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:
What Makes Learners Overestimate Their Text Comprehension? The Impact of Learner Characteristics on Judgment Bias
Stefanie Golke, Tim M. Steininger, Jörg Wittwer
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2405-2450
Open Access | Times Cited: 14
Stefanie Golke, Tim M. Steininger, Jörg Wittwer
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2405-2450
Open Access | Times Cited: 14
Showing 14 citing articles:
Elaborative Encoding as a Teaching Tool in Online Learning Environments
Alyson Froehlich
IGI Global eBooks (2025), pp. 227-262
Closed Access
Alyson Froehlich
IGI Global eBooks (2025), pp. 227-262
Closed Access
Effects of Reading Goal Instructions on the Comprehension and Metacomprehension of Informative Narratives
Christoph Mengelkamp, Stefanie Golke, Markus Appel
Applied Cognitive Psychology (2025) Vol. 39, Iss. 2
Open Access
Christoph Mengelkamp, Stefanie Golke, Markus Appel
Applied Cognitive Psychology (2025) Vol. 39, Iss. 2
Open Access
Performance judgment in mathematical and reading competence in adults
Maximilian Seitz, Anna Hawrot, Kathrin Lockl
Metacognition and Learning (2025) Vol. 20, Iss. 1
Open Access
Maximilian Seitz, Anna Hawrot, Kathrin Lockl
Metacognition and Learning (2025) Vol. 20, Iss. 1
Open Access
To what extent can think sheets with or without reflection prompts support self-regulated learning from text?
Anja Prinz‐Weiß, Elisa Röhm
Metacognition and Learning (2025) Vol. 20, Iss. 1
Open Access
Anja Prinz‐Weiß, Elisa Röhm
Metacognition and Learning (2025) Vol. 20, Iss. 1
Open Access
Grade prediction in the middle east: a post-pandemic case study of the optimism bias
Maura Pilotti, Khadija El Alaoui, Arifi Waked
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 3
Maura Pilotti, Khadija El Alaoui, Arifi Waked
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 3
Adaptation of quizzing in learning psychology concepts
Niklas Obergassel, Svenja Heitmann, Axel Grund, et al.
Learning and Instruction (2024) Vol. 95, pp. 102028-102028
Open Access | Times Cited: 2
Niklas Obergassel, Svenja Heitmann, Axel Grund, et al.
Learning and Instruction (2024) Vol. 95, pp. 102028-102028
Open Access | Times Cited: 2
Structure, relationship, and determinants of monitoring strategies and judgment accuracy. An integrated model and evidence from two studies
Marion Händel, Markus Dresel
Learning and Individual Differences (2022) Vol. 100, pp. 102229-102229
Closed Access | Times Cited: 8
Marion Händel, Markus Dresel
Learning and Individual Differences (2022) Vol. 100, pp. 102229-102229
Closed Access | Times Cited: 8
Confidence as a metacognitive contributor to and consequence of misinformation experiences
David N. Rapp, Mandy M. Withall
Current Opinion in Psychology (2023) Vol. 55, pp. 101735-101735
Closed Access | Times Cited: 4
David N. Rapp, Mandy M. Withall
Current Opinion in Psychology (2023) Vol. 55, pp. 101735-101735
Closed Access | Times Cited: 4
The Influence of Learners’ Reading-Related Hope or Hopelessness and Recue Instructions on Text Comprehension and Metacomprehension
Anja Prinz‐Weiß, Sarah Schiffer, Mailine Strohmaier
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie (2023) Vol. 55, Iss. 2-3, pp. 110-122
Open Access | Times Cited: 3
Anja Prinz‐Weiß, Sarah Schiffer, Mailine Strohmaier
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie (2023) Vol. 55, Iss. 2-3, pp. 110-122
Open Access | Times Cited: 3
Expert example but not negative example standards help learners accurately evaluate the quality of self-generated examples
Linda Froese, Julian Roelle
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 923-944
Open Access | Times Cited: 3
Linda Froese, Julian Roelle
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 923-944
Open Access | Times Cited: 3
Metacognitive Monitoring via Strategies and Judgments
Marion Händel, Nick Naujoks, Markus Dresel
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie (2023) Vol. 55, Iss. 2-3, pp. 67-76
Open Access | Times Cited: 3
Marion Händel, Nick Naujoks, Markus Dresel
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie (2023) Vol. 55, Iss. 2-3, pp. 67-76
Open Access | Times Cited: 3
Online Instructional Videos: Effects of Presentation Format on Comprehension and Metacomprehension
Débora I. Burin, Federico González, Jonathan G. Marrujo, et al.
The Journal of Experimental Education (2024), pp. 1-21
Closed Access
Débora I. Burin, Federico González, Jonathan G. Marrujo, et al.
The Journal of Experimental Education (2024), pp. 1-21
Closed Access
Advances in Understanding and Fostering the Accuracy of Metacognitive Judgments
Julia Waldeyer, Marion Händel, Julian Roelle
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie (2023) Vol. 55, Iss. 2-3, pp. 31-35
Closed Access | Times Cited: 1
Julia Waldeyer, Marion Händel, Julian Roelle
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie (2023) Vol. 55, Iss. 2-3, pp. 31-35
Closed Access | Times Cited: 1
Profiling Karakteristik Peserta Didik Sebagai Acuan Perencanaan Pembelajaran Berdiferensiasi di SMAN Mumbulsari Jember
Nuril Azrina, Agus Prasetyo
Jurnal Parenting dan Anak (2023) Vol. 1, Iss. 1, pp. 13-13
Open Access
Nuril Azrina, Agus Prasetyo
Jurnal Parenting dan Anak (2023) Vol. 1, Iss. 1, pp. 13-13
Open Access
Understanding the Generality of Mathematical Statements
Milena Damrau
Bielefelder Schriften zur Didaktik der Mathematik (2023)
Open Access
Milena Damrau
Bielefelder Schriften zur Didaktik der Mathematik (2023)
Open Access
