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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:

The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content
Liesje De Backer, Hilde Van Keer, Martin Valcke
Learning and Instruction (2021) Vol. 77, pp. 101527-101527
Closed Access | Times Cited: 42

Showing 1-25 of 42 citing articles:

Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning
Eetu Haataja, Muhterem Dindar, Jonna Malmberg, et al.
Learning and Individual Differences (2022) Vol. 96, pp. 102146-102146
Open Access | Times Cited: 44
Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building
Yuqin Yang, Gaoxia Zhu, Daner Sun, et al.
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 2, pp. 249-292
Open Access | Times Cited: 41
Making strides towards AI-supported regulation of learning in collaborative knowledge construction
Fan Ouyang, Mian Wu, Liyin Zhang, et al.
Computers in Human Behavior (2023) Vol. 142, pp. 107650-107650
Closed Access | Times Cited: 36
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning
Liesje De Backer, Hilde Van Keer, Fien De Smedt, et al.
Computers & Education (2021) Vol. 179, pp. 104421-104421
Open Access | Times Cited: 47
The Confluence of Digital Literacy and Eco-Consciousness: Harmonizing Digital Skills with Sustainable Practices in Education
Noble Lo
Platforms (2024) Vol. 2, Iss. 1, pp. 15-32
Open Access | Times Cited: 6
The Effect of Animation-Guided Mindfulness Meditation on the Promotion of Creativity, Flow and Affect
Hao Chen, Chao Liu, Fang Zhou, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 26
Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns
Xiaoli Zheng, Jun Huang, Xiao-Han Xia, et al.
Computers & Education (2023) Vol. 207, pp. 104920-104920
Closed Access | Times Cited: 16
Exploring the Landscape of Cognitive Load in Creative Thinking: a Systematic Literature Review
Ingrid P. Hernandez Sibo, David A. Gomez Celis, Shyhnan Liou
Educational Psychology Review (2024) Vol. 36, Iss. 1
Closed Access | Times Cited: 5
Problem-Based Collaborative Learning Model Improves Physical Education Learning Outcomes for Elementary School Students
I Bagus Endrawan, Hilmy Aliriad
MIMBAR PGSD Undiksha (2023) Vol. 11, Iss. 1, pp. 9-17
Open Access | Times Cited: 11
Application of machine learning in higher education to predict students’ performance, learning engagement and self-efficacy: a systematic literature review
Juntao Chen, Xiaodeng Zhou, Jiahua Yao, et al.
Asian Education and Development Studies (2025)
Closed Access
Importance of epistemic emotions and collaborative interactions in collective knowledge building: evidence from high- and low-performance groups
Yuqin Yang, Ying Zhang, Lianjiang Jiang, et al.
Interactive Learning Environments (2025), pp. 1-25
Closed Access
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning
Marko Telenius, Tuike Iiskala, Eero Laakkonen, et al.
Journal of Research in Science Teaching (2025)
Closed Access
Socially shared metacognitive supports in flipped or online classroom collaborative groups: examining the effect on motivation, group metacognition, group belonging, and cohesion
Hatice Yıldız Durak, Tuğba Kamalı Arslantaş
Journal of Computing in Higher Education (2025)
Open Access
Process and summative assessment of groups’ collaborative knowledge building
Fan Ouyang, Si Chen, Xingjiang Shao
Journal of Computing in Higher Education (2025)
Closed Access
Analyzing the impact of collaborative learning approach on grade six students’ mathematics achievement and attitude towards mathematics
Hans-Stefan Siller, Sagheer Ahmad
Eurasia Journal of Mathematics Science and Technology Education (2024) Vol. 20, Iss. 2, pp. em2395-em2395
Open Access | Times Cited: 3
From Theory to Practice: Unveiling the Synergistic Potential of Design and Maker Education in Advancing Learning
Noble Lo
SN Computer Science (2024) Vol. 5, Iss. 4
Closed Access | Times Cited: 2
Reflective assessment using analytics and artifacts for scaffolding knowledge building competencies among undergraduate students
Yuqin Yang, Carol K. K. Chan, Gaoxia Zhu, et al.
International Journal of Computer-Supported Collaborative Learning (2024) Vol. 19, Iss. 2, pp. 231-272
Closed Access | Times Cited: 2
Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students
Jing Zhang, Yu Zhou, Bin Jing, et al.
Journal of Intelligence (2024) Vol. 12, Iss. 6, pp. 55-55
Open Access | Times Cited: 2
The Role of Collaborative Learning in the Online Education
Hwangji Lu, Robert Smiles
International Journal of Economics Business and Management Research (2022) Vol. 06, Iss. 06, pp. 125-137
Open Access | Times Cited: 12
The needs of a metacognitive-based learning model in elementary schools
I Wayan Widiana, I Gusti Lanang Agung Parwata, I Nyoman Jampel, et al.
NURTURE (2024) Vol. 18, Iss. 2, pp. 394-403
Open Access | Times Cited: 2
Human‐AI collaboration: Designing artificial agents to facilitate socially shared regulation among learners
Justin Edwards, Andy Nguyen, Joni Lämsä, et al.
British Journal of Educational Technology (2024)
Open Access | Times Cited: 2
Exploring the mechanisms of data-supported reflective assessment for pre-service teachers’ knowledge building
Yuqin Yang, Xueqi Feng, Gaoxia Zhu, et al.
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 5660-5677
Closed Access | Times Cited: 6
Peer tutoring in middle school mathematics: academic and psychological effects and moderators
Lidón Moliner Miravet, Francisco Alegre
Educational Psychology (2022) Vol. 42, Iss. 8, pp. 1027-1044
Closed Access | Times Cited: 9
Murder Learning Model Assisted by Metacognitive Scaffolding to Improve Students’ Scientific Literacy and Numeracy Skills through Science Studies in Elementary Schools
I Made Tegeh, I Gede Astawan, I Ketut Sudiana, et al.
Jurnal Pendidikan IPA Indonesia (2021) Vol. 10, Iss. 4, pp. 618-626
Open Access | Times Cited: 12
Collaborative online learning in higher education—quality of digital interaction and associations with individual and group-related factors
Anabel Bach, Felicitas Thiel
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
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