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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.

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Showing 1-25 of 215 citing articles:

Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review
Jacqueline Wong, Martine Baars, Dan Davis, et al.
International Journal of Human-Computer Interaction (2018) Vol. 35, Iss. 4-5, pp. 356-373
Open Access | Times Cited: 508
Self-regulated learning in online learning environments: strategies for remote learning
Richard Allen Carter, Mary Rice, Sohyun Yang, et al.
Information and Learning Sciences (2020) Vol. 121, Iss. 5/6, pp. 321-329
Closed Access | Times Cited: 304
Self-regulated learning support in flipped learning videos enhances learning outcomes
David C.D. van Alten, Chris Phielix, Jeroen Janssen, et al.
Computers & Education (2020) Vol. 158, pp. 104000-104000
Open Access | Times Cited: 181
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning
Matthias Nückles, Julian Roelle, Inga Glogger‐Frey, et al.
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1089-1126
Open Access | Times Cited: 164
Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning
Lyn Lim, Maria Bannert, Joep van der Graaf, et al.
Computers in Human Behavior (2022) Vol. 139, pp. 107547-107547
Open Access | Times Cited: 93
Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review
Zhihong Xu, Yingying Zhao, Jeffrey Liew, et al.
Educational Research Review (2023) Vol. 39, pp. 100510-100510
Open Access | Times Cited: 92
The interplay between self-regulation in learning and cognitive load
Tina Seufert
Educational Research Review (2018) Vol. 24, pp. 116-129
Open Access | Times Cited: 150
The Teaching and Learning Toolkit
Steve Higgins
Cambridge University Press eBooks (2018), pp. 54-74
Closed Access | Times Cited: 132
Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course
Jacqueline Wong, Mohammad Khalil, Martine Baars, et al.
Computers & Education (2019) Vol. 140, pp. 103595-103595
Open Access | Times Cited: 113
Effects of self-regulation prompts in hypermedia learning on learning performance and self-efficacy
Nadja M. Müller, Tina Seufert
Learning and Instruction (2018) Vol. 58, pp. 1-11
Open Access | Times Cited: 98
Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement?
Matthew L. Bernacki, Lucie Vosicka, Jenifer C. Utz
Journal of Educational Psychology (2019) Vol. 112, Iss. 4, pp. 765-781
Open Access | Times Cited: 83
Effects of self-regulated learning prompts in a flipped history classroom
David C.D. van Alten, Chris Phielix, Jeroen Janssen, et al.
Computers in Human Behavior (2020) Vol. 108, pp. 106318-106318
Open Access | Times Cited: 74
Facilitating goal setting and planning to enhance online self-regulation of learning
Jacqueline Wong, Martine Baars, Min He, et al.
Computers in Human Behavior (2021) Vol. 124, pp. 106913-106913
Open Access | Times Cited: 66
Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis
Zhihui Cai, Peipei Mao, Dandan Wang, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 2, pp. 537-574
Closed Access | Times Cited: 65
Students’ motivation and continued intention with online self-regulated learning: A self-determination theory perspective
Yumei Luo, Jinping Lin, Yi Yang
Zeitschrift für Erziehungswissenschaft (2021) Vol. 24, Iss. 6, pp. 1379-1399
Open Access | Times Cited: 63
A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education
Zhihong Xu, Yingying Zhao, Bingsheng Zhang, et al.
Behaviour and Information Technology (2022) Vol. 42, Iss. 16, pp. 2911-2931
Open Access | Times Cited: 41
A Systematic Review of Meta-Analyses on the Impact of Formative Assessment on K-12 Students’ Learning: Toward Sustainable Quality Education
Andrew Sortwell, Kevin Trimble, Ricardo Ferraz, et al.
Sustainability (2024) Vol. 16, Iss. 17, pp. 7826-7826
Open Access | Times Cited: 8
Goal setting in higher education: how, why, and when are students prompted to set goals? A systematic review
Gabrielle Martins van Jaarsveld, Jacqueline Wong, Martine Baars, et al.
Frontiers in Education (2025) Vol. 9
Open Access | Times Cited: 1
Examining the use of prompts to facilitate self-regulated learning in Massive Open Online Courses
Jacqueline Wong, Martine Baars, Björn B. de Koning, et al.
Computers in Human Behavior (2020) Vol. 115, pp. 106596-106596
Open Access | Times Cited: 66
The role of technology-facilitated peer assessment and supporting strategies: a meta-analysis
Lanqin Zheng, Xuan Zhang, Panpan Cui
Assessment & Evaluation in Higher Education (2019) Vol. 45, Iss. 3, pp. 372-386
Closed Access | Times Cited: 55
Tools Designed to Support Self-Regulated Learning in Online Learning Environments: A Systematic Review
Ronald Pérez‐Álvarez, Ioana Jivet, Mar Pérez‐Sanagustín, et al.
IEEE Transactions on Learning Technologies (2022) Vol. 15, Iss. 4, pp. 508-522
Open Access | Times Cited: 34
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system
Daryn A. Dever, Nathan A. Sonnenfeld, Megan Wiedbusch, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 659-691
Closed Access | Times Cited: 17
Using Process Mining to examine the sustainability of instructional support: How stable are the effects of metacognitive prompting on self-regulatory behavior?
Christoph Sonnenberg, Maria Bannert
Computers in Human Behavior (2018) Vol. 96, pp. 259-272
Closed Access | Times Cited: 58
Online Self-Regulated Learning Questionnaire in a Russian MOOC
Ruth Martínez, Carmen Yot‐Domínguez, Iuliia Tuovila, et al.
Computers in Human Behavior (2017) Vol. 75, pp. 966-974
Closed Access | Times Cited: 55
El papel mediador de la autoeficacia y la utilidad entre el conocimiento y el uso de estrategias de autorregulación del aprendizaje
Rebeca Cerezo, Estrella Fernández, Natalia Amieiro, et al.
Revista de Psicodidáctica (2018) Vol. 24, Iss. 1, pp. 1-8
Open Access | Times Cited: 47
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