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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:

Students matter the most in learning analytics: The effects of internal and instructional conditions in predicting academic success
Jelena Jovanović, Mohammed Saqr, Srécko Joksimovíc, et al.
Computers & Education (2021) Vol. 172, pp. 104251-104251
Open Access | Times Cited: 84

Showing 1-25 of 84 citing articles:

The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state: A full program study
Mohammed Saqr, Sonsoles López‐Pernas, Satu Helske, et al.
Computers & Education (2023) Vol. 199, pp. 104787-104787
Open Access | Times Cited: 49
Profiling students’ learning engagement in MOOC discussions to identify learning achievement: An automated configurational approach
Zhi Liu, Qianhui Tang, Fan Ouyang, et al.
Computers & Education (2024) Vol. 219, pp. 105109-105109
Closed Access | Times Cited: 27
Towards strengthening links between learning analytics and assessment: Challenges and potentials of a promising new bond
Dragan Gašević, Samuel Greiff, David Williamson Shaffer
Computers in Human Behavior (2022) Vol. 134, pp. 107304-107304
Closed Access | Times Cited: 64
The longitudinal trajectories of online engagement over a full program
Mohammed Saqr, Sonsoles López‐Pernas
Computers & Education (2021) Vol. 175, pp. 104325-104325
Open Access | Times Cited: 62
Supporting self-regulated learning with learning analytics interventions – a systematic literature review
Sami Heikkinen, Mohammed Saqr, Jonna Malmberg, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 3, pp. 3059-3088
Open Access | Times Cited: 55
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories
Mohammed Saqr, Sonsoles López‐Pernas, Jelena Jovanović, et al.
The Internet and Higher Education (2022) Vol. 57, pp. 100902-100902
Open Access | Times Cited: 40
The Art of Assuring Quality Education
Osama Ismail, Rashid Alriyami, Mohamed Alhosani
Advances in educational marketing, administration, and leadership book series (2023), pp. 182-201
Closed Access | Times Cited: 21
Explainable Learning Analytics: Assessing the stability of student success prediction models by means of explainable AI
Elena Tiukhova, Pavani Vemuri, Nidia López Flores, et al.
Decision Support Systems (2024) Vol. 182, pp. 114229-114229
Closed Access | Times Cited: 6
Which log variables significantly predict academic achievement? A systematic review and meta‐analysis
Qin Wang, Amin Mousavi
British Journal of Educational Technology (2022) Vol. 54, Iss. 1, pp. 142-191
Closed Access | Times Cited: 23
Modelling within‐person idiographic variance could help explain and individualize learning
Mohammed Saqr
British Journal of Educational Technology (2023) Vol. 54, Iss. 5, pp. 1077-1094
Open Access | Times Cited: 15
The Evolving Classroom: How Learning Analytics Is Shaping the Future of Education and Feedback Mechanisms
Hanan Sharif, Amara Atif
Education Sciences (2024) Vol. 14, Iss. 2, pp. 176-176
Open Access | Times Cited: 5
Investigating Self-Regulated Learning Measurement Based on Trace Data: A Systematic Literature Review
Amine Boulahmel, Fahima Djelil, Grégory Smits
Technology Knowledge and Learning (2025)
Closed Access
Evaluation of early student performance prediction given concept drift
B. Sonnleitner, Tom Madou, Matthias Deceuninck, et al.
Computers and Education Artificial Intelligence (2025), pp. 100369-100369
Open Access
Investigating Validity and Generalisability in Trace-Based Measurement of Self-Regulated Learning: A Multidisciplinary Study
Song Yige, Eduardo Oliveira, Paula De Barba, et al.
(2025), pp. 339-350
Closed Access
A longitudinal study of interplay between student engagement and self-regulation
Sami Heikkinen, Mohammed Saqr, Jonna Malmberg, et al.
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access
Examining motivational factors influencing self-explanation quality and mathematics achievement in online learning for junior high students
Ryosuke Nakamoto, Brendan Flanagan, Yiling Dai, et al.
Interactive Learning Environments (2025), pp. 1-20
Closed Access
Research on Methods of Online Education Learning Early Warning in the Era of Digital Intelligence
Chunqiao Mi, Y. Mi, Qingyou Deng, et al.
Communications in computer and information science (2025), pp. 233-249
Closed Access
Revealing the regulation of learning strategies of MOOC retakers: A learning analytic study
Yizhou Fan, Jelena Jovanović, Saint John, et al.
Computers & Education (2021) Vol. 178, pp. 104404-104404
Closed Access | Times Cited: 28
Is there order in the mess? A single paper meta-analysis approach to identification of predictors of success in learning analytics
Mohammed Saqr, Jelena Jovanović, Olga Viberg, et al.
Studies in Higher Education (2022) Vol. 47, Iss. 12, pp. 2370-2391
Open Access | Times Cited: 21
Interpretable early warning recommendations in interactive learning environments: a deep-neural network approach based on learning behavior knowledge graph
Xiaona Xia, Wanxue Qi
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 11
Group-level analysis of engagement poorly reflects individual students’ processes: Why we need idiographic learning analytics
Mohammed Saqr
Computers in Human Behavior (2023) Vol. 150, pp. 107991-107991
Open Access | Times Cited: 11
Contexts Matter but How? Course-Level Correlates of Performance and Fairness Shift in Predictive Model Transfer
Zhen Xu, Joseph W. Olson, Nicole Pochinki, et al.
(2024), pp. 713-724
Closed Access | Times Cited: 4
Idiographic artificial intelligence to explain students' self-regulation: Toward precision education
Mohammed Saqr, Rongxin Cheng, Sonsoles López‐Pernas, et al.
Learning and Individual Differences (2024) Vol. 114, pp. 102499-102499
Open Access | Times Cited: 4
Temporal tracking and early warning of multi semantic features of learning behavior
Xiaona Xia, Wanxue Qi
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100045-100045
Open Access | Times Cited: 18
Retention Factors in STEM Education Identified Using Learning Analytics: A Systematic Review
Chunping Li, Nicole Herbert, Soonja Yeom, et al.
Education Sciences (2022) Vol. 12, Iss. 11, pp. 781-781
Open Access | Times Cited: 17
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