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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:

Adolescents’ Beliefs about Math Ability and Their Relations to STEM Career Attainment: Joint Consideration of Race/ethnicity and Gender
Eunjin Seo, Yishan Shen, Edna C. Alfaro
Journal of Youth and Adolescence (2018) Vol. 48, Iss. 2, pp. 306-325
Closed Access | Times Cited: 68

Showing 1-25 of 68 citing articles:

Where do we go from here in academic motivation theory and research? Some reflections and recommendations for future work
Allan Wigfield, Alison C. Koenka
Contemporary Educational Psychology (2020) Vol. 61, pp. 101872-101872
Closed Access | Times Cited: 157
Sticking with STEM: Understanding STEM Career Persistence among STEM Bachelor’s Degree Holders
Samantha M. R. Jelks, Andrew Crain
The Journal of Higher Education (2020) Vol. 91, Iss. 5, pp. 805-831
Closed Access | Times Cited: 53
Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement
Ta‐yang Hsieh, Sandra D. Simpkins, Jacquelynne S. Eccles
Contemporary Educational Psychology (2021) Vol. 66, pp. 101974-101974
Open Access | Times Cited: 44
Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation
Anke Heyder, Anne F. Weidinger, Ricarda Steinmayr
Journal of Youth and Adolescence (2020) Vol. 50, Iss. 1, pp. 177-188
Open Access | Times Cited: 42
Stereotype Threat in High School Classrooms: How It Links to Teacher Mindset Climate, Mathematics Anxiety, and Achievement
Eunjin Seo, You‐kyung Lee
Journal of Youth and Adolescence (2021) Vol. 50, Iss. 7, pp. 1410-1423
Open Access | Times Cited: 33
Interest, Mindsets and Engagement: Longitudinal Relations in Science Orientations for Adolescents in Informal Science Programs
Angelina Joy, Channing J. Mathews, Mengya Zhao, et al.
Journal of Youth and Adolescence (2023) Vol. 52, Iss. 5, pp. 1088-1099
Closed Access | Times Cited: 15
The relations between growth mindset, motivational beliefs, and career interest in math intensive fields in informal STEM youth programs
Emine Ozturk, Mengya Zhao, Angelina Joy, et al.
PLoS ONE (2024) Vol. 19, Iss. 4, pp. e0294276-e0294276
Open Access | Times Cited: 4
Underrepresentation of Hispanic women in science, technology, engineering, mathematics, and medicine
Jovanka Gencel‐Augusto, Natasha J. Minaya, Daniel E. Johnson, et al.
CA A Cancer Journal for Clinicians (2025)
Open Access
Adolescents' Perceived Opportunities for Creative Thinking, Creative Thinking Competency Belief and Career Interest in STEM: Joint Consideration of Situated Expectancy‐Value Beliefs and Gender
Guan Saw, Shengjie Lin, Lindsey Kunisaki, et al.
Journal of Research in Science Teaching (2025)
Closed Access
A Latent Class Analysis Predicting STEM Career Interest and Perceptions of Barriers
Kelly Lynn Mulvey, Jacqueline Cerda‐Smith, Angelina Joy, et al.
Social Development (2025) Vol. 34, Iss. 2
Open Access
Best Practices for Hispanic-Latinx Students in PK-12 Schools: A Literature Review
Jill H. Lohmeier, Teresa Irene Gonzales, Shanna Rose Thompson
Journal of Latinos and Education (2025), pp. 1-11
Closed Access
Sense of Belonging in the Industrial Engineering Classroom
Jessica L. Heier Stamm, Ashlea Bennett Milburn
INFORMS Transactions on Education (2025)
Open Access
Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students
Logan Fiorella, So Yoon Yoon, Kinnari Atit, et al.
International Journal of STEM Education (2021) Vol. 8, Iss. 1
Open Access | Times Cited: 27
A bioecological perspective on mindset
Matthew H. Kim
Contemporary Educational Psychology (2023) Vol. 73, pp. 102173-102173
Closed Access | Times Cited: 12
Trajectories of implicit theories and their relations to scholastic aptitude: A mediational role of achievement goals
You‐kyung Lee, Eunjin Seo
Contemporary Educational Psychology (2019) Vol. 59, pp. 101800-101800
Closed Access | Times Cited: 32
Concern or comfort with social comparisons matter in undergraduate physics courses: Joint consideration of situated expectancy-value theory, mindsets, and gender
Hyewon Lee, Shirley L. Yu, Minjung Kim, et al.
Contemporary Educational Psychology (2021) Vol. 67, pp. 102023-102023
Closed Access | Times Cited: 20
Developmental Trajectories of Adolescents’ Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity
Emine Ozturk, Mengya Zhao, Adam J. Hoffman, et al.
Journal of Youth and Adolescence (2024) Vol. 53, Iss. 7, pp. 1542-1563
Closed Access | Times Cited: 2
The paradox of positive self-concept and low achievement among Black and Latinx youth: A test of psychological explanations
Eunjin Seo, Yishan Shen, Aprile D. Benner
Contemporary Educational Psychology (2019) Vol. 59, pp. 101796-101796
Open Access | Times Cited: 21
Psychological Well-Being of Intellectually and Academically Gifted Students in Self-Contained and Pull-Out Gifted Programs
Trent N. Cash, Tzu‐Jung Lin
Gifted Child Quarterly (2021) Vol. 66, Iss. 3, pp. 188-207
Closed Access | Times Cited: 16
Taking a Critical Look at Adolescent Research on Black Girls and Women: A Systematic Review
Charlotte A. Agger, ReAnna S. Roby, Korinthia D. Nicolai, et al.
Journal of Adolescent Research (2022) Vol. 39, Iss. 2, pp. 413-460
Closed Access | Times Cited: 10
Parents’ Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years
Christine R. Starr, Yannan Gao, Glona Lee, et al.
Sex Roles (2022) Vol. 87, Iss. 11-12, pp. 603-619
Closed Access | Times Cited: 9
An Intersectional Application of Expectancy-Value Theory in an Undergraduate Chemistry Course
Allison M. French, Nicole M. Else‐Quest, Michael W. Asher, et al.
Psychology of Women Quarterly (2023) Vol. 47, Iss. 3, pp. 299-319
Open Access | Times Cited: 5
“Who’s Better at Math, Boys or Girls?”: Changes in Adolescents’ Math Gender Stereotypes and Their Motivational Beliefs from Early to Late Adolescence
Christine R. Starr, Yannan Gao, Charlott Rubach, et al.
Education Sciences (2023) Vol. 13, Iss. 9, pp. 866-866
Open Access | Times Cited: 5
Disparate Measures
Mary A. Armstrong, Susan L. Averett
The MIT Press eBooks (2024)
Open Access | Times Cited: 1
Do Great Minds Think Alike? Gifted Male and Female Students’ Perceptions of Mathematics
Julia E. Calabrese, Miriam Sanders, M. G. Edmunds, et al.
journal for the education of the gifted (2024) Vol. 47, Iss. 1, pp. 84-105
Closed Access | Times Cited: 1
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