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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:

Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study
Piia Näykki, Jaana Isohätälä, Sanna Järvelä, et al.
International Journal of Computer-Supported Collaborative Learning (2017) Vol. 12, Iss. 3, pp. 251-279
Closed Access | Times Cited: 87

Showing 1-25 of 87 citing articles:

Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education
Matthew L. Bernacki, Jeffrey A. Greene, Helen Crompton
Contemporary Educational Psychology (2019) Vol. 60, pp. 101827-101827
Closed Access | Times Cited: 408
Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools
Núria Hernández-Sellés, Pablo César Muñoz Carril, Mercedes González Sanmamed
Computers & Education (2019) Vol. 138, pp. 1-12
Open Access | Times Cited: 188
Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation
Jaana Isohätälä, Piia Näykki, Sanna Järvelä
Scandinavian Journal of Educational Research (2019) Vol. 64, Iss. 6, pp. 831-851
Open Access | Times Cited: 105
Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction
Jaana Isohätälä, Piia Näykki, Sanna Järvelä, et al.
Learning Culture and Social Interaction (2017) Vol. 16, pp. 1-19
Open Access | Times Cited: 96
Challenges in online collaboration: effects of scripting shared task perceptions
Allyson F. Hadwin, Aishah Bakhtiar, Mariel Miller
International Journal of Computer-Supported Collaborative Learning (2018) Vol. 13, Iss. 3, pp. 301-329
Closed Access | Times Cited: 96
Emotional regulation in collaborative learning: when do higher education students activate group level regulation in the face of challenges?
Hanna Järvenoja, Piia Näykki, Tiina Törmänen
Studies in Higher Education (2019) Vol. 44, Iss. 10, pp. 1747-1757
Closed Access | Times Cited: 92
Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning
Pablo César Muñoz Carril, Núria Hernández-Sellés, Eduardo X. Fuentes Abeledo, et al.
Computers & Education (2021) Vol. 174, pp. 104310-104310
Open Access | Times Cited: 84
Interaction in computer supported collaborative learning: an analysis of the implementation phase
Núria Hernández-Sellés, Pablo César Muñoz Carril, Mercedes González Sanmamed
International Journal of Educational Technology in Higher Education (2020) Vol. 17, Iss. 1
Open Access | Times Cited: 73
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
Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving
Matías Rojas, Miguél Nussbaum, Orlando Guerrero, et al.
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 1, pp. 135-168
Closed Access | Times Cited: 38
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
Applying debriefings in the context of higher education: How joint reflection fosters students’ collaborative problem solving
Verena Schürmann, Daniel Bodemer, Nicki Marquardt
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access | Times Cited: 1
Capturing motivation and emotion regulation during a learning process
Hanna Järvenoja, Sanna Järvelä, Tiina Törmänen, et al.
Frontline Learning Research (2018), pp. 85-104
Open Access | Times Cited: 63
Knowledge co-construction activities and task-related monitoring in scripted collaborative learning
Essi Vuopala, Piia Näykki, Jaana Isohätälä, et al.
Learning Culture and Social Interaction (2019) Vol. 21, pp. 234-249
Open Access | Times Cited: 56
The spiral model of collaborative knowledge improvement: an exploratory study of a networked collaborative classroom
Wenli Chen, Jesmine S. H. Tan, Zhongling Pi
International Journal of Computer-Supported Collaborative Learning (2021) Vol. 16, Iss. 1, pp. 7-35
Closed Access | Times Cited: 54
Capturing regulatory patterns in online collaborative learning: A network analytic approach
Si Zhang, Juan Chen, Yun Wen, et al.
International Journal of Computer-Supported Collaborative Learning (2021) Vol. 16, Iss. 1, pp. 37-66
Closed Access | Times Cited: 45
Gamification for Internet Gaming Disorder Prevention: Evaluation of a Wise IT-Use (WIT) Program for Hong Kong Primary Students
Chor-lam Chau, Yvonne Yin-yau Tsui, Cecilia Cheng
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 50
Using a design-based research approach to develop and study a web-based tool to support collaborative learning
Kayley Lyons, Nikki G. Lobczowski, Jeffrey A. Greene, et al.
Computers & Education (2020) Vol. 161, pp. 104064-104064
Closed Access | Times Cited: 48
“You really brought all your feelings out” – Scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative learning
Piia Näykki, Jaana Isohätälä, Sanna Järvelä
Learning Culture and Social Interaction (2021) Vol. 30, pp. 100536-100536
Open Access | Times Cited: 39
Learners’ agency and CSCL technologies: towards an emancipatory perspective
Pierre Tchounikine
International Journal of Computer-Supported Collaborative Learning (2019) Vol. 14, Iss. 2, pp. 237-250
Closed Access | Times Cited: 41
Convergences of Joint, Positive Interactions and Regulation in Collaborative Learning
Jaana Isohätälä, Piia Näykki, Sanna Järvelä
Small Group Research (2019) Vol. 51, Iss. 2, pp. 229-264
Open Access | Times Cited: 36
An exploration of social regulation of learning during scientific argumentation discourse
Nikki G. Lobczowski, Elizabeth M. Allen, Carla M. Firetto, et al.
Contemporary Educational Psychology (2020) Vol. 63, pp. 101925-101925
Open Access | Times Cited: 35
Sequential Patterns in Social Interaction States for Regulation in Collaborative Learning
Eija Vuorenmaa, Sanna Järvelä, Muhterem Dindar, et al.
Small Group Research (2022) Vol. 54, Iss. 4, pp. 512-550
Open Access | Times Cited: 21
Using learning design and learning analytics to promote, detect and support Socially-Shared Regulation of Learning: A systematic literature review
Cristina Villa-Torrano, Wannapon Suraworachet, Eduardo Gómez‐Sánchez, et al.
Computers & Education (2025), pp. 105261-105261
Closed Access
A Conceptual Framework for Empowerment of Psychiatric Nurses Caring for Children with Mental Health Challenges
Rorisang Machailo, Magdalena P. Koen, Molekodi J. Matsipane
International Journal of Environmental Research and Public Health (2025) Vol. 22, Iss. 3, pp. 396-396
Open Access
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