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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:

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

Showing 20 citing articles:

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
Emerging and Future Directions in Test-Enhanced Learning Research
Steven C. Pan, John Dunlosky, K. Xu, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Closed Access | Times Cited: 6
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
Prequestioning and Pretesting Effects: a Review of Empirical Research, Theoretical Perspectives, and Implications for Educational Practice
Steven C. Pan, Shana K. Carpenter
Educational Psychology Review (2023) Vol. 35, Iss. 4
Open Access | Times Cited: 15
Do Explanatory Prompts Enhance Retrieval Quality of Science Text Content?
Kathryn S. McCarthy, Amanda Dahl, Scott R. Hinze
The Journal of Experimental Education (2025), pp. 1-13
Closed Access
Does distributing non-interactive teaching contribute to learning? Students' academic self-concept and work ethic matter
Heike Russ, Leonie Sibley, Salome Flegr, et al.
Learning and Individual Differences (2025) Vol. 120, pp. 102687-102687
Open Access
Üben aus Sicht der Lernpsychologie: Wie kann Üben das nachhaltige Lernen fördern?
Julian Roelle, Tobias Richter
Unterrichtswissenschaft (2025)
Open Access
Can the effects of generative drawing on lasting learning be optimized through integration of retrieval practice?
S.-J. Kim, Roman Abel, Detlev Leutner, et al.
Learning and Instruction (2025) Vol. 98, pp. 102143-102143
Open Access
Effects of explaining a science lesson to others or to oneself: A cognitive neuroscience approach
Wanling Zhu, Fuxing Wang, Richard E. Mayer, et al.
Learning and Instruction (2024) Vol. 91, pp. 101897-101897
Closed Access | Times Cited: 3
How to support self-assessment through standards in dissimilar-solution-tasks
Linda Froese, Julian Roelle
Learning and Instruction (2024) Vol. 94, pp. 101998-101998
Open Access | Times Cited: 2
After initial acquisition, problem-solving leads to better long-term performance than example study, even for complex tasks
Sterre K. Ruitenburg, Kevin Ackermans, Paul A. Kirschner, et al.
Learning and Instruction (2024) Vol. 95, pp. 102027-102027
Open Access | Times Cited: 2
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
Reading Comprehension and Constructive Learning: Policy Considerations in the Age of Artificial Intelligence
Kathryn S. McCarthy, Eleanor Fang Yan
Policy Insights from the Behavioral and Brain Sciences (2023) Vol. 11, Iss. 1, pp. 19-26
Closed Access | Times Cited: 4
Retrieval-based concept mapping makes a difference as a retrieval practice activity: a study with high school students
María Teresa Lechuga, Juana María Ortega Tudela, Carlos J. Gómez‐Ariza
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Does Technology-Based Non-Interactive Teaching Enhance Students’ Learning in the Classroom?
Leonie Sibley, Heike Russ, Gufran Ahmad, et al.
Computers and Education Open (2024) Vol. 7, pp. 100233-100233
Open Access | Times Cited: 1
When two learners are better than one: using flashcards with a partner improves metacognitive accuracy
Megan N. Imundo, Inez Zung, Mary C. Whatley, et al.
Metacognition and Learning (2024) Vol. 20, Iss. 1
Closed Access | Times Cited: 1
Pan, Dunlosky, Xu, & Ouwehand (2024) Emerging and Future Directions in Test-Enhanced Learning Research
Steven C. Pan, John Dunlosky, Kate M. Xu, et al.
(2024)
Open Access
Enhancing Students’ Learning Motivation and Comprehension by Reflecting on the Practical Applications of Learning Materials in an Education Learning Journal
Samuel-Soma M. Ajibade, Lislee Valle, Edralin General, et al.
(2024), pp. 1-8
Closed Access
Testing effect in L2 discourse comprehension: importance of retrieval-based learning
D. Liu, Tong Zheng, Yu Song
Current Psychology (2024) Vol. 43, Iss. 37, pp. 29346-29363
Closed Access
How to Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples
Julia Waldeyer, Tino Endres, Julian Roelle, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 4
Open Access
Do Rubrics Enhance Self-Assessment Accuracy?
Rebecca Krebs, Julia Waldeyer, Björn Rothstein, et al.
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie (2024) Vol. 56, Iss. 3, pp. 144-158
Open Access
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