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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:

Does perceived competence serve as a protective mechanism against performance goals for struggling readers? Path analysis of contextual antecedents and reading outcomes
Eunsoo Cho, Minhye Lee, Jessica R. Toste
Learning and Individual Differences (2018) Vol. 65, pp. 135-147
Closed Access | Times Cited: 26

Showing 1-25 of 26 citing articles:

Motivational predictors of struggling readers’ reading comprehension: the effects of mindset, achievement goals, and engagement
Eunsoo Cho, Jessica R. Toste, Minhye Lee, et al.
Reading and Writing (2018) Vol. 32, Iss. 5, pp. 1219-1242
Closed Access | Times Cited: 50
Achievement goal profiles and reading-related outcomes in elementary students with and without reading difficulties
Eunsoo Cho, Unhee Ju, Eun Ha Kim, et al.
Learning and Individual Differences (2025) Vol. 119, pp. 102661-102661
Closed Access
Motivational predictors of reading comprehension in middle school: Role of self-efficacy and growth mindsets
Eunsoo Cho, Eun Ha Kim, Unhee Ju, et al.
Reading and Writing (2021) Vol. 34, Iss. 9, pp. 2337-2355
Closed Access | Times Cited: 24
Profiles of reading mindset and self-efficacy: how are they related to achievement goals, engagement, and reading achievement?
You‐kyung Lee, Eunsoo Cho, Eun Ha Kim, et al.
Educational Psychology (2022) Vol. 42, Iss. 8, pp. 934-951
Closed Access | Times Cited: 15
Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies
Christina Kampylafka, Fotini Polychroni, Αλέξανδρος-Σταμάτιος Αντωνίου
Behavioral Sciences (2023) Vol. 13, Iss. 2, pp. 78-78
Open Access | Times Cited: 7
Attitude matters more: the impact of perceived competence and attitudes toward science on science engagement among university students
Ian Phil Canlas
International Journal of Science Education (2024), pp. 1-21
Closed Access | Times Cited: 2
Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages
Lisa Bardach, Takuya Yanagida, Robert M. Klassen, et al.
The Journal of Experimental Education (2020) Vol. 90, Iss. 1, pp. 130-145
Open Access | Times Cited: 19
Dispositional predictors of perceived academic competitiveness: Evidence from multiple countries
David L. Weissman, Andrew J. Elliot, Nicolas Sommet
Personality and Individual Differences (2022) Vol. 198, pp. 111801-111801
Open Access | Times Cited: 8
Dweck's social-cognitive model of achievement motivation in science
You‐kyung Lee, Yuanyuan Yue, Tony Perez, et al.
Learning and Individual Differences (2024) Vol. 110, pp. 102410-102410
Closed Access | Times Cited: 1
Relations Among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students With and Without Reading Difficulties?
Eunsoo Cho, Unhee Ju, Eun Ha Kim, et al.
Scientific Studies of Reading (2022) Vol. 27, Iss. 4, pp. 289-310
Closed Access | Times Cited: 7
Moderation of teacher–student relationships in the link between motivation and English performance of struggling learners in China
Lihong Ma, Yuhong Jiao, Leifeng Xiao, et al.
Journal of Multilingual and Multicultural Development (2022), pp. 1-18
Closed Access | Times Cited: 7
Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China
Lihong Ma, Yuhong Jiao, Leifeng Xiao, et al.
IRAL - International Review of Applied Linguistics in Language Teaching (2022) Vol. 62, Iss. 2, pp. 747-773
Closed Access | Times Cited: 5
Social Mobility and Motivational Payoff: Achievement Motivation Is More Important in Students’ Performance and Well-Being in Cultures With High Versus Low Social Mobility
Nigel Mantou Lou, Liman Man Wai Li
Journal of Cross-Cultural Psychology (2023) Vol. 54, Iss. 8, pp. 827-848
Closed Access | Times Cited: 2
Pathways Linking Parental Support to Adolescents’ Reading Proficiency: A Social Cognitive Theory Perspective
Xueliang Chen, Jie Hu
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 5
School and student determinants of reading performance: A multilevel analysis with Portuguese students
João Lopes, Célia Oliveira, Patrícia Costa
Revista de Psicodidáctica (English ed ) (2021) Vol. 27, Iss. 1, pp. 29-37
Open Access | Times Cited: 4
Reading Inside Out: A Resilience-Driven Mentoring Approach to Enhancing Reading Fluency for at-Risk Students of Color
Min Mize, Yujeong Park, Shea Ferguson
Reading & Writing Quarterly (2024) Vol. 40, Iss. 6, pp. 567-585
Closed Access
Ekonomik ve kültürel bağlam okuma başarısında önemli mi? Okuma başarısı ile ilişkili öğrenci, okul ve ülke düzeyi değişkenlerin incelenmesi
Tunahan Filiz, Mustafa Demi̇r, Metin Kaya, et al.
Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (2024) Vol. 27, Iss. 51, pp. 41-56
Open Access
Normatif Ve Görünürlük Boyutlarıyla Yenilenen Başarı Hedef Yönelim Ölçeğinin Kimya Dersi İçin Türkçe'ye Uyarlanması
Burak Feyzioğlu, Murat Akyıldız, Barış Demirdağ
e-International Journal of Educational Research (2024)
Open Access
Reading Prosody: The Role of Automaticity and Motivational Variables
Joana Cruz, Diana Damasceno de Brito, Bruna Rodrigues, et al.
Child Studies (2024), Iss. 6, pp. 33-52
Closed Access
Perfil motivacional temprano de estudiantes con dificultades de acceso al léxico y comprensión lectora en educación primaria
Jéssica Mercader Ruiz, Ana Badenes-Gasset Presentación, Laura Abellán Roselló, et al.
International Journal of Developmental and Educational Psychology Revista INFAD de psicología (2019) Vol. 3, Iss. 1, pp. 413-413
Open Access | Times Cited: 3
Direct impact of mindset on reading-based outcomes in upper elementary students with reading difficulties
Christopher Stanley, Jungyeong Heo, Yaacov Petscher, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 1
Influence of Early Adolescents’ Mastery Goals on Inter- and Intra-Individual Relationships Between Metacognitive Monitoring and Academic Outcomes
Eunjin Jo, Minhye Lee, Woogul Lee
The Journal of Early Adolescence (2021) Vol. 41, Iss. 8, pp. 1203-1227
Closed Access | Times Cited: 3
Determinantes escolares y de los estudiantes en el rendimiento lector: un análisis multinivel con estudiantes portugueses
João Lopes, Célia Oliveira, Patrícia Costa
Revista de Psicodidáctica (2021) Vol. 27, Iss. 1, pp. 29-37
Open Access | Times Cited: 3
Achievement Goal Theory and Engagement
Eric M. Anderman, Helen Patrick, Seung Yon Ha
Springer eBooks (2022), pp. 511-528
Closed Access | Times Cited: 2
The Relationship Between a Reader's Self-Concept and Achievement: Which Aspect Matters the Most and for Whom?
Kristin Conradi Smith, Bong Gee Jang
Reading & Writing Quarterly (2021) Vol. 38, Iss. 5, pp. 454-468
Closed Access | Times Cited: 2
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