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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:

Messages about brilliance undermine women's interest in educational and professional opportunities
Lin Bian, Sarah‐Jane Leslie, Mary C. Murphy, et al.
Journal of Experimental Social Psychology (2018) Vol. 76, pp. 404-420
Open Access | Times Cited: 153

Showing 1-25 of 153 citing articles:

STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes
Elizabeth A. Canning, Katherine Muenks, Dorainne J. Green, et al.
Science Advances (2019) Vol. 5, Iss. 2
Open Access | Times Cited: 446
Gender in Science, Technology, Engineering, and Mathematics: Issues, Causes, Solutions
Tessa Elizabeth Sadie Charlesworth, Mahzarin R. Banaji
Journal of Neuroscience (2019) Vol. 39, Iss. 37, pp. 7228-7243
Open Access | Times Cited: 186
Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM
Jessica R. Gladstone, Andrei Cimpian
International Journal of STEM Education (2021) Vol. 8, Iss. 1
Open Access | Times Cited: 119
“I’m Not a Science Nerd!”
Christine R. Starr
Psychology of Women Quarterly (2018) Vol. 42, Iss. 4, pp. 489-503
Open Access | Times Cited: 125
The Future of Women in Psychological Science
June Gruber, Jane Mendle, Kristen A. Lindquist, et al.
Perspectives on Psychological Science (2020) Vol. 16, Iss. 3, pp. 483-516
Open Access | Times Cited: 103
Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students
Anke Heyder, Anne F. Weidinger, Andrei Cimpian, et al.
Learning and Instruction (2019) Vol. 65, pp. 101220-101220
Open Access | Times Cited: 100
Evidence of bias against girls and women in contexts that emphasize intellectual ability.
Lin Bian, Sarah‐Jane Leslie, Andrei Cimpian
American Psychologist (2018) Vol. 73, Iss. 9, pp. 1139-1153
Open Access | Times Cited: 97
Adults and children implicitly associate brilliance with men more than women
Daniel Storage, Tessa Elizabeth Sadie Charlesworth, Mahzarin R. Banaji, et al.
Journal of Experimental Social Psychology (2020) Vol. 90, pp. 104020-104020
Closed Access | Times Cited: 94
Open science, communal culture, and women’s participation in the movement to improve science
Mary C. Murphy, Amanda F. Mejia, Jorge Mejia, et al.
Proceedings of the National Academy of Sciences (2020) Vol. 117, Iss. 39, pp. 24154-24164
Open Access | Times Cited: 73
Rewarding cognitive effort increases the intrinsic value of mental labor
Georgia Clay, Christopher Mlynski, Franziska M. Korb, et al.
Proceedings of the National Academy of Sciences (2022) Vol. 119, Iss. 5
Open Access | Times Cited: 57
Beyond students: how teacher psychology shapes educational inequality
Kate M. Turetsky, Stacey Sinclair, Jordan Starck, et al.
Trends in Cognitive Sciences (2021) Vol. 25, Iss. 8, pp. 697-709
Closed Access | Times Cited: 56
From Precollege to Career: Barriers Facing Historically Marginalized Students and Evidence‐Based Solutions
Kelsey C. Thiem, Nilanjana Dasgupta
Social Issues and Policy Review (2022) Vol. 16, Iss. 1, pp. 212-251
Closed Access | Times Cited: 52
The stereotype that girls lack talent: A worldwide investigation
Clotilde Napp, Thomas Breda
Science Advances (2022) Vol. 8, Iss. 10
Open Access | Times Cited: 43
The Acquisition of Gender Stereotypes about Intellectual Ability: Intersections with Race
Jilana Jaxon, Ryan Lei, Reut Shachnai, et al.
Journal of Social Issues (2019) Vol. 75, Iss. 4, pp. 1192-1215
Open Access | Times Cited: 67
Beliefs in “Brilliance” and Belonging Uncertainty in Male and Female STEM Students
Anne Deiglmayr, Elsbeth Stern, Renate Schubert
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 54
Culture moderates the relationship between self-control ability and free will beliefs in childhood
Xin Zhao, Adrienne Wente, María Fernández Flecha, et al.
Cognition (2021) Vol. 210, pp. 104609-104609
Open Access | Times Cited: 44
An Emphasis on Brilliance Fosters Masculinity-Contest Cultures
Andrea C. Vial, Melis Muradoglu, George E. Newman, et al.
Psychological Science (2022) Vol. 33, Iss. 4, pp. 595-612
Closed Access | Times Cited: 34
Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses
Brandon J. Yik, Jeffrey R. Raker, Naneh Apkarian, et al.
International Journal of STEM Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 33
Facing the dropout crisis among PhD candidates: the role of supervisor support in emotional well-being and intended doctoral persistence among men and women
Robin Wollast, Cristina Aelenei, Johann Chevalère, et al.
Studies in Higher Education (2023) Vol. 48, Iss. 6, pp. 813-828
Open Access | Times Cited: 21
Tech-Savvy Men and Caring Women: Middle School Students’ Gender Stereotypes Predict Interest in Tech-Education
Una Tellhed, Fredrik Björklund, Kalle Kallio Strand
Sex Roles (2023) Vol. 88, Iss. 7-8, pp. 307-325
Open Access | Times Cited: 17
Undergraduate Lay Theories of Abilities: Mindset, universality, and brilliance beliefs uniquely predict undergraduate educational outcomes
Lisa B. Limeri, Nathan T. Carter, Franchesca Lyra, et al.
CBE—Life Sciences Education (2023) Vol. 22, Iss. 4
Open Access | Times Cited: 16
Undergraduate student perceptions of instructor mindset and academic performance: A motivational climate theory perspective
Matthew H. Kim, Jaeyun Han, Kristen Buford, et al.
Contemporary Educational Psychology (2024) Vol. 77, pp. 102280-102280
Closed Access | Times Cited: 7
The Myth That Only Brilliant People Are Good at Math and Its Implications for Diversity
Eleanor K. Chestnut, Ryan Lei, Sarah‐Jane Leslie, et al.
Education Sciences (2018) Vol. 8, Iss. 2, pp. 65-65
Open Access | Times Cited: 51
How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering?
Jilana S Boston, Andrei Cimpian
Gifted Child Today (2018) Vol. 41, Iss. 4, pp. 196-207
Open Access | Times Cited: 50
Inclusive learning environments can improve student learning and motivational beliefs
Yangqiuting Li, Chandralekha Singh
Physical Review Physics Education Research (2022) Vol. 18, Iss. 2
Open Access | Times Cited: 23
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