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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:

Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement
Philip D. Parker, Brooke Van Zanden, Rhiannon Parker
Learning and Instruction (2017) Vol. 54, pp. 125-137
Closed Access | Times Cited: 61

Showing 1-25 of 61 citing articles:

Do those who talk more learn more? The relationship between student classroom talk and student achievement
Klára Šeďová, Martin Sedláček, Roman Švaříček, et al.
Learning and Instruction (2019) Vol. 63, pp. 101217-101217
Open Access | Times Cited: 111
Does school average achievement explain the effect of socioeconomic status on math and reading interest? A test of the Information Distortion Model
Philip D. Parker, Taren Sanders, Jake Anders, et al.
Learning and Instruction (2020) Vol. 73, pp. 101432-101432
Open Access | Times Cited: 87
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
Stereotype Threat in High School Classrooms: How It Links to Teacher Mindset Climate, Mathematics Anxiety, and Achievement
Eunjin Seo, You‐kyung Lee
Journal of Youth and Adolescence (2021) Vol. 50, Iss. 7, pp. 1410-1423
Open Access | Times Cited: 33
Girls and Boys Typically Have Similar Math Value Beliefs: Replication Evidence Across Historical Time, High School, and Racial/Ethnic Groups
Christine R. Starr, Glona Lee, Charlott Rubach, et al.
Journal of Adolescence (2025)
Open Access
The Role of Self-Concept in Understanding Females’ Under-representation in Stem Related Fields in Ghana
Knowledge Ahadzitse
SSRN Electronic Journal (2025)
Closed Access
“Oh the Team Had Thoughts, but You Know, ‘Misogyny, Misogyny’”: Research Context
Karina Judd, Bridget Gaul, Anna‐Sophie Jürgens
Palgrave studies in science and popular culture (2025), pp. 17-41
Closed Access
The Intersection of Gender, Social Class, and Cultural Context: a Meta-Analysis
Philip D. Parker, Brooke Van Zanden, Herbert W. Marsh, et al.
Educational Psychology Review (2019) Vol. 32, Iss. 1, pp. 197-228
Closed Access | Times Cited: 40
Exploring gender differences in achievement through student voice: Critical insights and analyses
Warren M. Jackman, Judith Morrain-Webb, Carol Fuller
Cogent Education (2019) Vol. 6, Iss. 1
Open Access | Times Cited: 35
Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students
Herbert W. Marsh, Philip D. Parker, Reinhard Pekrun
European Psychologist (2018) Vol. 24, Iss. 3, pp. 231-242
Closed Access | Times Cited: 33
Can Individual Agency Compensate for Background Disadvantage? Predicting Tertiary Educational Attainment among Males and Females
Ingrid Schoon, Rose Cook
Journal of Youth and Adolescence (2020) Vol. 50, Iss. 3, pp. 408-422
Open Access | Times Cited: 31
Gender-specific trajectories of academic achievement in Chinese elementary school students: Relations with life satisfaction trajectories and suicidal ideation trajectories
Lili Tian, Xiaoyü Li, Xueyi Chen, et al.
Learning and Instruction (2023) Vol. 85, pp. 101751-101751
Closed Access | Times Cited: 10
Young Women Face Disadvantage to Enrollment in University STEM Coursework Regardless of Prior Achievement and Attitudes
Herbert W. Marsh, Brooke Van Zanden, Philip D. Parker, et al.
American Educational Research Journal (2019) Vol. 56, Iss. 5, pp. 1629-1680
Open Access | Times Cited: 29
What role do comprehension‐oriented learning strategies have in solving math calculation and word problems at the end of middle school?
Eve Kikas, Kaja Mädamürk, Anu Palu
British Journal of Educational Psychology (2019) Vol. 90, Iss. S1, pp. 105-123
Closed Access | Times Cited: 28
Physical activity in and out-of-school and academic performance in Spain
Nerea Gómez-Fernández, Juan‐Francisco Albert
Health Education Journal (2020) Vol. 79, Iss. 7, pp. 788-801
Open Access | Times Cited: 24
Boys are Affected by Their Parents More Than Girls are: Parents’ Utility Value Socialization in Science
Minhye Lee, Dajung Diane Shin, Mimi Bong
Journal of Youth and Adolescence (2019) Vol. 49, Iss. 1, pp. 87-101
Closed Access | Times Cited: 24
Effects of Gender on Basic Numerical and Arithmetic Skills: Pilot Data From Third to Ninth Grade for a Large-Scale Online Dyscalculia Screener
Pekka Räsänen, Pirjo Aunio, Anu Laine, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 18
Students’ personality and state academic self-concept: Predicting differences in mean level and within-person variability in everyday school life.
Jennifer Hausen, Jens Møller, Samuel Greiff, et al.
Journal of Educational Psychology (2022) Vol. 114, Iss. 6, pp. 1394-1411
Open Access | Times Cited: 13
The sexes do not differ in general intelligence, but they do in some specifics
Matthew R. Reynolds, Daniel B. Hajovsky, Jacqueline M. Caemmerer
Intelligence (2022) Vol. 92, pp. 101651-101651
Closed Access | Times Cited: 12
Exploring mechanisms of rapid automatized naming to arithmetic skills in Chinese primary schoolers
Yiji Wang, Xiaolin Ye, Ciping Deng
Psychology in the Schools (2020) Vol. 57, Iss. 4, pp. 556-571
Closed Access | Times Cited: 13
The Role of Paternal Parenting and Co-parenting Quality in Children’s Academic Self-Efficacy
Demet Kara, Nebi Sümer
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 8
Do Instructional Strategies Impact Students’ Situational Interests in Learning Mathematics? A Case Study of Secondary School Students in Guyana
Antalov Jagnandan, Shawn Jagnandan, Unell Fitz Allen
International Journal of Current Science Research and Review (2024) Vol. 07, Iss. 01
Open Access | Times Cited: 1
Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies
Oshra Aloni, Michal Zion, Ornit Spektor‐Levy
Instructional Science (2024)
Open Access | Times Cited: 1
Gender gaps in English as a second language over time: a shift in favour of boys
Astrid Marie Jorde Sandsør, Lisbeth M. Brevik
Assessment in Education Principles Policy and Practice (2024) Vol. 31, Iss. 5-6, pp. 301-324
Open Access | Times Cited: 1
An Exploration of the Cognitive, Motivational, Emotional and Regulatory Behaviours of Elementary-School Novice and Expert Problem Solvers
Vanessa Hanin, Catherine Van Nieuwenhoven
Canadian Journal of Science Mathematics and Technology Education (2020) Vol. 20, Iss. 2, pp. 312-341
Closed Access | Times Cited: 12
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