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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:

Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions
Anastasia Efklides, Bennett L. Schwartz
Educational Psychology Review (2024) Vol. 36, Iss. 2
Closed Access | Times Cited: 10

Showing 10 citing articles:

Goal setting in higher education: how, why, and when are students prompted to set goals? A systematic review
Gabrielle Martins van Jaarsveld, Jacqueline Wong, Martine Baars, et al.
Frontiers in Education (2025) Vol. 9
Open Access | Times Cited: 1
Fostering Elementary School Students’ Self-Regulation Skills in Reading Comprehension: Effects on Text Comprehension, Strategy Use, and Self-Efficacy
Irini Dermitzaki
Behavioral Sciences (2025) Vol. 15, Iss. 2, pp. 101-101
Open Access
Measuring individual differences in students' knowledge about self-regulated learning strategies with a digital tool
Sabrina Brunner, Kerstin Bäuerlein, Martina Conti, et al.
Learning and Individual Differences (2025) Vol. 119, pp. 102656-102656
Open Access
Experience on a prior math task affects participants’ judgments of learning (JOLs) on an unrelated memory task
Abigail Kortenhoeven, Michael J. Serra
Metacognition and Learning (2025) Vol. 20, Iss. 1
Closed Access
The Synergy of School Climate, Motivation, and Academic Emotions: A Predictive Model for Learning Strategies and Reading Comprehension
Panagiota Dimitropoulou, Diamanto Filippatou, Stamatia Gkoutzourela, et al.
Behavioral Sciences (2025) Vol. 15, Iss. 4, pp. 503-503
Open Access
Who Did What to Succeed? Individual Differences in Which Learning Behaviors Are Linked to Achievement
Hannah Deininger, Cora Parrisius, Rosa Lavelle-Hill, et al.
(2025), pp. 771-782
Closed Access
Knowledge of Learning Strategies and Motivation to Use Them: Similarities and Differences between School Levels
Eve Kikas, Ita Puusepp, Mikk Granström, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 10, pp. 889-889
Open Access | Times Cited: 3
The Self-Regulated Strategy Development Instructional Model: Efficacious Theoretical Integration, Scaling Up, Challenges, and Future Research
Karen R. Harris
Educational Psychology Review (2024) Vol. 36, Iss. 4
Closed Access | Times Cited: 1
Effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students
Haimanot Ayana, Temesgen Mereba, Adege Alemu
Frontiers in Education (2024) Vol. 9
Open Access
Bold, Humble, Collaborative, and Virtuous: The Future of Theory Development in Educational Psychology
Jeffrey A. Greene, Kristy A. Robinson
Educational Psychology Review (2024) Vol. 36, Iss. 4
Closed Access
Typologies of teaching strategies in classrooms and students’ metacognition and motivation: a latent profile analysis of the Greek PISA 2018 data
Ioannis Katsantonis
Metacognition and Learning (2024) Vol. 20, Iss. 1
Closed Access
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