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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:

A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence
Gemma Muncer, Philip A. Higham, Corentin J. Gosling, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 1, pp. 301-334
Open Access | Times Cited: 35

Showing 1-25 of 35 citing articles:

The relationship between metacognitive skills and mathematics achievement of Chinese eighth-grade students
Yu Fu, Chunxia Qi
Current Psychology (2025)
Closed Access | Times Cited: 1
Longitudinal and reciprocal links between metacognition, mathematical modeling competencies, and mathematics achievement in grades 7–8: A cross-lagged panel analysis
Guohao He, Hongyi Lin, Aoxue Su
Metacognition and Learning (2024) Vol. 19, Iss. 3, pp. 967-995
Closed Access | Times Cited: 5
Cognitive Insights from Emotional Intelligence: A Systematic Review of EI Models in Educational Achievement
Evgenia Gkintoni, Ioannis Dimakos, Γεώργιος Νικολάου
Emerging Science Journal (2025) Vol. 8, pp. 262-297
Open Access
Metacognition research in education: topic modeling and bibliometrics
Xieling Chen, Xinyue Li, Di Zou, et al.
Educational Technology Research and Development (2025)
Open Access
How can we measure metacognition in creative problem-solving? Standardization of the MCPS scale
Kamila Urban, Marek Urban
Thinking Skills and Creativity (2023) Vol. 49, pp. 101345-101345
Open Access | Times Cited: 14
Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving
Stephanie M. Halmo, Kira A. Yamini, Julie Dangremond Stanton
CBE—Life Sciences Education (2024) Vol. 23, Iss. 2
Open Access | Times Cited: 4
The association between initial metacognition and subsequent academic achievement: a meta-analysis of longitudinal studies
Guohao He, S. H. Annabel Chen, Hongyi Lin, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 3
Closed Access | Times Cited: 4
Improving math self-efficacy and math self-concept in middle school: a narrative systematic review
Federica Granello, Alessandro Cuder, Eleonora Doz, et al.
European Journal of Psychology of Education (2025) Vol. 40, Iss. 1
Open Access
Evaluation of a self-instructional self-regulated learning material in mathematics
Andreia Balan, Anders Jönsson
Frontiers in Education (2025) Vol. 10
Open Access
Exploring age-related differences in metacognitive self-regulation: the influence of motivational factors in secondary school students
Ioannis Katsantonis
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 3
Pre-service student teachers’ metacognition in an online learning community: An epistemic network analysis
Li Zhao, S Y Wang, Yu-Sheng Su
Education and Information Technologies (2024) Vol. 29, Iss. 11, pp. 14403-14429
Closed Access | Times Cited: 2
A meta-analysis of the relationship between metacognition and academic achievement in mathematics: From preschool to university
Yuntian Xie, Feiyan Zeng, Yujing Yang
Acta Psychologica (2024) Vol. 249, pp. 104486-104486
Open Access | Times Cited: 2
Assessing metacognitive knowledge in subjective decisions: The knowledge of weights paradigm
Trent N. Cash, Daniel M. Oppenheimer
Thinking & Reasoning (2024), pp. 1-43
Closed Access | Times Cited: 2
Learning of Mathematics: A Metacognitive Experiences Perspective
Lee Yong Tay, Melvin Chan, Sau Kew Chong, et al.
International Journal of Science and Mathematics Education (2023) Vol. 22, Iss. 3, pp. 561-583
Closed Access | Times Cited: 5
Putting the pieces together: Cognitive correlates of self-derivation of new knowledge in elementary school classrooms
Jessica A. Dugan, Patricia J. Bauer
Journal of Experimental Child Psychology (2022) Vol. 221, pp. 105441-105441
Open Access | Times Cited: 9
Spaced Retrieval Practice: Can Restudying Trump Retrieval?
Philip A. Higham, Greta M. Fastrich, R B Potts, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 4
Open Access | Times Cited: 5
Metacognition in mathematics education: From academic chronicle to future research scenario–A bibliometric analysis with the Scopus database
Hoang Thi-Nga, Vu Thi-Binh, Tien‐Trung Nguyen
Eurasia Journal of Mathematics Science and Technology Education (2024) Vol. 20, Iss. 4, pp. em2427-em2427
Open Access | Times Cited: 1
The relationship between parental autonomy support and adolescents’ academic achievement in mathematics—the mediating role of the need for cognition and mathematics metacognition
Xiaodan Jin, Xiaoyan Li, Li Jun, et al.
Current Psychology (2024) Vol. 43, Iss. 36, pp. 29189-29198
Closed Access | Times Cited: 1
Aspects of self-regulated learning and their influence on the mathematics achievement of fifth graders in the context of four different proclaimed curricula
Jaroslav Říčan, Vlastimil Chytrý, Janka Medová
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 7
The Antecedents and Consequences of Metacognitive Knowledge in Mathematics Learning: A Self-Determination Perspective
Yun Tang, Xiaohan Wang, Yu Fang, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 8
The Effect of Math Anxiety on Students' Mathematics Performance with The Mediating Role of Math Self-Efficacy
Andi Iqbal Burhanuddin, Ghozali Rusyid Affandi
(2024)
Open Access
The Effect of Metacognition on University Students' Performance in Mathematics
Yuhui Ma
Journal of Education Humanities and Social Sciences (2024) Vol. 30, pp. 56-61
Open Access
Teaching mathematics from the competency-based approach and student learning styles. Systematic review
Juan José Mariñez Báez
Deleted Journal (2024) Vol. 7, Iss. 2, pp. 142-154
Open Access
Combined conceptualisations of metacognitive knowledge to understand students’ mathematical problem-solving
Susanna Toikka, Lasse Eronen, Päivi Atjonen, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Strategies Employed by Senior High School Students in Learning General Mathematics
Jezrel Palumar
Journal of interdisciplinary perspectives (2024) Vol. 2, Iss. 8
Closed Access
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