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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:

Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness
Tonny Menglun Kuo, Chin‐Chung Tsai, Jyun‐Cheng Wang
The Internet and Higher Education (2021) Vol. 51, pp. 100819-100819
Closed Access | Times Cited: 123

Showing 1-25 of 123 citing articles:

Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis
Rong Wu, Zhonggen Yu
British Journal of Educational Technology (2023) Vol. 55, Iss. 1, pp. 10-33
Closed Access | Times Cited: 155
Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy
Ali Derakhshan, Jalil Fathi
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 4, pp. 759-769
Open Access | Times Cited: 119
The association between peer relationship and learning engagement among adolescents: The chain mediating roles of self-efficacy and academic resilience
Yanhong Shao, Shumin Kang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 54
Indicators for enhancing learners’ engagement in massive open online courses: A systematic review
Abiodun Ogunyemi, James Sunney Quaicoe, Merja Bauters
Computers and Education Open (2022) Vol. 3, pp. 100088-100088
Open Access | Times Cited: 37
Exploring the relationship between burnout, learning engagement and academic self-efficacy among EFL learners: A structural equation modeling analysis
Yilin Cong, Lei Yang, Anna Lia Proietti Ergün
Acta Psychologica (2024) Vol. 248, pp. 104394-104394
Open Access | Times Cited: 12
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs
Xiaomei Wei, Nadira Saab, Wilfried Admiraal
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 9
Sense of belonging, academic self‐efficacy and hardiness: Their impacts on student engagement in distance learning courses
Suping Yi, Yanyan Zhang, Yefeng Lu, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1703-1727
Closed Access | Times Cited: 7
Understanding the role of learner engagement in determining MOOCs satisfaction: a self-determination theory perspective
Yafei Liu, Mingli Zhang, Dan Qi, et al.
Interactive Learning Environments (2022) Vol. 31, Iss. 9, pp. 6084-6098
Closed Access | Times Cited: 36
Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement
Ing‐Long Wu, Pi-Jung Hsieh, Shwu-Ming Wu
The Internet and Higher Education (2022) Vol. 55, pp. 100871-100871
Closed Access | Times Cited: 34
Individual differences matter in the effect of teaching presence on perceived learning: From the social cognitive perspective of self-regulated learning
Yamei Zhang, Yuan Tian, Liangshuang Yao, et al.
Computers & Education (2022) Vol. 179, pp. 104427-104427
Closed Access | Times Cited: 32
Examination of relationships among technology acceptance, student engagement, and perceived learning on tourism-related MOOCs
Devkant Kala, Dhani Shanker Chaubey
Journal of Teaching in Travel & Tourism (2022) Vol. 23, Iss. 1, pp. 39-56
Closed Access | Times Cited: 27
Effect of student responsiveness to instructional innovation on student engagement in semi-synchronous online learning environments: The mediating role of personal technological innovativeness and perceived usefulness
Aneeshta Gunness, Margaret Jekanyika Matanda, Rajesh Rajaguru
Computers & Education (2023) Vol. 205, pp. 104884-104884
Closed Access | Times Cited: 17
Why people do not use MOOCs: an innovation resistance perspective
Gábor Pörzse, Zsófia Kenesei
Information and Learning Sciences (2025)
Closed Access
Social Integration and Digital Learning in Higher Education: A Qualitative Study
Zhan Hui, Wang Qiu-mei, Songcun Zhang, et al.
Journal of Educational and Social Research (2025) Vol. 15, Iss. 1, pp. 253-253
Closed Access
Integrating Motivation Theory into the AIED Curriculum for Technical Education: Examining the Impact on Learning Outcomes and the Moderating Role of Computer Self-Efficacy
Shao-Hsun Chang, Kai‐Chao Yao, Yaoting Chen, et al.
Information (2025) Vol. 16, Iss. 1, pp. 50-50
Open Access
Beyond virtual walls: how instructor humility shapes the learner online learning experience
Beini Liu, Minya Xu, Scott B. Dust
Educational Psychology (2025), pp. 1-25
Closed Access
Does perceived ease of use of online teaching platform facilitate students’ learning engagement? The role of self-efficacy of teachers and students
Jianwu Jiang, Jianhua Hu, Tao Feng
Asia Pacific Journal of Education (2025), pp. 1-15
Closed Access
Correlation between academic hardiness and subjective well-being among teenagers: the chain mediating role of academic passion and academic self-efficacy
Lihua Zhou, Tang Mingxing, Xiaoxia Du, et al.
Frontiers in Psychology (2025) Vol. 16
Open Access
What influences computational thinking? A theoretical and empirical study based on the influence of learning engagement on computational thinking in higher education
Shuai Liu, Changling Peng, Gautam Srivastava
Computer Applications in Engineering Education (2023) Vol. 31, Iss. 6, pp. 1690-1704
Open Access | Times Cited: 15
The effect of teacher support on Chinese university students’ sustainable online learning engagement and online academic persistence in the post-epidemic era
Xinglong Ma, Man Jiang, Liying Nong
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 12
The relationship between online learning self-efficacy, informal digital learning of English, and student engagement in online classes: the mediating role of social presence
Wu Ronglan
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 12
Effectiveness of social media-assisted course on learning self-efficacy
Jiaying Hu, Yicheng Lai, Xiuhua Yi
Scientific Reports (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 4
The Relationship between Perceived Teacher Emotional Support, Online Academic Burnout, Academic Self-Efficacy, and Online English Academic Engagement of Chinese EFL Learners
He Li, Lei Feng, Jie Ding
Sustainability (2024) Vol. 16, Iss. 13, pp. 5542-5542
Open Access | Times Cited: 4
Learning engagement in massive open online courses: A systematic review
Rui Wang, Jie Cao, Yachen Xu, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 19
Pedagogical and Technical Analyses of Massive Open Online Courses on Artificial Intelligence
Emilio José Delgado Algarra, César Bernal Bravo, María Belén Morales Cevallos, et al.
Applied Sciences (2024) Vol. 14, Iss. 3, pp. 1051-1051
Open Access | Times Cited: 3
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