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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:

Variations in socially shared metacognitive regulation and their relation with university students’ performance
Liesje De Backer, Hilde Van Keer, Martin Valcke
Metacognition and Learning (2020) Vol. 15, Iss. 2, pp. 233-259
Closed Access | Times Cited: 33

Showing 1-25 of 33 citing articles:

Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning
Eetu Haataja, Muhterem Dindar, Jonna Malmberg, et al.
Learning and Individual Differences (2022) Vol. 96, pp. 102146-102146
Open Access | Times Cited: 44
Making strides towards AI-supported regulation of learning in collaborative knowledge construction
Fan Ouyang, Mian Wu, Liyin Zhang, et al.
Computers in Human Behavior (2023) Vol. 142, pp. 107650-107650
Closed Access | Times Cited: 36
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning
Liesje De Backer, Hilde Van Keer, Fien De Smedt, et al.
Computers & Education (2021) Vol. 179, pp. 104421-104421
Open Access | Times Cited: 47
The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content
Liesje De Backer, Hilde Van Keer, Martin Valcke
Learning and Instruction (2021) Vol. 77, pp. 101527-101527
Closed Access | Times Cited: 42
An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation
Cara A. Singh, Krista R. Muis
Educational Psychologist (2024) Vol. 59, Iss. 3, pp. 177-194
Closed Access | Times Cited: 5
Do social regulation strategies predict learning engagement and learning outcomes? A study of English language learners in wiki-supported literature circles activities
Yanyan Li, Kailiang Chen, You Su, et al.
Educational Technology Research and Development (2021) Vol. 69, Iss. 2, pp. 917-943
Closed Access | Times Cited: 28
Exploring Creative Problem-Solving in Computer-Supported Collaborative Learning: Focusing on Group Cohesiveness and Socially Shared Metacognitive Regulation
Yoonhee Shin, Yoonhee Shin, Woosub Kim
Thinking Skills and Creativity (2025), pp. 101771-101771
Closed Access
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning
Marko Telenius, Tuike Iiskala, Eero Laakkonen, et al.
Journal of Research in Science Teaching (2025)
Closed Access
Socially shared metacognitive supports in flipped or online classroom collaborative groups: examining the effect on motivation, group metacognition, group belonging, and cohesion
Hatice Yıldız Durak, Tuğba Kamalı Arslantaş
Journal of Computing in Higher Education (2025)
Open Access
“Oh, that makes sense”: Social Metacognition in Small-Group Problem Solving
Stephanie M. Halmo, Emily K. Bremers, Sammantha Fuller, et al.
CBE—Life Sciences Education (2022) Vol. 21, Iss. 3
Open Access | Times Cited: 15
Using a metacognitive learning approach to enhance students’ critical thinking skills through mathematics education
Syaiful Syaiful, Nizlel Huda, Amirul Mukminin, et al.
SN Social Sciences (2022) Vol. 2, Iss. 4
Open Access | Times Cited: 14
Design Thinking to Envision More Sustainable Technology-Enhanced Teaching for Effective Knowledge Transfer
Stanislav Avsec
Sustainability (2023) Vol. 15, Iss. 2, pp. 1163-1163
Open Access | Times Cited: 7
Exploring collaborative problem solving in virtual laboratories: a perspective of socially shared metacognition
Hengtao Tang, Okan Arslan, Wanli Xing, et al.
Journal of Computing in Higher Education (2022) Vol. 35, Iss. 2, pp. 296-319
Closed Access | Times Cited: 11
Students encouraging other students' learning: Leadership shared metacognition in practice
Sharrell Hassell‐Goodman, Aoi Yamanaka, Janet Athanasiou, et al.
New Directions for Student Leadership (2024) Vol. 2024, Iss. 183, pp. 131-143
Open Access | Times Cited: 2
Effects of collaboration and informing students about overconfidence on metacognitive judgment in conceptual learning
Svjetlana Kolić‐Vehovec, Rosanda Pahljina-Reinić, Barbara Rončević Zubković
Metacognition and Learning (2021) Vol. 17, Iss. 1, pp. 87-116
Closed Access | Times Cited: 12
A Systematic Review of Group Metacognition Researches on Online and Face-to-Face Learning Environments
Gamze Türkmen
Journal of Learning and Teaching in Digital Age (2024) Vol. 9, Iss. 2, pp. 64-84
Open Access | Times Cited: 1
Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics
Liesje De Backer, Hilde Van Keer, Martin Valcke
International Journal of Educational Research (2021) Vol. 110, pp. 101892-101892
Closed Access | Times Cited: 10
Collaborative learning groups’ adoption of shared metacognitive regulation: examining the impact of structuring versus reflection-provoking support and its relation with group performance
Liesje De Backer, Hilde Van Keer, Martin Valcke
European Journal of Psychology of Education (2020) Vol. 36, Iss. 4, pp. 1075-1094
Closed Access | Times Cited: 9
A Social Regulation Perspective on Team Reflexivity: The Development of an Analytical Framework
Marijn Wijga, Maaike Endedijk, Bernard P. Veldkamp
Vocations and Learning (2023) Vol. 16, Iss. 2, pp. 251-291
Open Access | Times Cited: 2
Relationship between the Latent Profile of Online Socially Regulated Learning and Collaborative Learning Motivation
Xiaodan Wang, Xin Wang, Tinghui Huang, et al.
Sustainability (2023) Vol. 16, Iss. 1, pp. 181-181
Open Access | Times Cited: 2
Efficient Online Collaborative Learning Through Concept Mapping with Kit-Build Concept Map
Aryo Pinandito, Chandrawati Putri Wulandari, Didik Dwi Prasetya, et al.
(2021), pp. 125-131
Closed Access | Times Cited: 5
Study of metacognitive awareness at the individual level of students across study programs using Rasch modeling
Moh. Irma Sukarelawan, Panji Hidayat, Widodo Widodo
Jurnal Riset dan Kajian Pendidikan Fisika (2024) Vol. 11, Iss. 1, pp. 32-40
Open Access
Integrating online partial pair programming and socially shared metacognitive regulation for the improvement of students’ learning
Chia‐Wen Tsai, Michael Yu-Ching Lin, Yih-Ping Cheng, et al.
Universal Access in the Information Society (2024)
Closed Access
Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje
Juan Carlos Solano Guerrero, Francisco Javier Ruíz Ortega, Angélica María Rodríguez Ortiz, et al.
Revista de Investigación Desarrollo e Innovación (2024) Vol. 14, Iss. 2, pp. 133-148
Open Access
Constructing a socially regulated learning scale for university students in online collaborative contexts
Jia Lü, Xiaodan Wang, Xiaohong Chen, et al.
Education and Information Technologies (2024)
Closed Access
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