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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:

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

Showing 13 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
Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry
Matthias Stadler, Maria Bannert, Michael Sailer
Computers in Human Behavior (2024) Vol. 160, pp. 108386-108386
Open Access | Times Cited: 6
Advancing asynchronous pre-class learning in flipped classrooms: Generative AI companions in business ethics
Yung-Hsiang Hu
Education and Information Technologies (2025)
Closed Access
Critical factors for why ChatGPT enhances learning engagement and outcomes
Chih‐Hung Wu, Vu Tran Ho
Education and Information Technologies (2025)
Closed Access
Exploring cognitive functions variability at ambient temperatures from 20 °C to 48 °C: An fNIRS study
Jing Geng, Yin Tang, Song Wang, et al.
Energy and Buildings (2025), pp. 115424-115424
Closed Access
Patient-Centered Communication and Cancer Information Overload Among Adults without a History of Cancer in the United States
Asos Mahmood, Nikhil Ahuja, Satish Kedia, et al.
Journal of Health Communication (2025), pp. 1-13
Closed Access
Self-regulation of Flow: Creating “Seemingly Effortless” Learning Among Higher Education Students
Luotong Hui, Sanne F. E. Rovers, Jeroen J. G. van Merriënboer, et al.
International Journal of Educational Research (2025) Vol. 131, pp. 102573-102573
Open Access
Sustaining Focus When It’s Hardest: Emotional Design Strengthens Sustained Learning, Especially in Contexts with Attractive Alternatives
Tino Endres, Charlotte Vössing, K. Ann Renninger, et al.
Computers & Education (2025), pp. 105313-105313
Closed Access
Personalization through Adaptivity or Adaptability? A Meta-analysis on Simulation-based Learning in Higher Education
Olga Chernikova, Daniel Sommerhoff, Matthias Stadler, et al.
Educational Research Review (2024), pp. 100662-100662
Closed Access | Times Cited: 1
Artificial Intelligence in Education: the Importance of Metacognitive Monitoring
Patrick Albus, Tina Seufert
Studies in neuroscience, psychology and behavioral economics (2024), pp. 109-118
Closed Access | Times Cited: 1
An analysis of the effects of learner-centered software education and required support strategies
Seongjin Ahn, Kyungsun Oh
Frontiers in Education (2024) Vol. 9
Open Access
Leveraging digital skills to reduce cognitive strain: Implications for academic self-efficacy in medical education
Shazia Rehman, Abdullah Addas, Erum Rehman, et al.
Acta Psychologica (2024) Vol. 251, pp. 104602-104602
Open Access
The Predictive Effects of L2 Writing Anxiety on Motivational Regulation Strategies: A Person‐Centered Approach
Zhenlei Huang, Xinjian Hu, Hui Jin
International Journal of Applied Linguistics (2024)
Closed Access
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