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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:

Exploring enablers and inhibitors of productive peer argumentation: The role of individual achievement goals and of gender
Christa S. C. Asterhan
Contemporary Educational Psychology (2018) Vol. 54, pp. 66-78
Open Access | Times Cited: 46

Showing 1-25 of 46 citing articles:

Students’ online argumentative peer feedback, essay writing, and content learning: does gender matter?
Omid Noroozi, Javad Hatami, Arash Bayat, et al.
Interactive Learning Environments (2018) Vol. 28, Iss. 6, pp. 698-712
Open Access | Times Cited: 93
Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments
Omid Noroozi, Seyyed Kazem Banihashem, Nafiseh Taghizadeh Kerman, et al.
Interactive Learning Environments (2022) Vol. 31, Iss. 10, pp. 6302-6316
Open Access | Times Cited: 67
Differences between low and high achievers in whole-classroom dialogue participation quality
Edith Bouton, Dina Yosef, Christa S. C. Asterhan
Learning and Instruction (2025) Vol. 96, pp. 102088-102088
Open Access | Times Cited: 1
A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing: Insights from a case study
Zhenhao Cao, Shulin Yu, Jing Huang
Studies In Educational Evaluation (2019) Vol. 63, pp. 102-112
Closed Access | Times Cited: 65
The intersection of epistemic beliefs and gender in argumentation performance
Seyyed Kazem Banihashem, Omid Noroozi, H.J.A. Biemans, et al.
Innovations in Education and Teaching International (2023) Vol. 61, Iss. 4, pp. 716-734
Open Access | Times Cited: 20
Developing Students' Higher-Order Thinking Skills With Generative AI Insights and Strategies From a Case Study
Liangjie Fan, Jinhee Kim, Rita Detrick, et al.
Advances in computational intelligence and robotics book series (2025), pp. 411-428
Closed Access
Vocal participation and attentive listening in teacher-led classroom discussions: The role of prior achievement level, situational experiences and motivation
Christa S. C. Asterhan, Dina Yosef, Yael Malin, et al.
International Journal of Educational Research (2025) Vol. 131, pp. 102602-102602
Open Access
Sociocognitive Conflict Regulation: How to Make Sense of Diverging Ideas
Fabrizio Butera, Nicolas Sommet, Céline Darnon
Current Directions in Psychological Science (2019) Vol. 28, Iss. 2, pp. 145-151
Open Access | Times Cited: 35
Classroom discussion practices in online remote secondary school settings during COVID-19
Tony Gutentag, Aviv Orner, Christa S. C. Asterhan
Computers in Human Behavior (2022) Vol. 132, pp. 107250-107250
Open Access | Times Cited: 15
Women, Language and Politics
Sylvia Shaw
(2020)
Open Access | Times Cited: 23
The Learning Design of MOOC Discussion Forums: An Analysis of Forum Instructions and Their Role in Supporting the Social Construction of Knowledge
Dennis A. Rivera, Mariane Frenay, Valérie Swaen
Technology Knowledge and Learning (2023) Vol. 29, Iss. 2, pp. 585-615
Closed Access | Times Cited: 7
Students’ Argumentation Performance in Online Learning Environments: Bridging Culture and Gender
Fatemeh Ranjbaran, Maryam Babaee, Marzieh Parvaneh Akhteh Khaneh, et al.
International Journal of Technology in Education (2023) Vol. 6, Iss. 3, pp. 434-454
Open Access | Times Cited: 7
How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics’
Carlton J. Fong, Diane L. Schallert, Shengjie Lin, et al.
Studies In Educational Evaluation (2024) Vol. 81, pp. 101351-101351
Closed Access | Times Cited: 2
The intersection of gender and culture in argumentative writing
Ehud Tsemach, Anat Zohar
International Journal of Science Education (2021) Vol. 43, Iss. 6, pp. 969-990
Closed Access | Times Cited: 13
Dialog‐constraining institutional logics and their interactional manifestation in the science classroom
Eran Zafrani, Anat Yarden
Science Education (2021) Vol. 106, Iss. 1, pp. 142-171
Closed Access | Times Cited: 13
RETRACTED: Multimedia Presentations Through Digital Storytelling for Sustainable Development of EFL Learners’ Argumentative Writing Skills, Self-Directed Learning Skills and Learner Autonomy
Ashraf Atta M. S. Salem
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 9
Perceptions of Peer and Teacher Goals Predict Academic Achievement Goals among Adolescents
Alla Hemi, Nir Madjar, Yisrael Rich
The Journal of Experimental Education (2023) Vol. 92, Iss. 4, pp. 692-712
Closed Access | Times Cited: 5
Discourse moves and socio-emotional interactions in collaborative argumentation: Exploring how their co-occurrence impacts argumentation quality
Lei Gao, Xiaoran Li, Yaqian Zheng, et al.
Thinking Skills and Creativity (2024) Vol. 52, pp. 101525-101525
Closed Access | Times Cited: 1
The role of achievement goals in productive collaborative argumentation
Xiaoshan Li, Chong Peng
Journal of Research in Science Teaching (2024) Vol. 61, Iss. 10, pp. 2293-2335
Closed Access | Times Cited: 1
Improving argumentation quality on MOOC discussion forums: does learning to identify components of arguments help?
Kenzo Nera, Mariane Frenay, Magali Paquot
Research and Practice in Technology Enhanced Learning (2024) Vol. 20, pp. 017-017
Open Access | Times Cited: 1
Taking a stance on the role of nuclear energy to combat the climate crisis: how communication task and expert’s personal stance impact individuals' intellectual humility and strategies for dealing with a complex topic
Nina Vaupotič, Dorothe Kienhues, Regina Jucks
The Educational and Developmental Psychologist (2022) Vol. 39, Iss. 1, pp. 70-84
Open Access | Times Cited: 6
The Role of Communication Media in Argumentative Discourse
Xiaoshan Li, Chong Peng
Science & Education (2023)
Closed Access | Times Cited: 3
Modeling the Relations Among Argumentativeness, Epistemological Beliefs and Self-Regulation Skills
Mehmet Demirbağ
International Journal of Progressive Education (2021) Vol. 17, Iss. 4, pp. 327-340
Open Access | Times Cited: 4
Women, Language and Politics

Bloomsbury Academic eBooks (2016)
Open Access | Times Cited: 2
Employing the intellectual virtues to better understand argumentation interventions in education
Gabriel Fortes, Leandro De Brasi, Michael D. Baumtrog
Frontline Learning Research (2024) Vol. 12, Iss. 2, pp. 99-112
Open Access
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