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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:

Real-time motivation and engagement during a month at school: Every moment of every day for every student matters
Andrew J. Martin, Brad Papworth, Paul Ginns, et al.
Learning and Individual Differences (2015) Vol. 38, pp. 26-35
Closed Access | Times Cited: 97

Showing 1-25 of 97 citing articles:

Complex Systems Research in Educational Psychology: Aligning Theory and Method
Jonathan C. Hilpert, Gwen C. Marchand
Educational Psychologist (2018) Vol. 53, Iss. 3, pp. 185-202
Open Access | Times Cited: 266
Detecting Learning Strategies with Analytics: Links with Self-reported Measures and Academic Performance
Dragan Gašević, Jelena Jovanović, Abelardo Pardo, et al.
Journal of Learning Analytics (2017) Vol. 4, Iss. 2
Open Access | Times Cited: 187
Sense of Belonging and Student Engagement: A Daily Study of First- and Continuing-Generation College Students
Cari Gillen‐O’Neel
Research in Higher Education (2019) Vol. 62, Iss. 1, pp. 45-71
Closed Access | Times Cited: 148
Situational expectancies and task values: Associations with students' effort
Julia Dietrich, Jaana Viljaranta, Julia Moeller, et al.
Learning and Instruction (2016) Vol. 47, pp. 53-64
Closed Access | Times Cited: 134
What factors influence students’ real-time motivation and engagement? An experience sampling study of high school students using mobile technology
Andrew J. Martin, Marianne Mansour, Lars‐Erik Malmberg
Educational Psychology (2019) Vol. 40, Iss. 9, pp. 1113-1135
Closed Access | Times Cited: 133
Off-task behavior in elementary school children
Karrie E. Godwin, Ma. Victoria Almeda, Howard Seltman, et al.
Learning and Instruction (2016) Vol. 44, pp. 128-143
Closed Access | Times Cited: 106
A Quantitative Exploration of Two Teachers with Contrasting Emotions: Intra-Individual Process Analyses of Physiology and Interpersonal Behavior
Monika H. Donker, Tamara van Gog, Tim Mainhard
Frontline Learning Research (2018), pp. 162-185
Open Access | Times Cited: 99
Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom
Andrew J. Martin, Kai Yu, Paul Ginns, et al.
Educational Psychology (2016) Vol. 37, Iss. 8, pp. 930-946
Closed Access | Times Cited: 91
Teacher–student interaction and lower secondary school students’ situational engagement
Sanni Pöysä, Kati Vasalampi, Joona Muotka, et al.
British Journal of Educational Psychology (2018) Vol. 89, Iss. 2, pp. 374-392
Open Access | Times Cited: 88
Students matter the most in learning analytics: The effects of internal and instructional conditions in predicting academic success
Jelena Jovanović, Mohammed Saqr, Srécko Joksimovíc, et al.
Computers & Education (2021) Vol. 172, pp. 104251-104251
Open Access | Times Cited: 87
Examining engagement in context using experience-sampling method with mobile technology
Kui Xie, Benjamin C. Heddy, Vanessa W. Vongkulluksn
Contemporary Educational Psychology (2019) Vol. 59, pp. 101788-101788
Closed Access | Times Cited: 85
In-the-Moment Profiles of Expectancies, Task Values, and Costs
Julia Dietrich, Julia Moeller, Jiesi Guo, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 77
Parental Support and Positive Mood Buffer Adolescents’ Academic Motivation During the COVID‐19 Pandemic
Christel Leonie Tonia Klootwijk, Iris J. Koele, Jorien van Hoorn, et al.
Journal of Research on Adolescence (2021) Vol. 31, Iss. 3, pp. 780-795
Open Access | Times Cited: 67
The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement
Ellen A. Skinner, Nicolette P. Rickert, Justin W. Vollet, et al.
Educational Psychologist (2022) Vol. 57, Iss. 2, pp. 87-113
Closed Access | Times Cited: 64
Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter.
Daria K. Benden, Fani Lauermann
Journal of Educational Psychology (2021) Vol. 114, Iss. 5, pp. 1062-1085
Open Access | Times Cited: 59
Effects of adaptive feedback through a digital tool – a mixed-methods study on the course of self-regulated learning
Mathias Mejeh, Livia Sarbach, Tina Hascher
Education and Information Technologies (2024) Vol. 29, Iss. 14, pp. 1-43
Open Access | Times Cited: 10
Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time
Andrew J. Martin, Herbert W. Marsh
International Journal of Behavioral Development (2019) Vol. 44, Iss. 4, pp. 301-312
Open Access | Times Cited: 67
Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement
Hanna Gaspard, Fani Lauermann
Learning and Instruction (2021) Vol. 75, pp. 101494-101494
Closed Access | Times Cited: 41
Exploring non-traditional learner motivations and characteristics in online learning: A learner profile study
Andrew Zamecnik, Vitomir Kovanović, Srécko Joksimovíc, et al.
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100051-100051
Open Access | Times Cited: 31
The role of implicit theories of intelligence and ability in predicting achievement for Indigenous (Aboriginal) Australian students
Ana L. Tarbetsky, Rebecca J. Collie, Andrew J. Martin
Contemporary Educational Psychology (2016) Vol. 47, pp. 61-71
Closed Access | Times Cited: 58
Where to go and how to get there: Goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson
Christa Krijgsman, Tim Mainhard, Jan van Tartwijk, et al.
Learning and Instruction (2019) Vol. 61, pp. 1-11
Open Access | Times Cited: 53
What makes a good study day? An intraindividual study on university students’ time investment by means of time-series analyses
Patrick Liborius, Henrik Bellhäuser, Bernhard Schmitz
Learning and Instruction (2017) Vol. 60, pp. 310-321
Open Access | Times Cited: 49
What secondary teachers think and do about student engagement in mathematics
Karen Skilling, Janette Bobis, Andrew J. Martin, et al.
Mathematics Education Research Journal (2016) Vol. 28, Iss. 4, pp. 545-566
Closed Access | Times Cited: 48
Homeschooling during the SARS-CoV-2 pandemic: the role of students’ trait self-regulation and task attributes of daily learning tasks for students’ daily self-regulation
Friederike Blume, Andrea Schmidt, Andrea C. Kramer, et al.
Zeitschrift für Erziehungswissenschaft (2021) Vol. 24, Iss. 2, pp. 367-391
Open Access | Times Cited: 38
Modelling within‐person idiographic variance could help explain and individualize learning
Mohammed Saqr
British Journal of Educational Technology (2023) Vol. 54, Iss. 5, pp. 1077-1094
Open Access | Times Cited: 15
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