOOCs: the mediating role of expectation confirmation and perceived usefulness
MA Ling-ling
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access
Load reduction instruction: multilevel effects for motivation, engagement, and achievement in mathematics
Paul Evans, Andrew J. Martin
Educational Psychology (2023) Vol. 43, Iss. 10, pp. 1125-1143
Open Access | Times Cited: 9
How do test-takers rate their effort? A comparative analysis of self-report and log file data
Róbert Csányi, Gyöngyvér Molnár
Learning and Individual Differences (2023) Vol. 106, pp. 102340-102340
Open Access | Times Cited: 8
Shifting online: 12 tips for online teaching derived from contemporary educational psychology research
Stoo Sepp, Mona Wong, Vincent Hoogerheide, et al.
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 5, pp. 1304-1320
Open Access | Times Cited: 12
Measuring (meta)cognitive processes in multimedia learning: Matching eye tracking metrics and think‐aloud protocols in case of seductive details
Lisa Stark, Andreas Korbach, Roland Brünken, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 6, pp. 2985-3004
Open Access | Times Cited: 2
Ace Your Self-Study: A Mobile Application to Support Self-Regulated Learning
Martine Baars, Farshida Zafar, Micah Hrehovcsik, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 10
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