Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten
Miriam Compagnoni, Yves Karlen, Katharina Maag Merki
Metacognition and Learning (2019) Vol. 14, Iss. 3, pp. 291-314
Open Access | Times Cited: 21

Showing 21 citing articles:

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner
Yves Karlen, Silke Hertel, Carmen Nadja Hirt
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 76
Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning
Yves Karlen, Silke Hertel
Unterrichtswissenschaft (2024) Vol. 52, Iss. 1, pp. 1-13
Open Access | Times Cited: 6
Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement
Yves Karlen, Carmen Nadja Hirt, Alina Liska, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 29
Self-regulation and co-regulation in early childhood – development, assessment and supporting factors
Kim Angeles Erdmann, Silke Hertel
Metacognition and Learning (2019) Vol. 14, Iss. 3, pp. 229-238
Closed Access | Times Cited: 23
Inside Out: A Scoping Review on Optimism, Growth Mindsets, and Positive Psychology for Child Well-Being in ECEC
Janine Anne Campbell, Ingrid Midteide Løkken
Education Sciences (2022) Vol. 13, Iss. 1, pp. 29-29
Open Access | Times Cited: 13
My Brain Needs a Break: Kindergarteners’ Willpower Theories Are Related to Behavioral Self-Regulation
Miriam Compagnoni, Vanda Sieber, Veronika Job
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 12
Understanding self-regulation, achievement emotions, and mindset of undergraduates in emergency remote teaching: a latent profile analysis
Nilüfer Atman Uslu, Hatice Yıldız Durak
Interactive Learning Environments (2022), pp. 1-20
Closed Access | Times Cited: 6
Do dispositional motivational beliefs predict self-regulated learning strategies? An examination of willpower beliefs
Elise C. Allen, August T. Masonheimer, Christopher A. Wolters
International Journal of Educational Research (2023) Vol. 119, pp. 102174-102174
Closed Access | Times Cited: 3
Teachers’ Implicit Theories of Professional Abilities in the Domain of School Improvement
Beat Rechsteiner, Miriam Compagnoni, Andrea Wullschleger, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 7
“I’m the best! Or am I?”: Academic self-concepts and self-regulation in kindergarten
Miriam Compagnoni, Kelsey M. Losenno
Frontline Learning Research (2020) Vol. 8, Iss. 2, pp. 131-152
Open Access | Times Cited: 6
Accounting for the SES-Math Achievement Gap at School Entry: Unique Mediation Paths via Executive Functioning and Behavioral Self-Regulation
Ee Lynn Ng, Rebecca Bull, Kiat Hui Khng
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 5
Development, Construct Validation, and Normalization of a New Early Childhood Self-Regulation Assessment Scale
Wanda Boyer
Early Childhood Education Journal (2022) Vol. 51, Iss. 4, pp. 627-640
Open Access | Times Cited: 3
Mindset and participation: Correlations among healthy children
Limor Rosenberg
British Journal of Occupational Therapy (2024)
Closed Access
Mindset of children at elementary school; growth or fixed? content analysis of Farsi elementary school books
Vahid Khalkhali, Mojtaba Esfandyari Saleh
Quarterly Journal of Child Mental Health (2024) Vol. 11, Iss. 3, pp. 35-51
Open Access
Online Learning Problems and the Principal’s Efforts to Overcome the Problems
Lukman Asha
AL-ISHLAH Jurnal Pendidikan (2021) Vol. 13, Iss. 2, pp. 1247-1258
Open Access | Times Cited: 3
Editorial: The Power of Implicit Theories for Learning in Different Educational Contexts
Yves Karlen, Silke Hertel
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 3
Implizite Theorien: Messinstrumente in verschiedenen Kontexten
Katharina Reschke, Nina Jude
Zeitschrift für Pädagogische Psychologie (2022) Vol. 36, Iss. 4, pp. 232-247
Open Access | Times Cited: 1
Brief report: noise reduction in preschool from a self-regulated learning perspective—implementation of a game-based voice regulation training program
Lihi Sarfaty, Adar Ben‐Eliyahu
Frontiers in Psychology (2023) Vol. 14
Open Access
Playing in prep? A Queensland principal's account of the role of play in children's classroom learning
Rowena Patricia Burress
(2020)
Open Access
El papel de la mentalidad de crecimiento en el desempeño de estudiantes de escuela primaria
Ana García Coni, Lucía Belén Saldi, Clara Villarramos, et al.
Actualidades en Psicología (2022) Vol. 36, Iss. 133, pp. 42-57
Open Access
Machen Überzeugungen den Unterschied?
Silke Hertel, Yves Karlen
Unterrichtswissenschaft (2021) Vol. 49, Iss. 4, pp. 491-501
Open Access
Page 1

Scroll to top