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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:

I can do this! The development and calibration of children’s expectations for success and competence beliefs
Katherine Muenks, Allan Wigfield, Jacquelynne S. Eccles
Developmental Review (2018) Vol. 48, pp. 24-39
Closed Access | Times Cited: 202

Showing 1-25 of 202 citing articles:

Perseverant grit and self-efficacy: Are both essential for children’s academic success?
Ellen L. Usher, Caihong R. Li, Amanda R. Butz, et al.
Journal of Educational Psychology (2018) Vol. 111, Iss. 5, pp. 877-902
Closed Access | Times Cited: 198
A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students
Jessica R. Toste, Lisa Didion, Peng Peng, et al.
Review of Educational Research (2020) Vol. 90, Iss. 3, pp. 420-456
Closed Access | Times Cited: 182
Academic motivation theories revisited: An interactive dialog between motivation scholars on recent contributions, underexplored issues, and future directions
Alison C. Koenka
Contemporary Educational Psychology (2020) Vol. 61, pp. 101831-101831
Closed Access | Times Cited: 157
Does digital literacy influence students’ online risk? Evidence from Covid-19
Sigit Purnama, Maulidya Ulfah, Imam Machali, et al.
Heliyon (2021) Vol. 7, Iss. 6, pp. e07406-e07406
Open Access | Times Cited: 130
Theories of Motivation in Education: an Integrative Framework
Detlef Urhahne, Lisette Wijnia
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 80
Gender Inclusion and Fit in STEM
Toni Schmader
Annual Review of Psychology (2022) Vol. 74, Iss. 1, pp. 219-243
Open Access | Times Cited: 76
Addressing 21st-century digital skills in schools – Development and validation of an instrument to measure teachers' basic ICT competence beliefs
Charlott Rubach, Rebecca Lazarides
Computers in Human Behavior (2020) Vol. 118, pp. 106636-106636
Closed Access | Times Cited: 136
Technology-related teaching skills and attitudes: Validation of a scenario-based self-assessment instrument for teachers
Michael Sailer, Matthias Stadler, Florian Schultz-Pernice, et al.
Computers in Human Behavior (2020) Vol. 115, pp. 106625-106625
Open Access | Times Cited: 118
Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research
Emily Q. Rosenzweig, Allan Wigfield, Jacquelynne S. Eccles
Educational Psychologist (2021) Vol. 57, Iss. 1, pp. 11-30
Closed Access | Times Cited: 96
Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy.
David W. Putwain, Peter Wood, Reinhard Pekrun
Journal of Educational Psychology (2020) Vol. 114, Iss. 1, pp. 108-126
Open Access | Times Cited: 94
The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes
David W. Putwain, Eva Schmitz, Peter Wood, et al.
British Journal of Educational Psychology (2020) Vol. 91, Iss. 1, pp. 347-367
Open Access | Times Cited: 86
The impact of mathematics anxiety on self-regulated learning and mathematical literacy
Florence Gabriel, Sarah Buckley, Abhinava Barthakur
Australian Journal of Education (2020) Vol. 64, Iss. 3, pp. 227-242
Closed Access | Times Cited: 74
Development and socialization of self-regulation from infancy to adolescence: A meta-review differentiating between self-regulatory abilities, goals, and motivation
Christiane Wesarg-Menzel, Rutmer Ebbes, Maud Hensums, et al.
Developmental Review (2023) Vol. 69, pp. 101090-101090
Open Access | Times Cited: 27
Adolescents’ Beliefs about Math Ability and Their Relations to STEM Career Attainment: Joint Consideration of Race/ethnicity and Gender
Eunjin Seo, Yishan Shen, Edna C. Alfaro
Journal of Youth and Adolescence (2018) Vol. 48, Iss. 2, pp. 306-325
Closed Access | Times Cited: 68
Cross‐Domain Trajectories of Students’ Ability Self‐Concepts and Intrinsic Values in Math and Language Arts
Hanna Gaspard, Fani Lauermann, Norman Rose, et al.
Child Development (2019) Vol. 91, Iss. 5, pp. 1800-1818
Open Access | Times Cited: 62
Motivating Political Participation Among Youth: An Analysis of Factors Related to Adolescents’ Political Engagement
Brett L. M. Levy, Thomas Akiva
Political Psychology (2019) Vol. 40, Iss. 5, pp. 1039-1055
Open Access | Times Cited: 59
Achievement Motivation: What We Know and Where We Are Going
Allan Wigfield, Katherine Muenks, Jacquelynne S. Eccles
Annual Review of Developmental Psychology (2021) Vol. 3, Iss. 1, pp. 87-111
Closed Access | Times Cited: 49
Exploring the Differences in Taiwanese University Students’ Online Learning Task Value, Goal Orientation, and Self-Efficacy Before and After the COVID-19 Outbreak
Tzung‐Jin Lin
The Asia-Pacific Education Researcher (2021) Vol. 30, Iss. 3, pp. 191-203
Closed Access | Times Cited: 46
Using Android-Based E-Module to Improve Students’ Digital Literacy on Chemical Bonding
Citra Ayu Dewi, Nurdianti Awaliyah, Nurin Fitriana, et al.
International Journal of Interactive Mobile Technologies (iJIM) (2022) Vol. 16, Iss. 22, pp. 191-208
Open Access | Times Cited: 33
The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school
Kelly Lynn Mulvey, Channing J. Mathews, Jerica Knox, et al.
Journal of Research in Science Teaching (2022) Vol. 59, Iss. 8, pp. 1447-1464
Open Access | Times Cited: 28
How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model
Shaomei Li, Yu Tang, Yuxin Zheng
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 20
Four Guideposts toward an Integrated Model of Academic Motivation: Motivational Resilience, Academic Identity, Complex Social Ecologies, and Development
Ellen A. Skinner
Educational Psychology Review (2023) Vol. 35, Iss. 3
Closed Access | Times Cited: 17
The role of 21-century digital competence in shaping pre-service language teachers’ 21-century digital skills: the Partial Least Square Modeling Approach (PLS-SEM)
Amir Reza Rahimi, Zahra Mosalli
Journal of Computers in Education (2024)
Closed Access | Times Cited: 6
Persisting in tough times across Hong Kong, mainland China, and the Philippines: grit, achievement goal orientation, and science engagement
Jesus Alfonso D. Datu, Ming Ming Chiu, Niño José Mateo, et al.
International Journal of STEM Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 6
A Case for Domain-Specific Curiosity in Mathematics
Emily Grossnickle Peterson, Jana Cohen
Educational Psychology Review (2019) Vol. 31, Iss. 4, pp. 807-832
Closed Access | Times Cited: 45
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