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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:

Examining the relationship between emotion variability, self-regulated learning, and task performance in an intelligent tutoring system
Shan Li, Juan Zheng, Susanne P. Lajoie, et al.
Educational Technology Research and Development (2021) Vol. 69, Iss. 2, pp. 673-692
Closed Access | Times Cited: 28

Showing 1-25 of 28 citing articles:

Integrating artificial intelligence to assess emotions in learning environments: a systematic literature review
Angel Olider Rojas Vistorte, Ángel Deroncele-Acosta, Juan Luis Martín Ayala, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 24
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
Toward Asset-based Instruction and Assessment in Artificial Intelligence in Education
Jaclyn Ocumpaugh, Rod D. Roscoe, Ryan S. Baker, et al.
International Journal of Artificial Intelligence in Education (2024)
Closed Access | Times Cited: 11
Leveraging AI-powered mobile learning: A pedagogically informed framework
Sofia Moya, Mar Camacho
Computers and Education Artificial Intelligence (2024) Vol. 7, pp. 100276-100276
Open Access | Times Cited: 8
Investigating students’ emotional self-efficacy profiles and their relations to self-regulation, motivation, and academic performance in online learning contexts: A person-centered approach
Jianhui Yu, Changqin Huang, Tao He, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 8, pp. 11715-11740
Closed Access | Times Cited: 29
Unveiling emotion dynamics in problem-solving: a comprehensive analysis with an intelligent tutoring system using facial expressions and electrodermal activities
Juan Zheng, Shan Li, Tingting Wang, et al.
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 6
Affective states and regulation of learning during socio‐emotional interactions in secondary school collaborative groups
Tiina Törmänen, Hanna Järvenoja, Mohammed Saqr, et al.
British Journal of Educational Psychology (2022) Vol. 93, Iss. S1, pp. 48-70
Closed Access | Times Cited: 24
Multimodal measurements enhance insights into emotional responses to immediate feedback
Anne Horvers, Inge Molenaar, Heleen Van Der West, et al.
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 5
Evaluating Recent Advances in Affective Intelligent Tutoring Systems: A Scoping Review of Educational Impacts and Future Prospects
Jorge Fernández-Herrero
Education Sciences (2024) Vol. 14, Iss. 8, pp. 839-839
Open Access | Times Cited: 5
Role-playing monument exploration: an online educational game with a role-playing mechanism and multi-dimensional scaffolding for monument tours
Shuwei Liu, Hung-Yu Chan, Huei‐Tse Hou
Educational Technology Research and Development (2025)
Open Access
Self-regulated learning as a complex dynamical system: Examining students' STEM learning in a simulation environment
Shan Li, Juan Zheng, Xudong Huang, et al.
Learning and Individual Differences (2022) Vol. 95, pp. 102144-102144
Open Access | Times Cited: 21
Tracking Changes in Students’ Online Self-Regulated Learning Behaviors and Achievement Goals Using Trace Clustering and Process Mining
Michelle Taub, Allison Macey Banzon, Tom Zhang, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 20
On the relationship between music students' negative emotions, artificial intelligence readiness, and their engagement
Xiaowen Wu, Yu Qin
Acta Psychologica (2025) Vol. 253, pp. 104760-104760
Closed Access
Personality traits for self-regulated learning with generative artificial intelligence: The case of ChatGPT
Xiaojing Weng, Qi Xia, Zubair Ahmad, et al.
Computers and Education Artificial Intelligence (2024) Vol. 7, pp. 100315-100315
Open Access | Times Cited: 3
Flight emotions unleashed: Navigating training phases and difficulty levels in simulated flying
Alejandra Ruiz‐Segura, Andrew Law, Sion Jennings, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 6, pp. 2926-2947
Open Access | Times Cited: 2
Exploring the co‐occurrence of students' learning behaviours and reasoning processes in an intelligent tutoring system: An epistemic network analysis
Xiaoshan Huang, Shan Li, Tingting Wang, et al.
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 5, pp. 1701-1713
Open Access | Times Cited: 6
Guidelines for instructional design of courses for the development of self-regulated learning for teachers
Beatriz Ortega-Ruipérez, Almudena Castellanos Sánchez
South African Journal of Education (2023) Vol. 43, Iss. 3, pp. 1-13
Open Access | Times Cited: 3
A Review of Measurements and Techniques to Study Emotion Dynamics in Learning
Juan Zheng, Shan Li, Susanne P. Lajoie
Advances in analytics for learning and teaching (2023), pp. 7-29
Closed Access | Times Cited: 2
A detailed survey regarding the usage of different ICT technology modes adopted by higher education institutions
Rakshit Khajuria, Anuj Sharma, Ashok Sharma
Indonesian Journal of Electrical Engineering and Computer Science (2022) Vol. 29, Iss. 3, pp. 1634-1634
Open Access | Times Cited: 3
Improving queer history knowledge and perspective-taking toward LGBTQ+ people: There's an app for that
Jason M. Harley, Nigel Mantou Lou, Byunghoon “Tony” Ahn, et al.
Teaching and Teacher Education (2024) Vol. 143, pp. 104545-104545
Open Access
The Relative Importance of Cognitive and Behavioral Engagement to Task Performance in Self-regulated Learning with an Intelligent Tutoring System
Xiaoshan Huang, Shan Li, Susanne P. Lajoie
Lecture notes in computer science (2023), pp. 430-441
Closed Access | Times Cited: 1
Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education?
Jorrick Beckers, Sandra Bolkenbaas, Anne‐Roos Verbree, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 1
Assessing university guidance and tutoring in higher education: Validating a questionnaire on Ecuadorian students
María Isabel Amor Almedina, Kasandra Vanessa Saldarriaga Villamil, Irene Dios
PLoS ONE (2021) Vol. 16, Iss. 6, pp. e0253400-e0253400
Open Access | Times Cited: 3
The role of inductive learning models on the students self-regulated learning in math journaling
Amiruddin Amiruddin, Muhammad Qorib, Nadlrah Naimi, et al.
Cypriot Journal of Educational Sciences (2022) Vol. 17, Iss. 7, pp. 2428-2446
Open Access | Times Cited: 2
A Survey on Various Approaches to Examine Cognitive Behavior and Academic Performance of Learner in Virtual Learning
Rakshit Khajuria, Ashok Sharma, Anuj Sharma, et al.
Lecture notes in networks and systems (2022), pp. 707-725
Closed Access | Times Cited: 2
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