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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:

Analyzing temporal data for understanding the learning process induced by metacognitive prompts
Katharina Engelmann, Maria Bannert
Learning and Instruction (2019) Vol. 72, pp. 101205-101205
Open Access | Times Cited: 43

Showing 1-25 of 43 citing articles:

Temporally-focused analytics of self-regulated learning: A systematic review of literature
Saint John, Yizhou Fan, Dragan Gašević, et al.
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100060-100060
Open Access | Times Cited: 74
Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches?
Clara Schumacher, Dirk Ifenthaler
The Internet and Higher Education (2020) Vol. 49, pp. 100791-100791
Closed Access | Times Cited: 84
Trace-SRL: A Framework for Analysis of Microlevel Processes of Self-Regulated Learning From Trace Data
Saint John, Alexander Whitelock‐Wainwright, Dragan Gašević, et al.
IEEE Transactions on Learning Technologies (2020) Vol. 13, Iss. 4, pp. 861-877
Closed Access | Times Cited: 72
Using metacognitive prompts to enhance self‐regulated learning and learning outcomes: A meta‐analysis of experimental studies in computer‐based learning environments
Lin Guo
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 3, pp. 811-832
Closed Access | Times Cited: 57
Improving the measurement of self-regulated learning using multi-channel data
Yizhou Fan, Lyn Lim, Joep van der Graaf, et al.
Metacognition and Learning (2022) Vol. 17, Iss. 3, pp. 1025-1055
Open Access | Times Cited: 44
Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics
Andy Nguyen, Sanna Järvelä, Carolyn Penstein Rosé, et al.
British Journal of Educational Technology (2022) Vol. 54, Iss. 1, pp. 293-312
Open Access | Times Cited: 41
Towards a fuller picture: Triangulation and integration of the measurement of self‐regulated learning based on trace and think aloud data
Yizhou Fan, Mladen Raković, Joep van der Graaf, et al.
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 4, pp. 1303-1324
Open Access | Times Cited: 35
Examining temporal dynamics of self-regulated learning behaviors in STEM learning: A network approach
Shan Li, Hanxiang Du, Wanli Xing, et al.
Computers & Education (2020) Vol. 158, pp. 103987-103987
Closed Access | Times Cited: 59
Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL
Sanna Järvelä, Allyson F. Hadwin
Learning and Individual Differences (2024) Vol. 115, pp. 102526-102526
Open Access | Times Cited: 7
Using process mining to analyse self-regulated learning: a systematic analysis of four algorithms
Saint John, Yizhou Fan, Shaveen Singh, et al.
(2021), pp. 333-343
Closed Access | Times Cited: 38
The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications
Joep van der Graaf, Lyn Lim, Yizhou Fan, et al.
Metacognition and Learning (2022) Vol. 17, Iss. 3, pp. 745-771
Open Access | Times Cited: 27
Pre-service teachers’ learning of diagnostic skills in a video-based simulation: Effects of conceptual vs. interconnecting prompts on judgment accuracy and the diagnostic process
Daniel Sommerhoff, Elias Codreanu, Michael Nickl, et al.
Learning and Instruction (2022) Vol. 83, pp. 101689-101689
Open Access | Times Cited: 24
How to design and evaluate personalized scaffolds for self-regulated learning
Joep van der Graaf, Mladen Raković, Yizhou Fan, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 783-810
Open Access | Times Cited: 13
Self-regulated learning as a complex dynamical system: Examining students' STEM learning in a simulation environment
Shan Li, Juan Zheng, Xudong Huang, et al.
Learning and Individual Differences (2022) Vol. 95, pp. 102144-102144
Open Access | Times Cited: 21
How do students learn with real‐time personalized scaffolds?
Lyn Lim, Maria Bannert, Joep van der Graaf, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 4, pp. 1309-1327
Open Access | Times Cited: 12
Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System
Marcus Kubsch, Sebastian Strauß, Adrian Grimm, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 2
Open Access
The impact of different types of self-regulation scaffolds on learning science with hypermedia
Alenka Gril, Anja Podlešek, Luka Komidar, et al.
Computers in Human Behavior (2025), pp. 108670-108670
Open Access
Effective but Not a Silver Bullet: A Systematic Review and Meta-Analysis on Designing Digital Learning Prompts
Herbert Thomann, Viola Deutscher
Educational Research Review (2025), pp. 100686-100686
Open Access
“We're looking good”: Social exchange and regulation temporality in collaborative design
Ha Nguyen, Kyu Yon Lim, Liang Wu, et al.
Learning and Instruction (2021) Vol. 74, pp. 101443-101443
Closed Access | Times Cited: 23
It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality
Yoana Omarchevska, Andreas Lachner, Juliane Richter, et al.
Journal of the Learning Sciences (2021) Vol. 31, Iss. 2, pp. 237-277
Open Access | Times Cited: 22
Temporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols
Lyn Lim, Maria Bannert, Joep van der Graaf, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 22
Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?
Yoana Omarchevska, Andreas Lachner, Juliane Richter, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 2, pp. 1025-1061
Open Access | Times Cited: 14
Temporal Aspects of Learning Analytics - Grounding Analyses in Concepts of Time
Inge Molenaar, Alyssa Friend Wise
Solar eBooks (2022)
Open Access | Times Cited: 13
The Unspoken Aspect of Socially Shared Regulation in Collaborative Learning: AI-Driven Learning Analytics Unveiling ‘Silent Pauses’
Belle Dang, Andy Nguyen, Sanna Järvelä
(2024), pp. 231-240
Open Access | Times Cited: 2
Interpersonal, intrapersonal, and cognitive tactics: A thematic analysis of adults’ 21 st century learning management
Sibley F. Lyndgaard, Ruth Kanfer
Journal of the Learning Sciences (2024) Vol. 33, Iss. 1, pp. 175-211
Closed Access | Times Cited: 2
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