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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:

Perceiving effort as poor learning: The misinterpreted-effort hypothesis of how experienced effort and perceived learning relate to study strategy choice
Afton Kirk-Johnson, Brian M. Galla, Scott H. Fraundorf
Cognitive Psychology (2019) Vol. 115, pp. 101237-101237
Closed Access | Times Cited: 106

Showing 1-25 of 106 citing articles:

The science of effective learning with spacing and retrieval practice
Shana K. Carpenter, Steven C. Pan, Andrew C. Butler
Nature Reviews Psychology (2022) Vol. 1, Iss. 9, pp. 496-511
Closed Access | Times Cited: 71
On students’ (mis)judgments of learning and teaching effectiveness.
Shana K. Carpenter, Amber E. Witherby, Sarah K. Tauber
Journal of Applied Research in Memory and Cognition (2020) Vol. 9, Iss. 2, pp. 137-151
Closed Access | Times Cited: 125
Training Learning Strategies to Promote Self-Regulation and Transfer: The Knowledge, Belief, Commitment, and Planning Framework
Mark A. McDaniel, Gilles O. Einstein
Perspectives on Psychological Science (2020) Vol. 15, Iss. 6, pp. 1363-1381
Closed Access | Times Cited: 85
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning
Michelle L. Rivers
Educational Psychology Review (2020) Vol. 33, Iss. 3, pp. 823-862
Closed Access | Times Cited: 73
Self-directed Learning Predicts Online Learning Engagement in Higher Education Mediated by Perceived Value of Knowing Learning Goals
Wei Sun, Jon‐Chao Hong, Yan Dong, et al.
The Asia-Pacific Education Researcher (2022) Vol. 32, Iss. 3, pp. 307-316
Open Access | Times Cited: 52
Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework
Anique B. H. de Bruin, Felicitas Biwer, Luotong Hui, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 25
Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences
Shana K. Carpenter, Tino Endres, Luotong Hui
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1029-1054
Closed Access | Times Cited: 53
A Pandemic of Busywork: Increased Online Coursework Following the Transition to Remote Instruction is Associated with Reduced Academic Achievement
Benjamin Motz, Joshua Quick, Julie Wernert, et al.
Online Learning (2021) Vol. 25, Iss. 1
Open Access | Times Cited: 48
Study smart – impact of a learning strategy training on students’ study behavior and academic performance
Felicitas Biwer, Anique B. H. de Bruin, Adam M. Persky
Advances in Health Sciences Education (2022) Vol. 28, Iss. 1, pp. 147-167
Open Access | Times Cited: 31
Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning
Yves Karlen, Silke Hertel
Unterrichtswissenschaft (2024) Vol. 52, Iss. 1, pp. 1-13
Open Access | Times Cited: 6
Whom to believe? Fostering source evaluation skills with interleaved presentation of untrustworthy and trustworthy social media sources
Roman Abel, Julian Roelle, Marc Stadtler
Discourse Processes (2024) Vol. 61, Iss. 4-5, pp. 233-254
Open Access | Times Cited: 6
Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?
Katharina Scheiter, Rakefet Ackerman, Vincent Hoogerheide
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1003-1027
Open Access | Times Cited: 49
Prequestioning and Pretesting Effects: a Review of Empirical Research, Theoretical Perspectives, and Implications for Educational Practice
Steven C. Pan, Shana K. Carpenter
Educational Psychology Review (2023) Vol. 35, Iss. 4
Open Access | Times Cited: 15
Comparing Mental Effort, Difficulty, and Confidence Appraisals in Problem-Solving: A Metacognitive Perspective
Emely Hoch, Yael Sidi, Rakefet Ackerman, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 14
How undergraduate engineering students regulate their learning: a qualitative comparison between different strategy users
Felicitas Biwer, Gabriel Taban, Anique B. H. de Bruin
European Journal of Engineering Education (2025), pp. 1-20
Open Access
Transforming Formal Knowledge to Language and Graphs to Promote Mathematics Learning: A Repeated-Measures Mixed Design Quasi-Experiment
Inka Hähnlein, Clara Luleich, Philipp Reiter, et al.
Computers in Human Behavior Reports (2025), pp. 100640-100640
Open Access
Mandatory retrieval test to incentivize retrieval practice of physics principles
Vegard Gjerde, M. Marisaldi, K. Oksavik, et al.
Physical Review Physics Education Research (2025) Vol. 21, Iss. 1
Open Access
Institutionalized Misinformation in US Education: Combatting the Overselling of Learning Styles and Underselling of Spaced Effort
Anne M. Cleary, Daniel H. Robinson
Journal of Social Issues (2025) Vol. 81, Iss. 1
Closed Access
Self-reported use of retrieval practice varies across age and domain
Jonathan G. Tullis, Geoffrey B. Maddox
Metacognition and Learning (2020) Vol. 15, Iss. 2, pp. 129-154
Closed Access | Times Cited: 37
Growing Out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice
Erdem Onan, Wisnu Wiradhany, Felicitas Biwer, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2451-2484
Open Access | Times Cited: 21
Student and faculty perceptions of summative assessment methods in a Block and Blend mode of delivery
Paulo Ricardo Vieira Braga, Carmen Mario Ortiz Granero, Ellen Buck
Journal of University Teaching and Learning Practice (2024) Vol. 21, Iss. 2
Open Access | Times Cited: 4
Undergraduates’ reactions to errors mediates the association between growth mindset and study strategies
Anastasia Chouvalova, Anisha S. Navlekar, Devin J. Mills, et al.
International Journal of STEM Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 4
Teacher- and student-related factors supporting primary school students' self-regulated learning
Jovita Matulaitienė, Lina Kaminskienė, Ona Monkevičienė, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Training College Students to Use Learning Strategies: A Framework and Pilot Course
Mark A. McDaniel, Gilles O. Einstein, Emily Een
Psychology Learning & Teaching (2021) Vol. 20, Iss. 3, pp. 364-382
Closed Access | Times Cited: 25
When judging what you know changes what you really know: Soliciting metamemory judgments reactively enhances children’s learning
Wanlin Zhao, Baike Li, David R. Shanks, et al.
Child Development (2021) Vol. 93, Iss. 2, pp. 405-417
Open Access | Times Cited: 24
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