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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:

The role of implicit theories of intelligence and ability in predicting achievement for Indigenous (Aboriginal) Australian students
Ana L. Tarbetsky, Rebecca J. Collie, Andrew J. Martin
Contemporary Educational Psychology (2016) Vol. 47, pp. 61-71
Closed Access | Times Cited: 58

Showing 1-25 of 58 citing articles:

Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter?
Andrew J. Martin, Rebecca J. Collie
Journal of Educational Psychology (2018) Vol. 111, Iss. 5, pp. 861-876
Closed Access | Times Cited: 280
Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review
Ana Costa, Luísa Faria
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 262
A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT
Gholam Hassan Khajavy, Peter D. MacIntyre, Jamal Hariri
Studies in Second Language Acquisition (2020) Vol. 43, Iss. 2, pp. 379-402
Closed Access | Times Cited: 182
Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate
Junlin Yu, Pia Kreijkes, Katariina Salmela‐Aro
Learning and Instruction (2022) Vol. 80, pp. 101616-101616
Open Access | Times Cited: 77
Envisioning a Culturally Imaginative Educational Psychology
Ronnel B. King, Dennis M. McInerney, Riddhi J. Pitliya
Educational Psychology Review (2018) Vol. 30, Iss. 3, pp. 1031-1065
Closed Access | Times Cited: 139
Adaptability, personal best (PB) goals setting, and gains in students’ academic outcomes: A longitudinal examination from a social cognitive perspective
Emma C. Burns, Andrew J. Martin, Rebecca J. Collie
Contemporary Educational Psychology (2018) Vol. 53, pp. 57-72
Closed Access | Times Cited: 101
The impact of racism on the schooling experiences of Aboriginal and Torres Strait Islander students: A systematic review
Nikki Moodie, Jacinta Maxwell, Sophie Rudolph
The Australian Educational Researcher (2019) Vol. 46, Iss. 2, pp. 273-295
Closed Access | Times Cited: 90
How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system
Majid Sadoughi, S. Yahya Hejazi, Nigel Mantou Lou
Social Psychology of Education (2022) Vol. 26, Iss. 1, pp. 241-261
Closed Access | Times Cited: 45
Mindset profiles and their relationship with self-regulated learning strategy use and English learning achievement: The predictive role of environmental factors
Barry Bai, Jiatong Zhang, Jing Wang
System (2025) Vol. 129, pp. 103592-103592
Open Access | Times Cited: 1
Teachers' motivational approach: Links with students’ basic psychological need frustration, maladaptive engagement, and academic outcomes
Rebecca J. Collie, Helena Granziera, Andrew J. Martin
Teaching and Teacher Education (2019) Vol. 86, pp. 102872-102872
Closed Access | Times Cited: 56
Relationship Between Growth Mindset and English Language Performance Among Chinese EFL University Students: The Mediating Roles of Grit and Foreign Language Enjoyment
Xiaoyu Hu, Gurnam Kaur Sidhu, Lu Xin
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 30
Students’ Growth Mindsets, Goals, and Academic Outcomes in Mathematics
Keiko C. P. Bostwick, Rebecca J. Collie, Andrew J. Martin, et al.
Zeitschrift für Psychologie (2017) Vol. 225, Iss. 2, pp. 107-116
Closed Access | Times Cited: 56
Examining the association of grit with test emotions among Hong Kong Chinese primary school students
Jesus Alfonso D. Datu, Ricci W. Fong
School Psychology International (2018) Vol. 39, Iss. 5, pp. 510-525
Closed Access | Times Cited: 45
Students’ adaptability in mathematics: Examining self-reports and teachers’ reports and links with engagement and achievement outcomes
Rebecca J. Collie, Andrew J. Martin
Contemporary Educational Psychology (2017) Vol. 49, pp. 355-366
Closed Access | Times Cited: 40
Understanding the role of personal best (PB) goal setting in students’ declining engagement: A latent growth model.
Emma C. Burns, Andrew J. Martin, Rebecca J. Collie
Journal of Educational Psychology (2018) Vol. 111, Iss. 4, pp. 557-572
Closed Access | Times Cited: 39
Growth orientation predicts gains in middle and high school students’ mathematics outcomes over time
Keiko C. P. Bostwick, Andrew J. Martin, Rebecca J. Collie, et al.
Contemporary Educational Psychology (2019) Vol. 58, pp. 213-227
Closed Access | Times Cited: 29
Load reduction instruction in mathematics and English classrooms: A multilevel study of student and teacher reports
Andrew J. Martin, Paul Ginns, Robin P. Nagy, et al.
Contemporary Educational Psychology (2023) Vol. 72, pp. 102147-102147
Open Access | Times Cited: 8
The impact of family socioeconomic status on parental involvement and student engagement during COVID-19 in promoting academic achievement: A longitudinal study in Chinese children
Xin Chen, Yinghe Chen, Xiao Yu, et al.
Journal of Experimental Child Psychology (2024) Vol. 246, pp. 105992-105992
Closed Access | Times Cited: 2
Effect of Growth Mindset on Mathematics Achievement Among Chinese Junior High School Students: The Mediating Roles of Academic Buoyancy and Adaptability
Mudan Chen, Ida Ah Chee Mok, Yiming Cao, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 12, pp. 1134-1134
Open Access | Times Cited: 2
Implicit theories of intelligence in STEM education: perspectives through the lens of technology education students
Jeffrey Buckley, Adrian O’Connor, Niall Seery, et al.
International Journal of Technology and Design Education (2018) Vol. 29, Iss. 1, pp. 75-106
Open Access | Times Cited: 21
Social climate and help-seeking avoidance in secondary mathematics classes
Roy Thomas Smalley, Sarah Hopkins
The Australian Educational Researcher (2020) Vol. 47, Iss. 3, pp. 445-476
Closed Access | Times Cited: 18
Self-Worth as a Mediator and Moderator Between Teacher-Student Relationships and Student Engagement in Rural Schools
Jiali Huang, Guoyuan Sang, Tzu-Yang Chao
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 11
Factors that enable Australian Aboriginal women’s persistence at university: a strengths-based approach
Bep Uink, Rebecca Bennett, Chanelle van den Berg
Higher Education Research & Development (2021) Vol. 40, Iss. 1, pp. 178-193
Closed Access | Times Cited: 12
A Bifactor Exploratory Structural Equation Model of Students’ Growth-Focused Motivation
Keiko C. P. Bostwick, Emma C. Burns, Andrew J. Martin, et al.
The Journal of Experimental Education (2024), pp. 1-23
Open Access | Times Cited: 1
Growth mindset in high school mathematics: A review of the literature since 2007
Micah Stohlmann, Yichen Yang
Journal of Pedagogical Research (2024)
Open Access | Times Cited: 1
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