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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:

Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning
Philip H. Winne
Metacognition and Learning (2022) Vol. 17, Iss. 3, pp. 773-791
Closed Access | Times Cited: 40

Showing 1-25 of 40 citing articles:

Effects of adaptive feedback through a digital tool – a mixed-methods study on the course of self-regulated learning
Mathias Mejeh, Livia Sarbach, Tina Hascher
Education and Information Technologies (2024) Vol. 29, Iss. 14, pp. 1-43
Open Access | Times Cited: 10
Motivating students to become self-regulatory learners: A gamified mobile self-regulated learning approach
Yi‐Chun Chen, Gwo‐Jen Hwang, Chiu‐Lin Lai
Education and Information Technologies (2024)
Closed Access | Times Cited: 7
How Does Cognitive Load Interact with Self-Regulated Learning? A Dynamic and Integrative Model
Tingting Wang, Susanne P. Lajoie
Educational Psychology Review (2023) Vol. 35, Iss. 3
Closed Access | Times Cited: 14
Cognitive load patterns affect temporal dynamics of self-regulated learning behaviors, metacognitive judgments, and learning achievements
Tingting Wang, Shan Li, Chengyi Tan, et al.
Computers & Education (2023) Vol. 207, pp. 104924-104924
Closed Access | Times Cited: 14
Measuring Affective and Motivational States as Conditions for Cognitive and Metacognitive Processing in Self-Regulated Learning
Mladen Raković, Yuheng Li, Navid Mohammadi Foumani, et al.
(2024), pp. 701-712
Open Access | Times Cited: 5
Impact of an adaptive environment based on learning analytics on pre-service science teacher behavior and self-regulation
Yousri Attia Mohamed Abouelenein, Shaimaa Abdul Salam Selim, Tahani Aldosemani
Smart Learning Environments (2025) Vol. 12, Iss. 1
Open Access
Analytics of Temporal Patterns of Self-regulated Learners: A Time Series Approach
Saleh Ramadhan Alghamdi, Mladen Raković, Kaixun Yang, et al.
(2025), pp. 283-292
Closed Access
Turning Real-Time Analytics into Adaptive Scaffolds for Self-Regulated Learning Using Generative Artificial Intelligence
Tongguang Li, Debarshi Nath, Yixin Cheng, et al.
(2025), pp. 667-679
Closed Access
A longitudinal study of interplay between student engagement and self-regulation
Sami Heikkinen, Mohammed Saqr, Jonna Malmberg, et al.
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access
Analytics of Planning Behaviours in Self-Regulated Learning: Links with Strategy Use and Prior Knowledge
Tongguang Li, Yizhou Fan, Namrata Srivastava, et al.
(2024), pp. 438-449
Open Access | Times Cited: 4
Self-Regulated Learning Strategies in Continuing Education: A Systematic Review and Meta-Analysis
Yvonne M. Hemmler, Dirk Ifenthaler
Educational Research Review (2024) Vol. 45, pp. 100629-100629
Open Access | Times Cited: 4
The effect of reading strategy use on online reading comprehension
Anita Habók, Tun Zaw Oo, Andrea Magyar
Heliyon (2024) Vol. 10, Iss. 2, pp. e24281-e24281
Open Access | Times Cited: 3
Towards Comprehensive Monitoring of Graduate Attribute Development: A Learning Analytics Approach in Higher Education
Abhinava Barthakur, Jelena Jovanović, Andrew Zamecnik, et al.
(2024), pp. 78-89
Closed Access | Times Cited: 3
Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning
Florian Krieger, Roger Azevedo, Arthur C. Graesser, et al.
Metacognition and Learning (2022) Vol. 17, Iss. 3, pp. 683-690
Open Access | Times Cited: 14
Measurement of Self-regulated Learning: Strategies for mapping trace data to learning processes and downstream analysis implications
Ikenna Osakwe, Guanliang Chen, Yizhou Fan, et al.
(2024), pp. 563-575
Open Access | Times Cited: 2
Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers
Shiyi Chen, Rebecca Sermeno, Kathryn Hodge, et al.
Education Sciences (2024) Vol. 14, Iss. 6, pp. 565-565
Open Access | Times Cited: 2
Roles for Information in Trace Data Used to Model Self-Regulated Learning
Philip H. Winne
Advances in analytics for learning and teaching (2023), pp. 175-196
Closed Access | Times Cited: 4
Exploring the influence of teachers’ motivating styles on college students’ agentic engagement in online learning: The mediating and suppressing effects of self-regulated learning ability
Suqi Li, Xu Ke-Xue, Jun Huang
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 4
Teachers’ motivating styles and students’ agentic engagement in online learning
Jianjun Gu, Yuanmeng Zhan, Li Zhao, et al.
Distance Education (2024) Vol. 45, Iss. 4, pp. 535-551
Closed Access | Times Cited: 1
Secondary School Students’ Enacted Self-Regulated Learning Strategies in a Computer-Based Writing Task–Insights from Digital Trace Data and Interviews
Olli Aksela, Joni Lämsä, Sanna Järvelä
Technology Knowledge and Learning (2024)
Open Access | Times Cited: 1
The Effects of Different Metacognitive Patterns on Students' Self-Regulated Learning in Blended Learning
Xingyu Geng, Yu-Sheng Su
Computers & Education (2024), pp. 105211-105211
Closed Access | Times Cited: 1
System design for using multimodal trace data in modeling self-regulated learning
Elizabeth B. Cloude, Roger Azevedo, Philip H. Winne, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 6
Research on the Influencing Factors of University Students’ Learning Ability Satisfaction under the Blended Learning Model
Xingyang Wang, Xiaohong Chen, Xinyi Wu, et al.
Sustainability (2023) Vol. 15, Iss. 16, pp. 12454-12454
Open Access | Times Cited: 3
Self-regulation in Foreign Language Students’ Collaborative Discourse for Academic Writing: An Explorative Study on Epistemic Network Analysis
Ward Peeters, Olga Viberg, Daniel Spikol
Communications in computer and information science (2023), pp. 254-269
Closed Access | Times Cited: 2
Network Analytics to Unveil Links of Learning Strategies, Time Management, and Academic Performance in a Flipped Classroom
Mladen Raković, Nora’ayu Ahmad Uzir, Wannisa Matcha, et al.
Journal of Learning Analytics (2023) Vol. 10, Iss. 3, pp. 64-86
Open Access | Times Cited: 2
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