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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:

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

Showing 1-25 of 115 citing articles:

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
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
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
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
A framework and exemplars for ethical and responsible use of AI Chatbot technology to support teaching and learning
Sarah A. Chauncey, H. Patricia McKenna
Computers and Education Artificial Intelligence (2023) Vol. 5, pp. 100182-100182
Open Access | Times Cited: 30
Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework
Anique B. H. de Bruin, Felicitas Biwer, Luotong Hui, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 28
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
Eye tracking technology for examining cognitive processes in education: a systematic review
Xiaoxiao Liu, Ying Cui
Computers & Education (2025), pp. 105263-105263
Closed Access | Times Cited: 1
Procedural Learning in Mixed Reality: Assessing Cognitive Load and Performance
Ghislain Mugisha, Amaël Arguel
Education Sciences (2025) Vol. 15, Iss. 3, pp. 339-339
Open 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
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
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
Trade-off between future travel avoidance and self-protectiveness post-COVID-19: the roles of adventurousness and safety-seeking tendency
Kareem M. Selem, Rupa Sinha, Rimsha Khalid, et al.
Journal of Hospitality and Tourism Insights (2023) Vol. 7, Iss. 1, pp. 227-248
Closed Access | Times Cited: 21
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
Self-regulatory and metacognitive instruction regarding student conceptions: influence on students’ self-efficacy and cognitive load
Tim Hartelt, Helge Martens
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 6
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
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
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