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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:

What aspects of online peer feedback robustly predict growth in students’ task performance?
Zheng Zong, Christian D. Schunn, Yanqing Wang
Computers in Human Behavior (2021) Vol. 124, pp. 106924-106924
Closed Access | Times Cited: 37

Showing 1-25 of 37 citing articles:

Impact of AI assistance on student agency
Ali Darvishi, Hassan Khosravi, Shazia Sadiq, et al.
Computers & Education (2023) Vol. 210, pp. 104967-104967
Open Access | Times Cited: 104
Incorporating AI and learning analytics to build trustworthy peer assessment systems
Ali Darvishi, Hassan Khosravi, Shazia Sadiq, et al.
British Journal of Educational Technology (2022) Vol. 53, Iss. 4, pp. 844-875
Open Access | Times Cited: 54
Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?
Jesmine S. H. Tan, Wenli Chen
Computers & Education (2022) Vol. 187, pp. 104467-104467
Closed Access | Times Cited: 46
EFL student engagement with giving peer feedback in academic writing: A longitudinal study
Fuhui Zhang, Christian D. Schunn, Sisi Chen, et al.
Journal of English for Academic Purposes (2023) Vol. 64, pp. 101255-101255
Closed Access | Times Cited: 29
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability
Kai Guo, Mengru Pan, Yuanke Li, et al.
The Internet and Higher Education (2024) Vol. 63, pp. 100962-100962
Closed Access | Times Cited: 13
What does it mean to be good at peer reviewing? A multidimensional scaling and cluster analysis study of behavioral indicators of peer feedback literacy
Yi Zhang, Christian D. Schunn, Yong Wu
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 9
A systematic review of the key components of online peer feedback practices in higher education
Xingshi Gao, Omid Noroozi, J.T.M. Gulikers, et al.
Educational Research Review (2023) Vol. 42, pp. 100588-100588
Open Access | Times Cited: 22
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: 26
Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study
Ecenaz Alemdağ, Zahide Yıldırım
Computers & Education (2022) Vol. 188, pp. 104574-104574
Closed Access | Times Cited: 26
Understanding the what and when of peer feedback benefits for performance and transfer
Qiuchen Yu, Christian D. Schunn
Computers in Human Behavior (2023) Vol. 147, pp. 107857-107857
Closed Access | Times Cited: 13
Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior
Henrik Bellhäuser, Patrick Liborius, Bernhard Schmitz
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 21
How to Embed SRL in Online Learning Settings? Design Through Learning Analytics and Personalized Learning Design in Moodle
Laia Lluch Molins, Elena Cano
Journal of New Approaches in Educational Research (2023) Vol. 12, Iss. 1, pp. 120-138
Open Access | Times Cited: 12
Can human-machine feedback in a smart learning environment enhance learners’ learning performance? A meta-analysis
Mengyi Liao, K. S. Zhu, Guangshuai Wang
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 4
Statistical Analysis of Peer Grading: A Latent Variable Approach
Giuseppe Mignemi, Yunxiao Chen, Irini Moustaki
(2025), pp. 263-268
Closed Access
The good, bad, and ugly of comment prompts: Effects on length and helpfulness of peer feedback
Huifeng Mu, Christian D. Schunn
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access
What kind of matching groups makes students benefit more? The role of reviewer expertise and document quality within-groups
Zheng Zong, Christian D. Schunn
Acta Psychologica (2025) Vol. 254, pp. 104825-104825
Closed Access
Computer Self-Efficacy and Reactions to Feedback: Reopening the Debate in an Interpretive Experiment with Overconfident Students
Carlo Gabriel Porto Bellini, Malu Lacet Serpa, Rita de Cássia de Faria Pereira
Behavioral Sciences (2025) Vol. 15, Iss. 4, pp. 511-511
Open Access
The mechanism and effect of class-wide peer feedback on conceptual knowledge improvement: Does different feedback type matter?
Jesmine S. H. Tan, Wenli Chen, Junzhu Su, et al.
International Journal of Computer-Supported Collaborative Learning (2023) Vol. 18, Iss. 3, pp. 393-424
Closed Access | Times Cited: 8
Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring
Emmeline Byl, Keith J. Topping
Studies In Educational Evaluation (2023) Vol. 79, pp. 101304-101304
Open Access | Times Cited: 7
How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study
Wenli Chen, Qianru Lyu, Junzhu Su
Instructional Science (2024)
Closed Access | Times Cited: 2
Self-regulation of peer feedback quality aspects through different dimensions of experience within prior peer feedback assignments
Yi Zhang, Christian D. Schunn
Contemporary Educational Psychology (2023) Vol. 74, pp. 102210-102210
Closed Access | Times Cited: 6
What predicts variation in reliability and validity of online peer assessment? A large‐scale cross‐context study
Yao Xiong, Christian D. Schunn, Yong Wu
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 6, pp. 2004-2024
Closed Access | Times Cited: 6
The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance
Galina Shulgina, Mik Fanguy, Han Zhang, et al.
Computers & Education (2024) Vol. 219, pp. 105104-105104
Open Access | Times Cited: 2
What makes students contribute more peer feedback? The role of within-course experience with peer feedback
Zheng Zong, Christian D. Schunn, Yanqing Wang
Assessment & Evaluation in Higher Education (2021) Vol. 47, Iss. 6, pp. 972-983
Closed Access | Times Cited: 13
Does matching peers at finer-grained levels of prior performance enhance gains in task performance from peer review?
Zheng Zong, Christian D. Schunn
International Journal of Computer-Supported Collaborative Learning (2023) Vol. 18, Iss. 3, pp. 425-456
Closed Access | Times Cited: 4
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