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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:

The impact of a computer-based graphic organizer with embedded self-regulated learning strategies on the argumentative writing of students in inclusive cross-curricula settings
Andrea Boykin, Anya S. Evmenova, Kelley Regan, et al.
Computers & Education (2019) Vol. 137, pp. 78-90
Closed Access | Times Cited: 50

Showing 1-25 of 50 citing articles:

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
Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study
Masoud Rahimi, Jalil Fathi
Computer Assisted Language Learning (2021) Vol. 35, Iss. 9, pp. 2627-2674
Closed Access | Times Cited: 101
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: 39
Strategies for enhancing self-regulation in e-learning: a review of selected journal publications from 2010 to 2020
Chiu‐Lin Lai, Gwo‐Jen Hwang
Interactive Learning Environments (2021) Vol. 31, Iss. 6, pp. 3757-3779
Closed Access | Times Cited: 41
The Impact of Technology on Students’ Writing Performances in Elementary Classrooms: A Meta-Analysis
Xue Wen, Shauna M. Walters
Computers and Education Open (2022) Vol. 3, pp. 100082-100082
Closed Access | Times Cited: 35
Improving Writing Feedback for Struggling Writers: Generative AI to the Rescue?
Anya S. Evmenova, Kelley Regan, Reagan Mergen, et al.
TechTrends (2024) Vol. 68, Iss. 4, pp. 790-802
Open Access | Times Cited: 4
The impact of automated writing evaluation on English as a foreign language learners' writing self‐efficacy, self‐regulation, anxiety, and performance
Elif Sarı, Turgay Han
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 5, pp. 2065-2080
Closed Access | Times Cited: 4
Moderated Mediating Effect of Writing Self-Regulation Strategies on Writing Scores
Wei Qi Ding, H. R. Lan, Yao Chu, et al.
Written Communication (2025)
Closed Access
The Effect of Mind Map as a Prewriting Activity in Third Grade Elementary Students' Descriptive Narrative Creative Writing With a Writing E‐Portfolio
Melissa Mustika, Charles Y. C. Yeh, Hercy N.H. Cheng, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 2
Closed Access
Effect of digital writing instruction with tablets on primary school students’ writing performance and writing knowledge
Ahmet Yamaç, Ergün Öztürk, Neşet Mutlu
Computers & Education (2020) Vol. 157, pp. 103981-103981
Closed Access | Times Cited: 38
Implementation of a Technology-Based Writing Intervention to Support Writing Quality
Kelley Regan, Anya S. Evmenova, Amy Hutchison, et al.
Literacy Research and Instruction (2024), pp. 1-26
Closed Access | Times Cited: 3
Detected Difficulties in Argumentative Writing: The Case of Culturally and Linguistically Saudi Backgrounded Students
Burhan Özfidan, Connie Mitchell
Journal of Ethnic and Cultural Studies (2020), pp. 15-29
Open Access | Times Cited: 26
Measuring the Effect of Learning Style Preference on Learners’ Argumentative Essay Writing Across Different Writing Strategies
Sabarun, Utami Widiati, Nunung Suryati, et al.
Journal of Higher Education Theory and Practice (2023) Vol. 23, Iss. 5
Open Access | Times Cited: 7
Crafting Compelling Argumentative Writing for Undergraduates: Exploring the Nexus of Digital Annotations, Conversational Agents, and Collaborative Concept Maps
Randi Proska Sandra, Wu‐Yuin Hwang, Afifah Zafirah, et al.
Journal of Educational Computing Research (2024) Vol. 62, Iss. 5, pp. 1327-1357
Closed Access | Times Cited: 2
Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners
Jing Sun, Saeid Motevalli, Nee Nee Chan
Qualitative Research in Education (2024), pp. 1-16
Open Access | Times Cited: 2
Language education for social justice: Reproductions or disruptions through technology
Adnan Yılmaz, Sibel Söğüt
Computers & Education (2022) Vol. 187, pp. 104535-104535
Closed Access | Times Cited: 9
A teacher technology tango shows strong results on 5th graders persuasive writing
Kausalai Wijekumar, Karen R. Harris, Steve Graham, et al.
Educational Technology Research and Development (2022) Vol. 70, Iss. 4, pp. 1415-1439
Closed Access | Times Cited: 9
The Feasibility of Using Virtual Professional Development to Support Teachers in Making Data‐Based Decisions to Improve Students’ Writing
Kelley Regan, Anya S. Evmenova, Reagan Mergen, et al.
Learning Disabilities Research and Practice (2023) Vol. 38, Iss. 1, pp. 40-56
Closed Access | Times Cited: 5
Fostering critical thinking using Graphic Organizers in English language reading class
Guo Min, Intan Safinas Mohd Ariff Albakri, Noriah Ismail, et al.
Deleted Journal (2023) Vol. 10, Iss. 3, pp. 1309-1325
Open Access | Times Cited: 5
AT for Writing: Technology-Based Graphic Organizers With Embedded Supports
Anya S. Evmenova, Kelley Regan, Amy Hutchison
Teaching Exceptional Children (2020) Vol. 52, Iss. 4, pp. 266-269
Closed Access | Times Cited: 14
The Correlation Between Different Interventions in Writing Strategy and Self-Confidence in Constructing Argumentative Essays at Higher Education Level

Asian Journal of University Education (2024) Vol. 20, Iss. 1, pp. 221-234
Open Access | Times Cited: 1
Demographic and Educational Correlation of High School Students’ Computational Thinking Skills: Evidence from Four Chinese Schools
Yumeng Zhu, Dan Sun, Azzeddine Boudouaia, et al.
The Asia-Pacific Education Researcher (2024)
Closed Access | Times Cited: 1
The Effect of the Write, Talk, and Rewrite Dialogic Writing Treatment on Argumentative Texts: a Replication Study in Türkiye
Ömer Faruk TAVŞANLI, Steve Graham, Yucheng Cao
Educational Psychology Review (2024) Vol. 36, Iss. 4
Closed Access | Times Cited: 1
Are metacognition interventions in young children effective? Evidence from a series of meta-analyses
Janina Eberhart, Franziska Schäfer, Donna Bryce
Metacognition and Learning (2024) Vol. 20, Iss. 1
Open Access | Times Cited: 1
Students’ internal driving force or environment external driving force? Configuring digital learning power heterogeneity in a smart education environment
Desheng Yan, Guangming Li
Interactive Learning Environments (2023), pp. 1-25
Open Access | Times Cited: 4
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