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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:

Parental involvement on student academic achievement: A meta-analysis
M. Castro, Eva Expósito Casas, Esther López Martín, et al.
Educational Research Review (2015) Vol. 14, pp. 33-46
Closed Access | Times Cited: 704

Showing 1-25 of 704 citing articles:

Associations of Parenting Styles and Dimensions with Academic Achievement in Children and Adolescents: A Meta-analysis
Martin Pinquart
Educational Psychology Review (2015) Vol. 28, Iss. 3, pp. 475-493
Closed Access | Times Cited: 309
Facilitating student engagement through the flipped learning approach in K-12: A systematic review
Melissa Bond
Computers & Education (2020) Vol. 151, pp. 103819-103819
Open Access | Times Cited: 289
A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education
Xin Ma, Jianping Shen, Huilan Y. Krenn, et al.
Educational Psychology Review (2015) Vol. 28, Iss. 4, pp. 771-801
Closed Access | Times Cited: 275
Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework
Melissa Bond, Svenja Bedenlier
Journal of Interactive Media in Education (2019) Vol. 2019, Iss. 1
Open Access | Times Cited: 265
Effect of Parental Involvement on Children’s Academic Achievement in Chile
Laura Lara, Mahía Saracostti
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 204
What Makes a School a Learning Organisation?
Marco Kools, Louise Stoll
OECD education working papers (2016)
Open Access | Times Cited: 202
Parental Educational Expectations and Academic Achievement in Children and Adolescents—a Meta-analysis
Martin Pinquart, Markus Ebeling
Educational Psychology Review (2019) Vol. 32, Iss. 2, pp. 463-480
Closed Access | Times Cited: 167
Academic Benefits from Parental Involvement are Stratified by Parental Socioeconomic Status: A Meta-analysis
Cheng Yong Tan, Meiyan Lyu, Baiwen Peng
Parenting (2019) Vol. 20, Iss. 4, pp. 241-287
Closed Access | Times Cited: 162
Associations between Adolescents’ Interpersonal Relationships, School Well-being, and Academic Achievement during Educational Transitions
Noona Kiuru, Ming‐Te Wang, Katariina Salmela‐Aro, et al.
Journal of Youth and Adolescence (2019) Vol. 49, Iss. 5, pp. 1057-1072
Open Access | Times Cited: 162
The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis
Ronny Scherer, Fazilat Siddiq
Computers & Education (2019) Vol. 138, pp. 13-32
Open Access | Times Cited: 155
A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning: Moderators and Components of Efficacy
Susan M. Sheridan, Tyler E. Smith, Elizabeth Moorman Kim, et al.
Review of Educational Research (2019) Vol. 89, Iss. 2, pp. 296-332
Closed Access | Times Cited: 151
„Langsam vermisse ich die Schule ...“

Waxmann Verlag GmbH eBooks (2020)
Open Access | Times Cited: 115
Preschool Education in Turkey During the Covid-19 Pandemic: A Phenomenological Study
Bekir Yıldırım
Early Childhood Education Journal (2021) Vol. 49, Iss. 5, pp. 947-963
Open Access | Times Cited: 100
Reading intervention with a growth mindset approach improves children’s skills
Simon Calmar Andersen, Helena Skyt Nielsen
Proceedings of the National Academy of Sciences (2016) Vol. 113, Iss. 43, pp. 12111-12113
Open Access | Times Cited: 91
Measuring teacher job satisfaction: Assessing invariance in the Teacher Job Satisfaction Scale (TJSS) across six countries
Alessandro Pepe, Loredana Addimando, Guido Veronese
Europe’s Journal of Psychology (2017) Vol. 13, Iss. 3, pp. 396-416
Open Access | Times Cited: 91
Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19
Trung Tran, Anh-Duc Hoang, Yen-Chi Nguyen, et al.
Sustainability (2020) Vol. 12, Iss. 10, pp. 4195-4195
Open Access | Times Cited: 91
Family-school partnerships: a challenge for teacher education
T. Martijn Willemse, Ian Thompson, Ruben Vanderlinde, et al.
Journal of Education for Teaching International Research and Pedagogy (2018) Vol. 44, Iss. 3, pp. 252-257
Open Access | Times Cited: 89
Gender Differences in How Family Income and Parental Education Relate to Reading Achievement in China: The Mediating Role of Parental Expectation and Parental Involvement
Xiaolin Guo, Bo Lv, Huan Zhou, et al.
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 86
Meta-Analysis of Parental Involvement and Achievement in East Asian Countries
Sung Won Kim
Education and Urban Society (2019) Vol. 52, Iss. 2, pp. 312-337
Closed Access | Times Cited: 80
Family socio‐economic status and children’s academic achievement: The different roles of parental academic involvement and subjective social mobility
Feng Zhang, Ying Jiang, Hua Ming, et al.
British Journal of Educational Psychology (2020) Vol. 90, Iss. 3, pp. 561-579
Closed Access | Times Cited: 80
Learning at home during COVID-19 school closures – How do German students with and without special educational needs manage?
Lena Nusser
European Journal of Special Needs Education (2021) Vol. 36, Iss. 1, pp. 51-64
Closed Access | Times Cited: 57
Socioeconomic and gender inequalities in home learning during the COVID-19 pandemic: examining the roles of the home environment, parent supervision, and educational provisions
Matthew J. Easterbrook, Lewis Doyle, Vladislav H. Grozev, et al.
The Educational and Developmental Psychologist (2022) Vol. 40, Iss. 1, pp. 27-39
Open Access | Times Cited: 38
The Relation Between Need for Cognition and Academic Achievement: A Meta-Analysis
Qing Liu, John C. Nesbit
Review of Educational Research (2023) Vol. 94, Iss. 2, pp. 155-192
Open Access | Times Cited: 24
AI ChatGPT and student engagement: Unraveling dimensions through PRISMA analysis for enhanced learning experiences
Othman Abu Khurma, Fayrouz Albahti, Nagla Ali, et al.
Contemporary Educational Technology (2024) Vol. 16, Iss. 2, pp. ep503-ep503
Open Access | Times Cited: 9
Identifying and Navigating the Barriers of Parental Involvement in Early Childhood Education
Mark E. Wildmon, Kenneth Anthony, Zion J. Kamau
Current Issues in Education (2024) Vol. 25, Iss. 1
Open Access | Times Cited: 8
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