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:
From plans to actions: A process model for why feedback features influence feedback implementation
Yong Wu, Christian D. Schunn
Instructional Science (2021) Vol. 49, Iss. 3, pp. 365-394
Closed Access | Times Cited: 34
Yong Wu, Christian D. Schunn
Instructional Science (2021) Vol. 49, Iss. 3, pp. 365-394
Closed Access | Times Cited: 34
Showing 1-25 of 34 citing articles:
“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research
Carlton J. Fong, Diane L. Schallert
Educational Psychologist (2023) Vol. 58, Iss. 3, pp. 146-161
Closed Access | Times Cited: 41
Carlton J. Fong, Diane L. Schallert
Educational Psychologist (2023) Vol. 58, Iss. 3, pp. 146-161
Closed Access | Times Cited: 41
Online peer feedback patterns of success and failure in argumentative essay writing
Nafiseh Taghizadeh Kerman, Omid Noroozi, Seyyed Kazem Banihashem, et al.
Interactive Learning Environments (2022) Vol. 32, Iss. 2, pp. 614-626
Open Access | Times Cited: 65
Nafiseh Taghizadeh Kerman, Omid Noroozi, Seyyed Kazem Banihashem, et al.
Interactive Learning Environments (2022) Vol. 32, Iss. 2, pp. 614-626
Open Access | Times Cited: 65
Passive, active, and constructive engagement with peer feedback: A revised model of learning from peer feedback
Yong Wu, Christian D. Schunn
Contemporary Educational Psychology (2023) Vol. 73, pp. 102160-102160
Closed Access | Times Cited: 33
Yong Wu, Christian D. Schunn
Contemporary Educational Psychology (2023) Vol. 73, pp. 102160-102160
Closed Access | Times Cited: 33
Toward a cohesive psychological science of effective feedback
Naomi Winstone, Robert A. Nash
Educational Psychologist (2023) Vol. 58, Iss. 3, pp. 111-129
Open Access | Times Cited: 30
Naomi Winstone, Robert A. Nash
Educational Psychologist (2023) Vol. 58, Iss. 3, pp. 111-129
Open Access | Times Cited: 30
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability
Kai Guo, Mengru Pan, Yuanke Li, et al.
The Internet and Higher Education (2024) Vol. 63, pp. 100962-100962
Closed Access | Times Cited: 13
Kai Guo, Mengru Pan, Yuanke Li, et al.
The Internet and Higher Education (2024) Vol. 63, pp. 100962-100962
Closed Access | Times Cited: 13
What does it mean to be good at peer reviewing? A multidimensional scaling and cluster analysis study of behavioral indicators of peer feedback literacy
Yi Zhang, Christian D. Schunn, Yong Wu
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 9
Yi Zhang, Christian D. Schunn, Yong Wu
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 9
Effects of student engagement in peer feedback on writing performance in higher education
Xinquan Jin, Qiang Jiang, Weiyan Xiong, et al.
Interactive Learning Environments (2022) Vol. 32, Iss. 1, pp. 128-143
Closed Access | Times Cited: 32
Xinquan Jin, Qiang Jiang, Weiyan Xiong, et al.
Interactive Learning Environments (2022) Vol. 32, Iss. 1, pp. 128-143
Closed Access | Times Cited: 32
How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning?
Anahuac Valero Haro, Omid Noroozi, H.J.A. Biemans, et al.
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 5459-5478
Open Access | Times Cited: 19
Anahuac Valero Haro, Omid Noroozi, H.J.A. Biemans, et al.
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 5459-5478
Open Access | Times Cited: 19
The Promises and Pitfalls of LLMs as Feedback Providers: A Study of Prompt Engineering and the Quality of AI-Driven Feedback
Lucas Jasper Jacobsen, Kira Elena Weber
(2023)
Open Access | Times Cited: 19
Lucas Jasper Jacobsen, Kira Elena Weber
(2023)
Open Access | Times Cited: 19
Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study
Ecenaz Alemdağ, Zahide Yıldırım
Computers & Education (2022) Vol. 188, pp. 104574-104574
Closed Access | Times Cited: 26
Ecenaz Alemdağ, Zahide Yıldırım
Computers & Education (2022) Vol. 188, pp. 104574-104574
Closed Access | Times Cited: 26
The impact of automated writing evaluation on English as a foreign language learners' writing self‐efficacy, self‐regulation, anxiety, and performance
Elif Sarı, Turgay Han
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 5, pp. 2065-2080
Closed Access | Times Cited: 5
Elif Sarı, Turgay Han
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 5, pp. 2065-2080
Closed Access | Times Cited: 5
Students’ perceptions of automated writing evaluation in autonomous learning
Xiaomei Wang
Education and Information Technologies (2025)
Closed Access
Xiaomei Wang
Education and Information Technologies (2025)
Closed Access
The good, bad, and ugly of comment prompts: Effects on length and helpfulness of peer feedback
Huifeng Mu, Christian D. Schunn
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access
Huifeng Mu, Christian D. Schunn
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access
The Power of Peer Learning
Social interaction in learning and development (2023)
Closed Access | Times Cited: 10
Social interaction in learning and development (2023)
Closed Access | Times Cited: 10
The role of interactive dialogue in students’ learning of mathematical reasoning: A quantitative multi-method analysis of feedback episodes
Robbert Smit, Kurt Heß, Alexandra Taras, et al.
Learning and Instruction (2023) Vol. 86, pp. 101777-101777
Open Access | Times Cited: 8
Robbert Smit, Kurt Heß, Alexandra Taras, et al.
Learning and Instruction (2023) Vol. 86, pp. 101777-101777
Open Access | Times Cited: 8
Explicating peer feedback quality and its impact on feedback implementation in EFL writing
Wenjing He, Ying Gao
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
Wenjing He, Ying Gao
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
The mechanism and effect of class-wide peer feedback on conceptual knowledge improvement: Does different feedback type matter?
Jesmine S. H. Tan, Wenli Chen, Junzhu Su, et al.
International Journal of Computer-Supported Collaborative Learning (2023) Vol. 18, Iss. 3, pp. 393-424
Closed Access | Times Cited: 8
Jesmine S. H. Tan, Wenli Chen, Junzhu Su, et al.
International Journal of Computer-Supported Collaborative Learning (2023) Vol. 18, Iss. 3, pp. 393-424
Closed Access | Times Cited: 8
The effects of gender and training on peer feedback characteristics
José Carlos G. Ocampo, Ernesto Panadero, David P. Zamorano, et al.
Assessment & Evaluation in Higher Education (2023) Vol. 49, Iss. 4, pp. 539-555
Closed Access | Times Cited: 8
José Carlos G. Ocampo, Ernesto Panadero, David P. Zamorano, et al.
Assessment & Evaluation in Higher Education (2023) Vol. 49, Iss. 4, pp. 539-555
Closed Access | Times Cited: 8
The Relationship Among Students’ Attitude Towards Peer Feedback, Peer Feedback Performance, and Uptake
Nafiseh Taghizadeh Kerman, Seyyed Kazem Banihashem, Omid Noroozi
Social interaction in learning and development (2023), pp. 347-371
Closed Access | Times Cited: 7
Nafiseh Taghizadeh Kerman, Seyyed Kazem Banihashem, Omid Noroozi
Social interaction in learning and development (2023), pp. 347-371
Closed Access | Times Cited: 7
The role and features of peer assessment feedback in college English writing
Qiyu Sun, Fang Chen, Shengkai Yin
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 7
Qiyu Sun, Fang Chen, Shengkai Yin
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 7
How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study
Wenli Chen, Qianru Lyu, Junzhu Su
Instructional Science (2024)
Closed Access | Times Cited: 2
Wenli Chen, Qianru Lyu, Junzhu Su
Instructional Science (2024)
Closed Access | Times Cited: 2
Self-regulation of peer feedback quality aspects through different dimensions of experience within prior peer feedback assignments
Yi Zhang, Christian D. Schunn
Contemporary Educational Psychology (2023) Vol. 74, pp. 102210-102210
Closed Access | Times Cited: 6
Yi Zhang, Christian D. Schunn
Contemporary Educational Psychology (2023) Vol. 74, pp. 102210-102210
Closed Access | Times Cited: 6
What predicts variation in reliability and validity of online peer assessment? A large‐scale cross‐context study
Yao Xiong, Christian D. Schunn, Yong Wu
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 6, pp. 2004-2024
Closed Access | Times Cited: 6
Yao Xiong, Christian D. Schunn, Yong Wu
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 6, pp. 2004-2024
Closed Access | Times Cited: 6
Does matching peers at finer-grained levels of prior performance enhance gains in task performance from peer review?
Zheng Zong, Christian D. Schunn
International Journal of Computer-Supported Collaborative Learning (2023) Vol. 18, Iss. 3, pp. 425-456
Closed Access | Times Cited: 4
Zheng Zong, Christian D. Schunn
International Journal of Computer-Supported Collaborative Learning (2023) Vol. 18, Iss. 3, pp. 425-456
Closed Access | Times Cited: 4
Interconnecting peer feedback literacy: Exploring the relationship between providing and acting on peer feedback
Yi Zhang, Christian D. Schunn, Yong Wu
Studies In Educational Evaluation (2024) Vol. 83, pp. 101411-101411
Closed Access | Times Cited: 1
Yi Zhang, Christian D. Schunn, Yong Wu
Studies In Educational Evaluation (2024) Vol. 83, pp. 101411-101411
Closed Access | Times Cited: 1
