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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:

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

Showing 1-25 of 48 citing articles:

Screen‐Based Simulation in Nursing School: Help Use and Self‐Regulated Learning
Guillaume Decormeille, Thomas Geeraerts, Médéric Descoins, et al.
Applied Cognitive Psychology (2025) Vol. 39, Iss. 2
Open Access | Times Cited: 3
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
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
Making an Effort Versus Experiencing Load
Melina Klepsch, Tina Seufert
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 47
Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry
Matthias Stadler, Maria Bannert, Michael Sailer
Computers in Human Behavior (2024) Vol. 160, pp. 108386-108386
Open Access | Times Cited: 6
Analyzing Relationships Between Causal and Assessment Factors of Cognitive Load: Associations Between Objective and Subjective Measures of Cognitive Load, Stress, Interest, and Self-Concept
Nina Minkley, Kate M. Xu, Moritz Krell
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 34
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
Comparing Mental Effort, Difficulty, and Confidence Appraisals in Problem-Solving: A Metacognitive Perspective
Emely Hoch, Yael Sidi, Rakefet Ackerman, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 14
Metacognitive strategy use in foreign language learning fluctuates from both ends towards the middle: Longitudinal evidence for the Island Ridge Curve
Yuyang Cai
System (2024) Vol. 123, pp. 103324-103324
Open Access | Times Cited: 5
Placebo or Assistant? Generative AI Between Externalization and Anthropomorphization
Alexander Skulmowski
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 5
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
Classroom observations: How do teachers teach learning strategies?
Mikk Granström, Eve Kikas, Eve Eisenschmidt
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 12
The influence of digital competence of academicians on students’ engagement at university level: moderating effect of the pandemic outbreak
Esra AlDhaen
Competitiveness Review An International Business Journal incorporating Journal of Global Competitiveness (2023) Vol. 34, Iss. 1, pp. 51-71
Closed Access | Times Cited: 12
Integrating cognitive load theory with other theories, within and beyond educational psychology
José Hanham, Juan C. Castro-Alonso, Ouhao Chen
British Journal of Educational Psychology (2023) Vol. 93, Iss. S2, pp. 239-250
Open Access | Times Cited: 11
Self-Directed Learning Strategies and Knowledge Construction of University Students: Achieving Learning Goals and Managing Cognitive Load
Yuwen Lu
International journal of education and social development. (2025) Vol. 2, Iss. 1, pp. 13-19
Closed Access
Self-regulation of Flow: Creating “Seemingly Effortless” Learning Among Higher Education Students
Luotong Hui, Sanne F. E. Rovers, Jeroen J. G. van Merriënboer, et al.
International Journal of Educational Research (2025) Vol. 131, pp. 102573-102573
Open Access
Sustaining Focus When It’s Hardest: Emotional Design Strengthens Sustained Learning, Especially in Contexts with Attractive Alternatives
Tino Endres, Charlotte Vössing, K. Ann Renninger, et al.
Computers & Education (2025), pp. 105313-105313
Closed Access
Why students do (or do not) choose retrieval practice: Their perceptions of mental effort during task performance matter
Luotong Hui, Anique B. H. de Bruin, Jeroen Donkers, et al.
Applied Cognitive Psychology (2022) Vol. 36, Iss. 2, pp. 433-444
Open Access | Times Cited: 18
The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG
Weichen Zhou, Xia Wu
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 3
Knowledge of Learning Strategies and Motivation to Use Them: Similarities and Differences between School Levels
Eve Kikas, Ita Puusepp, Mikk Granström, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 10, pp. 889-889
Open Access | Times Cited: 3
Pre‐Clinical Medical Students' Use of Motivational and Cognitive Study Strategies During Anatomy Learning: A Three‐Year Cross‐Sectional Survey
Prince Last Mudenda Zilundu, Fidelis Chibhabha, Guangyin Yu, et al.
Anatomical Sciences Education (2021) Vol. 15, Iss. 3, pp. 522-534
Closed Access | Times Cited: 18
Task complexity affects temporal characteristics of self-regulated learning behaviours in an intelligent tutoring system
Tingting Wang, Shan Li, Xiaoshan Huang, et al.
Educational Technology Research and Development (2023) Vol. 71, Iss. 3, pp. 991-1011
Closed Access | Times Cited: 7
Complexity affects performance, cognitive load, and awareness
Ines Zeitlhofer, Joerg Zumbach, Judith Schweppe
Learning and Instruction (2024) Vol. 94, pp. 102001-102001
Open Access | Times Cited: 2
Examining students’ cognitive load in the context of self-regulated learning with an intelligent tutoring system
Tingting Wang, Shan Li, Xiaoshan Huang, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 5, pp. 5697-5715
Closed Access | Times Cited: 11
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