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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:

College students' regulation of cognition, motivation, behavior, and context: Distinct or overlapping processes?
Yeo-Eun Kim, Anna C. Brady, Christopher A. Wolters
Learning and Individual Differences (2020) Vol. 80, pp. 101872-101872
Closed Access | Times Cited: 54

Showing 1-25 of 54 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
“This weird time we’re in”: How a sudden change to remote education impacted college students’ self-regulated learning
Lauren C. Hensley, Ryan Iaconelli, Christopher A. Wolters
Journal of Research on Technology in Education (2021) Vol. 54, Iss. sup1
Closed Access | Times Cited: 68
Why college students procrastinate in online courses: A self-regulated learning perspective
Sheng‐Lun Cheng, Kui Xie
The Internet and Higher Education (2021) Vol. 50, pp. 100807-100807
Closed Access | Times Cited: 63
Psychology students’ motivation and learning in response to the shift to remote instruction during COVID-19.
Ellen L. Usher, Jonathan M. Golding, Jaeyun Han, et al.
Scholarship of Teaching and Learning in Psychology (2021) Vol. 10, Iss. 1, pp. 16-29
Open Access | Times Cited: 62
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
The relationship between technology acceptance and self-regulated learning: the mediation roles of intrinsic motivation and learning engagement
AN Fu-hai, Linjin Xi, Jingyi Yu
Education and Information Technologies (2023) Vol. 29, Iss. 3, pp. 2605-2623
Open Access | Times Cited: 29
Self-efficacy for motivational regulation and satisfaction with academic studies in STEM undergraduates: The mediating role of study motivation
Olena Kryshko, Jens Fleischer, Carola Grunschel, et al.
Learning and Individual Differences (2021) Vol. 93, pp. 102096-102096
Open Access | Times Cited: 48
Improving self-regulated learning and academic engagement: Evaluating a college learning to learn course
Christopher A. Wolters, Ryan Iaconelli, Josh Peri, et al.
Learning and Individual Differences (2023) Vol. 103, pp. 102282-102282
Closed Access | Times Cited: 19
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
EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study
Mohialdeen Alotumi
Heliyon (2021) Vol. 7, Iss. 4, pp. e06664-e06664
Open Access | Times Cited: 40
What successful students do: Evidence-based learning activities matter for students' performance in higher education beyond prior knowledge, motivation, and prior achievement
Eva van den Bosch, Eva Seifried, Birgit Spinath
Learning and Individual Differences (2021) Vol. 91, pp. 102056-102056
Closed Access | Times Cited: 37
Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning?
Allyson F. Hadwin, Paweena Sukhawathanakul, Ramin Rostampour, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 27
Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students
Jesús de la Fuente, Paul Sander, Angélica Garzón-Umerenkova, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 29
More than minutes: A person-centered approach to homework time, homework time management, and homework procrastination
Jianzhong Xu
Contemporary Educational Psychology (2022) Vol. 70, pp. 102087-102087
Closed Access | Times Cited: 22
“I’ll do it Later”: Multilevel antecedents of homework procrastination
Fuyi Yang, Jianzhong Xu, José Carlos Núñez Pérez, et al.
The Journal of Educational Research (2024) Vol. 117, Iss. 3, pp. 124-136
Closed Access | Times Cited: 4
Grit and self-regulated learning: evaluating achievement goals as mediators
Sungjun Won, Christopher A. Wolters, Anna C. Brady, et al.
Social Psychology of Education (2025) Vol. 28, Iss. 1
Closed Access
The role of self‐regulated learning in modelling the relationships between learning approaches, FoMO and smartphone addiction among university students
Deniz Mertkan Gezgin, Tuğba Türk Kurtça, Can Mıhcı, et al.
British Journal of Educational Technology (2025)
Closed Access
Strategies for regulating achievement emotions: Conceptualization and relations with university students’ emotions, well-being, and health
Kristina Stockinger, Markus Dresel, Herbert W. Marsh, et al.
Learning and Instruction (2025), pp. 102089-102089
Open Access
What Makes Online Learning Effective from a Self-Regulated Learning Point of View
Muhammad Nur Wangid, Isti Yuni Purwanti, Sugiyanto Sugiyanto, et al.
Salud Ciencia y Tecnología (2025) Vol. 5, pp. 1463-1463
Closed Access
How do distance learners self-regulate learning? A latent profile analysis of self-regulated learning and its relationship with self-regulatory efficacy, motivation, need satisfaction, need frustration, academic achievement, and well-being
Samantha G. Vos, Lisette Wijnia, Rob Martens, et al.
Learning and Individual Differences (2025) Vol. 120, pp. 102678-102678
Open Access
Resilience and online learning emotional engagement among college students in the digital age: a perspective based on self-regulated learning theory
Dandan Ge
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access
Online Homework Time, Time Management, and Procrastination: A Person-Centered Approach
Jianzhong Xu
Computers & Education (2025), pp. 105341-105341
Open Access
The What, Why, and How of Distractions from a Self-Regulated Learning Perspective
Anna C. Brady, Yeo-Eun Kim, Jessica Cutshall
Journal of College Reading and Learning (2021) Vol. 51, Iss. 2, pp. 153-172
Closed Access | Times Cited: 25
An Interdisciplinary Review of Self-Regulation of Learning: Bridging Cognitive and Educational Psychology Perspectives
Yeo-Eun Kim, Cristina D. Zepeda, Andrew C. Butler
Educational Psychology Review (2023) Vol. 35, Iss. 3
Closed Access | Times Cited: 10
Propósitos de vida y académicos en estudiantes universitarios chilenos de carreras STEM (Ciencia, Tecnología, Ingeniería, y Matemáticas)
Yaranay López-Angulo, Fabiola Sáez-Delgado, Javier Mella-Norambuena
Formación universitaria (2024) Vol. 17, Iss. 2, pp. 83-100
Open Access | Times Cited: 3
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