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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:

The Role of Individual Differences in Sourcing: a Systematic Review
Øistein Anmarkrud, Ivar Bråten, Elena Florit, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 2, pp. 749-792
Open Access | Times Cited: 48

Showing 1-25 of 48 citing articles:

Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research
Diego Campos, Tim Fütterer, Thomas Gfrörer, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 17
Online credibility evaluation skills in upper secondary students: The role of grade level, argument evaluation, and analytic thinking dispositions
Annika M. Svedholm‐Häkkinen, Elena Forzani, Julie Coiro, et al.
Learning and Individual Differences (2025) Vol. 118, pp. 102640-102640
Open Access | Times Cited: 1
Examining the structure of credibility evaluation when sixth graders read online texts
Carita Kiili, Eija Räikkönen, Ivar Bråten, et al.
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 3, pp. 954-969
Open Access | Times Cited: 20
Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts
Carita Kiili, Helge I. Strømsø, Ivar Bråten, et al.
Reading Psychology (2024) Vol. 45, Iss. 7, pp. 662-689
Open Access | Times Cited: 6
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information
Meng‐Jung Tsai, An‐Hsuan Wu, Ivar Bråten, et al.
Computers & Education (2022) Vol. 187, pp. 104544-104544
Closed Access | Times Cited: 21
Content and quantity of highlights and annotations predict learning from multiple digital texts
Alexandra List, Chang-Jen Lin
Computers & Education (2023) Vol. 199, pp. 104791-104791
Closed Access | Times Cited: 12
Investigating the role of prior knowledge in comprehending intratextual and intertextual relationships when reading multiple texts
Burcu Demir, Ymkje E. Haverkamp, Jason L. G. Braasch, et al.
Learning and Individual Differences (2024) Vol. 111, pp. 102442-102442
Closed Access | Times Cited: 4
Learning as an epistemic activity / El aprendizaje como actividad epistémica
Tobias Richter, Simon P. Tiffin‐Richards
Journal for the Study of Education and Development Infancia y Aprendizaje (2024) Vol. 47, Iss. 1, pp. 3-48
Open Access | Times Cited: 4
Advanced Theory of Mind Predicts Adolescents’ Evaluation of Source Benevolence While Reading
Yann Dyoniziak, Anna Potocki, Morgane Burnel, et al.
Computers in Human Behavior (2025) Vol. 165, pp. 108552-108552
Closed Access
Investigating direct and indirect relationships between writing self‐efficacy, integrative processing and integrated understanding in a multiple‐document context
Ivar Bråten, Ymkje E. Haverkamp, Natalia Latini, et al.
Journal of Research in Reading (2025)
Open Access
Relationships Between Critical Thinking Dispositions and Evaluation of Videos with Variation in the Level of Expertise of the Source Among Middle and High School Students.
Brivael Hémon, Kévin De Checchi, Amaël Arguel, et al.
Computers & Education (2025), pp. 105274-105274
Closed Access
To Clarity and Beyond: Situating Higher-Order, Critical, and Critical-Analytic Thinking in the Literature on Learning from Multiple Texts
Alexandra List, Yuting Sun
Educational Psychology Review (2023) Vol. 35, Iss. 2
Closed Access | Times Cited: 10
Coherence building while reading multiple complementary documents
Matthew T. McCrudden, Linh Huynh, Bailing Lyu, et al.
Contemporary Educational Psychology (2024) Vol. 77, pp. 102266-102266
Closed Access | Times Cited: 3
Correlates of K-12 Students’ Intertextual Integration
Daniel R. Espinas, Brennan W. Chandler
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 3
Critique generation promotes the critical reading of multiple texts
Alexandra List, Lily A. Russell, Eugene Zheng Yao, et al.
Learning and Instruction (2024) Vol. 93, pp. 101927-101927
Closed Access | Times Cited: 2
Actual and Perceived Knowledge About COVID-19: The Role of Information Behavior in Media
Julia S. Granderath, Christina Sondermann, Andreas Martin, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 16
Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most
Elina K. Hämäläinen, Carita Kiili, Eija Räikkönen, et al.
Instructional Science (2022) Vol. 51, Iss. 1, pp. 135-163
Open Access | Times Cited: 12
Sixth graders evaluating online texts: self-efficacy beliefs predict confirming but not questioning the credibility
Riikka Anttonen, Eija Räikkönen, Kristian Kiili, et al.
Scandinavian Journal of Educational Research (2023) Vol. 68, Iss. 6, pp. 1214-1230
Open Access | Times Cited: 6
Executive functions and multiple-text comprehension
Christian Tarchi, Costanza Ruffini, Chiara Pecini
Learning and Individual Differences (2024) Vol. 116, pp. 102566-102566
Closed Access | Times Cited: 2
Critique generation when reading two opposing newspaper texts
Alexandra List
European Journal of Psychology of Education (2023) Vol. 39, Iss. 3, pp. 1783-1816
Closed Access | Times Cited: 5
Source evaluation: Components and impacts
Habiba Bouali, Régine Kolinsky
Thinking Skills and Creativity (2023) Vol. 47, pp. 101250-101250
Open Access | Times Cited: 4
Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internet
Laura Scholes, Sarah McDonald, Garth Stahl, et al.
British Educational Research Journal (2023)
Open Access | Times Cited: 4
Becoming epistemically active in online reading: Facilitating elementary school students’ multimodal multiple document reading via sourcing organizers
Yuan‐Hsuan Lee, Jing-Ya Jhang, Huang‐Yao Hong
Computers & Education (2024) Vol. 216, pp. 105048-105048
Closed Access | Times Cited: 1
Effects of a classroom intervention on college students’ sourcing skills: replication and extension study
Magalí Martínez, Gastón Saux, Franco Londra, et al.
Discourse Processes (2024) Vol. 61, Iss. 4-5, pp. 255-280
Closed Access | Times Cited: 1
Learning with videos: Do task instructions and the availability of a pause button matter?
Martin Merkt, Daniel Bodemer
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 6, pp. 2856-2871
Open Access | Times Cited: 1
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