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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:

Predicting homework effort: Support for a domain-specific, multilevel homework model.
Ulrich Trautwein, Oliver Lüdtke, Inge Schnyder, et al.
Journal of Educational Psychology (2006) Vol. 98, Iss. 2, pp. 438-456
Open Access | Times Cited: 425

Showing 1-25 of 425 citing articles:

A meta-analysis of the five-factor model of personality and academic performance.
Arthur E. Poropat
Psychological Bulletin (2009) Vol. 135, Iss. 2, pp. 322-338
Open Access | Times Cited: 2519
Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment.
Anne C. Frenzel, Thomas Goetz, Oliver Lüdtke, et al.
Journal of Educational Psychology (2009) Vol. 101, Iss. 3, pp. 705-716
Open Access | Times Cited: 717
The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study
Gian Vittorio Caprara, Michele Vecchione, Guido Alessandri, et al.
British Journal of Educational Psychology (2010) Vol. 81, Iss. 1, pp. 78-96
Open Access | Times Cited: 501
More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes.
Brian M. Galla, Angela Duckworth
Journal of Personality and Social Psychology (2015) Vol. 109, Iss. 3, pp. 508-525
Open Access | Times Cited: 496
COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer
Stephan Gerhard Huber, Christoph Helm
Educational Assessment Evaluation and Accountability (2020) Vol. 32, Iss. 2, pp. 237-270
Open Access | Times Cited: 479
Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling
Oliver Lüdtke, Alexander Robitzsch, Ulrich Trautwein, et al.
Contemporary Educational Psychology (2009) Vol. 34, Iss. 2, pp. 120-131
Closed Access | Times Cited: 447
Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics.
Ulrich Trautwein, Oliver Lüdtke, Herbert W. Marsh, et al.
Journal of Educational Psychology (2006) Vol. 98, Iss. 4, pp. 788-806
Closed Access | Times Cited: 439
Probing for the multiplicative term in modern expectancy–value theory: A latent interaction modeling study.
Ulrich Trautwein, Herbert W. Marsh, Benjamin Nagengast, et al.
Journal of Educational Psychology (2012) Vol. 104, Iss. 3, pp. 763-777
Closed Access | Times Cited: 438
“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures
Katarzyna Gogol, Martin Brunner, Thomas Goetz, et al.
Contemporary Educational Psychology (2014) Vol. 39, Iss. 3, pp. 188-205
Open Access | Times Cited: 380
The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality?
Jung‐Sook Lee
The Journal of Educational Research (2013) Vol. 107, Iss. 3, pp. 177-185
Open Access | Times Cited: 356
The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort
Ulrich Trautwein
Learning and Instruction (2007) Vol. 17, Iss. 3, pp. 372-388
Closed Access | Times Cited: 355
The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis.
Michael M. Barger, Elizabeth Moorman Kim, Nathan R. Kuncel, et al.
Psychological Bulletin (2019) Vol. 145, Iss. 9, pp. 855-890
Open Access | Times Cited: 337
Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain.
Hanna Dumont, Ulrich Trautwein, Gabriel Nagy, et al.
Journal of Educational Psychology (2013) Vol. 106, Iss. 1, pp. 144-161
Closed Access | Times Cited: 242
Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes
Malte Jansen, Ronny Scherer, Ulrich Schroeders
Contemporary Educational Psychology (2014) Vol. 41, pp. 13-24
Closed Access | Times Cited: 226
Homework and students' achievement in math and science: A 30-year meta-analysis, 1986–2015
Huiyong Fan, Jianzhong Xu, Zhihui Cai, et al.
Educational Research Review (2016) Vol. 20, pp. 35-54
Closed Access | Times Cited: 213
Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents
John T. Guthrie, Susan Lutz Klauda
Reading Research Quarterly (2014) Vol. 49, Iss. 4, pp. 387-416
Open Access | Times Cited: 200
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students
José Carlos Núñez Pérez, Natalia Suárez, Pedro Rosário, et al.
Metacognition and Learning (2015) Vol. 10, Iss. 3, pp. 375-406
Closed Access | Times Cited: 198
Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject
Hanna Gaspard, Isabelle Häfner, Cora Parrisius, et al.
Contemporary Educational Psychology (2016) Vol. 48, pp. 67-84
Closed Access | Times Cited: 189
Was wissen wir über schulische Lehr-Lern-Prozesse im Distanzunterricht während der Corona-Pandemie? – Evidenz aus Deutschland, Österreich und der Schweiz
Christoph Helm, Stephan Gerhard Huber, Tina Loisinger
Zeitschrift für Erziehungswissenschaft (2021) Vol. 24, Iss. 2, pp. 237-311
Open Access | Times Cited: 134
Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test
Anne C. Frenzel, Thomas Goetz, Elizabeth J. Stephens, et al.
Springer eBooks (2009), pp. 129-151
Closed Access | Times Cited: 223
Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes
Swantje Dettmers, Ulrich Trautwein, Oliver Lüdtke, et al.
Contemporary Educational Psychology (2010) Vol. 36, Iss. 1, pp. 25-35
Open Access | Times Cited: 213
Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes
Thomas Goetz, Ulrike E. Nett, Sarah E. Martiny, et al.
Learning and Individual Differences (2011) Vol. 22, Iss. 2, pp. 225-234
Open Access | Times Cited: 206
Different forces, same consequence: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement.
Ulrich Trautwein, Oliver Lüdtke, Brent W. Roberts, et al.
Journal of Personality and Social Psychology (2009) Vol. 97, Iss. 6, pp. 1115-1128
Open Access | Times Cited: 201
Does parental homework involvement mediate the relationship between family background and educational outcomes?
Hanna Dumont, Ulrich Trautwein, Oliver Lüdtke, et al.
Contemporary Educational Psychology (2011) Vol. 37, Iss. 1, pp. 55-69
Open Access | Times Cited: 181
Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics.
Swantje Dettmers, Ulrich Trautwein, Oliver Lüdtke, et al.
Journal of Educational Psychology (2010) Vol. 102, Iss. 2, pp. 467-482
Closed Access | Times Cited: 181
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