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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:

Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data
Mehmet Karakuş, Matthew Courtney, Hasan Aydın
Educational Assessment Evaluation and Accountability (2022) Vol. 35, Iss. 2, pp. 233-278
Open Access | Times Cited: 13

Showing 13 citing articles:

Factors predicting mathematics achievement in PISA: a systematic review
X. Wang, Laura B. Perry, Anabela Malpique, et al.
Large-scale Assessments in Education (2023) Vol. 11, Iss. 1
Open Access | Times Cited: 29
Bridging cultures: the role of school’s cultural diversity climate and cultural sensitivity in immigrant parents’ school involvement
María José Mera-Lemp, José J. Pizarro, Florencia Guglielmetti-Serrano
Frontiers in Psychology (2025) Vol. 16
Open Access
Predicting science achievement scores with machine learning algorithms: a case study of OECD PISA 2015–2018 data
Sibel Açışlı Çelik, Cafer Mert Yeşilkanat
Neural Computing and Applications (2023) Vol. 35, Iss. 28, pp. 21201-21228
Closed Access | Times Cited: 7
Factors influencing students’ reading literacy in Morocco: A multilevel analysis
Fengjuan Zhang, C. J. Jin, Chunhong Fan
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 2
Bullying at School and Students’ Learning Outcomes: International Perspective and Gender Analysis
Gregorio Giménez, Mauro Mediavilla, David Giuliodori, et al.
Journal of Interpersonal Violence (2024) Vol. 39, Iss. 11-12, pp. 2733-2760
Closed Access | Times Cited: 1
Teaching and Learning in Italian Multicultural School Contexts: Outdoor Education and Inclusion Processes for Children with Migrant Backgrounds
Alessandra Natalini
International Education Trend Issues (2024) Vol. 2, Iss. 2, pp. 256-275
Open Access
Interreligious Bullying and Academic Achievement Among Muslim and Non-Muslim Early Adolescents in Germany
Vieri Pistocchi, Moris Triventi, Filip Agneessens
The Journal of Early Adolescence (2024)
Closed Access
Applying Machine Learning and SHAP Method to Identify Key Influences on Middle-School Students’ Mathematics Literacy Performance
Y. Y. Huang, Ying Zhou, Jihe Chen, et al.
Journal of Intelligence (2024) Vol. 12, Iss. 10, pp. 93-93
Open Access
Immigrant Generation, Ethnicity, and Early-life Education Outcomes: Evidence from the Born in Bradford Family Cohort Study
Bo Hou, James Nazroo, John Wright, et al.
Child Indicators Research (2024)
Open Access
PISA 2022. El impacto de los predictores relacionados con el entorno escolar sobre el rendimiento del alumnado español
Pablo Javier Ortega-Rodríguez
Revista Española de Pedagogía (2024) Vol. 83, Iss. 290
Open Access
“Then you want everyone to be friends, and [having] friends is important for learning, I think”: The Role of Peers in Children’s Integration, Participation and Learning
Margund K. Rohr, Lena Foertsch, Thomas Droessler, et al.
Revista Española de Sociología (2024) Vol. 33, Iss. 2, pp. a215-a215
Open Access
Understanding academic resilience, equity, and research engagement to improve education
Guri Skedsmo, Stephan Gerhard Huber
Educational Assessment Evaluation and Accountability (2023) Vol. 35, Iss. 2, pp. 165-168
Open Access | Times Cited: 1
Flipbook-Based Project-Based Learning: An Opportunity to Improve Science Literacy
Henzi Haryanto, Hayuni Retno Widarti, Aynin Mashfufah, et al.
Jurnal Penelitian Pendidikan IPA (2023) Vol. 10, Iss. 7, pp. 4004-4009
Open Access
Citizenship, generational status and mixed origin: An analysis of immigrant heterogeneity on academic performance in Portuguese state schools
Teresa Seabra, Ana F. de M. Cândido
Portugese Journal of Social Sciences (2022) Vol. 21, Iss. 1, pp. 49-75
Closed Access
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