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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 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: 65

Showing 1-25 of 65 citing articles:

Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions
Khe Foon Hew, Weijiao Huang, Jiahui Du, et al.
Journal of Computing in Higher Education (2022) Vol. 35, Iss. 1, pp. 40-68
Open Access | Times Cited: 114
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: 84
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
What can online traces tell us about students’ self-regulated learning? A systematic review of online trace data analysis
Jiahui Du, Khe Foon Hew, Lejia Liu
Computers & Education (2023) Vol. 201, pp. 104828-104828
Closed Access | Times Cited: 29
Impact of information literacy, self-directed learning skills, and academic emotions on high school students’ online learning engagement: A structural equation modeling analysis
Huan Li, Sha Zhu, Di Wu, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 10, pp. 13485-13504
Open Access | Times Cited: 24
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning
Mohammadreza Farrokhnia, Abbas Taghizade, Roshan Ahmadi, et al.
The Internet and Higher Education (2025), pp. 100992-100992
Open Access | Times Cited: 1
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
The effect of preservice teachers’ ICT integration self-efficacy beliefs on their ICT competencies: The mediating role of online self-regulated learning strategies
Zhuo Zhang, Yukiko Maeda, Timothy J. Newby, et al.
Computers & Education (2022) Vol. 193, pp. 104673-104673
Closed Access | Times Cited: 31
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
CHAT-ACTS: A pedagogical framework for personalized chatbot to enhance active learning and self-regulated learning
Michael Pin-Chuan Lin, Daniel Chang
Computers and Education Artificial Intelligence (2023) Vol. 5, pp. 100167-100167
Open Access | Times Cited: 20
The impact of information-seeking self-efficacy and online learning self-efficacy on students' performance proficiency
Yingqi Tang, Hungwei Tseng, Xinyi Tang
The Journal of Academic Librarianship (2022) Vol. 48, Iss. 5, pp. 102584-102584
Closed Access | Times Cited: 26
Online self‐regulated learning and academic procrastination: A moderated mediation model
Minjie Ma, Miao Li, Qianqian Wang, et al.
Psychology in the Schools (2022) Vol. 59, Iss. 9, pp. 1856-1872
Closed Access | Times Cited: 25
Adaptive support for self‐regulated learning in digital learning environments
Mohammad Khalil, Jacqueline Wong, Barbara Wasson, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1281-1289
Closed Access | Times Cited: 5
Learning processes as mediators of the impact of workplace coaching interventions on goal attainment
Conny H. Antoni, Alexandra Tatar
Journal of Occupational and Organizational Psychology (2025) Vol. 98, Iss. 1
Open Access
How goal clarity affects college students' perceived effectiveness of online self-directed learning: Evidence from China
Weiqin Li, Kailei Wei, Tao Xu, et al.
Education and Information Technologies (2025)
Open Access
Self-Regulated Learning is not for Everyone: Towards an Explanation for the Heterogeneous Effects of Interventions
M. S. Khamidulina, Natalia Maloshonok
Vysshee Obrazovanie v Rossii = Higher Education in Russia (2025) Vol. 34, Iss. 1, pp. 106-127
Open Access
Interventions for Fostering Self-Regulated Learning as Tools for University Management in the Digital Environment
M. S. Khamidulina
University Management Practice and Analysis (2025) Vol. 28, Iss. 4, pp. 95-104
Open Access
Bridging classroom and real-life learning mediated by a mobile app with a self-regulation scheme: Impacts on Chinese EFL primary students’ self-regulated vocabulary learning outcomes, enjoyment, and learning behaviours
Yin Yang, Yanjie Song, Jiahao Yan, et al.
System (2025) Vol. 131, pp. 103671-103671
Open Access
Self-Regulated Learning Strategies in Continuing Education: A Systematic Review and Meta-Analysis
Yvonne M. Hemmler, Dirk Ifenthaler
Educational Research Review (2024) Vol. 45, pp. 100629-100629
Open Access | Times Cited: 4
Unifying EFL learners’ online self-regulation and online motivational self-system in MOOCs: A structural equation modeling approach
Amir Reza Rahimi, Zahra Cheraghi
Journal of Computers in Education (2022) Vol. 11, Iss. 1, pp. 1-27
Closed Access | Times Cited: 16
Examining impacts of information system success and perceived stress on students’ self-regulated learning mediated by intrinsic motivation in online learning environments: second-order structural equation modelling analyses
Vu Thanh Tam Nguyen, Hsiu‐Ling Chen
Education and Information Technologies (2023) Vol. 28, Iss. 10, pp. 12945-12968
Open Access | Times Cited: 10
Student Engagement in the HyFlex and Online Classrooms: Lessons from the COVID-19 Pandemic
Karoly Bozan, James Gaskin, Claire Stoner
Technology Knowledge and Learning (2023) Vol. 29, Iss. 1, pp. 509-536
Closed Access | Times Cited: 10
Tech-Driven Transformation: Innovative Pricing Strategies for E-Learning
Reina Setiawan, Agus Putranto, Wihendro, et al.
IEEE Access (2024) Vol. 12, pp. 59063-59078
Open Access | Times Cited: 3
Promote collaborations in online problem-based learning in a user experience design course: Educational design research
Meina Zhu, Ke Zhang
Education and Information Technologies (2022) Vol. 28, Iss. 6, pp. 7631-7649
Open Access | Times Cited: 13
Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research
Khe Foon Hew, Weijiao Huang
Future in Educational Research (2023) Vol. 1, Iss. 1, pp. 27-49
Open Access | Times Cited: 7
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