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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:

Teachers matter for metacognition: Facilitating metacognition in the primary school through teacher-pupil interactions
Heather Branigan, D. Donaldson
Thinking Skills and Creativity (2020) Vol. 38, pp. 100718-100718
Open Access | Times Cited: 20

Showing 20 citing articles:

Metacognitive Skills and Problem-Solving
Pınar Güner, Hatice Nur Erbay
International Journal of Research in Education and Science (2021), pp. 715-734
Open Access | Times Cited: 57
The Effectiveness of Collaborative Learning on Critical Thinking, Creative Thinking, and Metacognitive Skill Ability: Meta-Analysis on Biological Learning
Dani Ramdani, Herawati Susilo, Suhadi Suhadi, et al.
European Journal of Educational Research (2022) Vol. volume-11-2022, Iss. volume-11-issue-3-july-2022, pp. 1607-1628
Open Access | Times Cited: 43
Metacognition: History, measurements, and the role in early childhood development and education
Shiyi Chen, Benjamin A. McDunn
Learning and Motivation (2022) Vol. 78, pp. 101786-101786
Closed Access | Times Cited: 39
When Will They Know What They Don't Know? - Political Knowledge and the Infamous Dunning-Kruger Effect
Pascal Alscher, Ulrich Ludewig, Ruben Kleinkorres, et al.
(2024)
Open Access | Times Cited: 3
Exploring Indonesian EFL teacher-student interactions in online learning
Siti Mafulah, Yazid Basthomi, Bambang Yudi Cahyono, et al.
Deleted Journal (2023) Vol. 10, Iss. 2, pp. 686-703
Open Access | Times Cited: 6
Revisiting Flavell’s Theory of Metacognition for Metacognitive Responsiveness
Nesrin Öztürk
Kuramsal Eğitimbilim (2024) Vol. 17, Iss. 2, pp. 257-271
Open Access | Times Cited: 1
METACOGNITIVE ACTIVITIES IN GROUP DISCUSSIONS OF ELEMENTARY SCHOOL STUDENTS MATHEMATICS MULTIPLICATION MATERIAL
Dyah Triwahyuningtyas, Cholis Sa’dijah, Makbul Muksar, et al.
AKSIOMA Jurnal Program Studi Pendidikan Matematika (2024) Vol. 13, Iss. 1, pp. 315-315
Open Access | Times Cited: 1
Guided Discovery Learning Model Using Concept Map Strategy to Improve Students Metacognition and Critical Thinking Skills
Muhali Muhali, Roniati Sukaisih
Jurnal Penelitian Pendidikan IPA (2023) Vol. 9, Iss. 1, pp. 554-563
Open Access | Times Cited: 4
ORTAOKUL ÖĞRENCİLERİNİN ELEŞTİREL DÜŞÜNME EĞİLİMLERİ İLE ÜSTBİLİŞSEL FARKINDALIKLARI ARASINDAKİ İLİŞKİNİN İNCELENMESİ
Tuğba BAKIR, Eray Eğmir
e-International Journal of Educational Research (2022)
Open Access | Times Cited: 6
Developing Young Learners’ Metacognitive Awareness for Speaking
Robbie Lee Sabnani, Christine C. M. Goh
TESOL Quarterly (2021) Vol. 56, Iss. 1, pp. 336-346
Closed Access | Times Cited: 7
Teachers’ emotions in the time of COVID: Thematic analysis of interview data reveals drivers of professional agency
Karen Porter, Paula J. Miles, D. Donaldson
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 4
BİLMEYİ BİLME: ÜSTBİLİŞ
Jale Kalemkuş
Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi (2021), Iss. 42, pp. 471-495
Open Access | Times Cited: 5
When Will They Know What They Don’t Know? Political knowledge and the Infamous Dunning-Kruger Effect
Pascal Alscher, Ulrich Ludewig, Ruben Kleinkorres, et al.
(2024)
Open Access
How Extensively do Teachers Train Students' Metacognition Abilities in Physics Learning in High School?
Okta Alpindo, Edi Istiyono, Widihastuti Widihastuti
Jurnal Penelitian & Pengembangan Pendidikan Fisika (2024) Vol. 10, Iss. 1, pp. 27-38
Open Access
Effects of metacognition on school attendance: assessing variation across latent profiles of school refusal behavior
Carolina Gonzálvez, María Begoña Alfageme González, María Trinidad Cutanda-López
Thinking Skills and Creativity (2024) Vol. 56, pp. 101733-101733
Open Access
Teachers’ perspectives on the implementation of the “No child left behind policy”: Basis for framework enhancement
Ramil Bontilao Arante, Mylene Magarin
International Journal of Learning & Teaching (2023) Vol. 15, Iss. 2, pp. 64-78
Open Access | Times Cited: 1
Implementation of the No Child Left Behind (NCLB) Policy: Examining the Perceived Roles of Public Teachers in Prosperidad National High School, Philippines
Jeffry M Saro, Frances Mae D Bernados, Gellibee E Gaviola, et al.
American Journal of Education and Technology (2023) Vol. 2, Iss. 3, pp. 1-15
Open Access | Times Cited: 1
Metacognitive Competences and Implicit Theories of Intelligence in Relation with School Achievement
Adina-Petronela Vechiu, Nicoleta Laura Popa
Review of Artistic Education (2021) Vol. 22, Iss. 1, pp. 301-309
Open Access | Times Cited: 2
Social Opportunities or Barriers to Metacognition: A Case Study of Social Factors for Pre-Service Teachers’ Metacognition
Nesrin Öztürk
European Journal of Educational Research (2022) Vol. volume-11-2022, Iss. volume-11-issue-4-october-2022, pp. 2331-2344
Open Access | Times Cited: 1
Effectiveness of Teachers’ Metacognition in Developing Conducive Classroom Learning Environment
Muhammad Irfan Ashiq
Journal of Development and Social Sciences (2023) Vol. 4, Iss. I
Open Access
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