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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:

A latent curve model of parental motivational practices and developmental decline in math and science academic intrinsic motivation.
Adele Eskeles Gottfried, George A. Marcoulides, Allen W. Gottfried, et al.
Journal of Educational Psychology (2009) Vol. 101, Iss. 3, pp. 729-739
Closed Access | Times Cited: 236

Showing 1-25 of 236 citing articles:

Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience
Ellen A. Skinner, Jennifer Pitzer
Springer eBooks (2012), pp. 21-44
Closed Access | Times Cited: 980
Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields
Ming‐Te Wang, Jessica L. Degol
Developmental Review (2013) Vol. 33, Iss. 4, pp. 304-340
Open Access | Times Cited: 700
Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory
Joshua L. Howard, Julien S. Bureau, Frédéric Guay, et al.
Perspectives on Psychological Science (2021) Vol. 16, Iss. 6, pp. 1300-1323
Closed Access | Times Cited: 485
PISA 2015 Assessment and Analytical Framework

Programme for international student assessment/Internationale Schulleistungsstudie (2017)
Open Access | Times Cited: 381
The critical role of nurturing environments for promoting human well-being.
Anthony Biglan, Brian R. Flay, Dennis D. Embry, et al.
American Psychologist (2012) Vol. 67, Iss. 4, pp. 257-271
Open Access | Times Cited: 377
Intrinsic and extrinsic school motivation as a function of age: the mediating role of autonomy support
Nicolas Gillet, Robert J. Vallerand, Marc‐André K. Lafrenière
Social Psychology of Education (2011) Vol. 15, Iss. 1, pp. 77-95
Closed Access | Times Cited: 301
Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors
Lourdes Mata, Vera Monteiro, Francisco Peixoto
Child Development Research (2012) Vol. 2012, pp. 1-10
Open Access | Times Cited: 253
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
Analysis of the Decline in Interest Towards School Science and Technology from Grades 5 Through 11
Patrice Potvin, Abdelkrim Hasni
Journal of Science Education and Technology (2014) Vol. 23, Iss. 6, pp. 784-802
Open Access | Times Cited: 196
Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom.
Erika A. Patall, Rebecca R. Steingut, Ariana C. Vasquez, et al.
Journal of Educational Psychology (2017) Vol. 110, Iss. 2, pp. 269-288
Closed Access | Times Cited: 182
Energization and Direction Are Both Essential Parts of Motivation
Andrew J. Elliot
Motivation Science (2023), pp. 10-14
Closed Access | Times Cited: 85
The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state: A full program study
Mohammed Saqr, Sonsoles López‐Pernas, Satu Helske, et al.
Computers & Education (2023) Vol. 199, pp. 104787-104787
Open Access | Times Cited: 50
Application of Structural Equation Modeling in Educational Research and Practice

SensePublishers eBooks (2013)
Closed Access | Times Cited: 200
Ability mindsets influence the quality of mothers' involvement in children's learning: An experimental investigation.
Elizabeth A. Moorman, Eva M. Pomerantz
Developmental Psychology (2010) Vol. 46, Iss. 5, pp. 1354-1362
Closed Access | Times Cited: 128
Self‐concept mediates the relation between achievement and emotions in mathematics
Jojanneke P. J. Van der Beek, Sanne H.G. van der Ven, Evelyn H. Kroesbergen, et al.
British Journal of Educational Psychology (2017) Vol. 87, Iss. 3, pp. 478-495
Open Access | Times Cited: 93
Basic psychological needs in the classroom: A literature review in elementary and middle school students
Pedro Javier Conesa, Iban Onandia‐Hinchado, Jon Andoni Duñabeitia, et al.
Learning and Motivation (2022) Vol. 79, pp. 101819-101819
Open Access | Times Cited: 46
Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement
Thea Peetsma, Ineke van der Veen
Learning and Instruction (2010) Vol. 21, Iss. 3, pp. 481-494
Closed Access | Times Cited: 122
Can Parents Influence Children’s Mathematics Achievement and Persistence in STEM Careers?
Marsha Ing
Journal of Career Development (2013) Vol. 41, Iss. 2, pp. 87-103
Closed Access | Times Cited: 88
The impact of feedback valence and communication style on intrinsic motivation in middle childhood: Experimental evidence and generalization across individual differences
Elien Mabbe, Bart Soenens, Gert‐Jan De Muynck, et al.
Journal of Experimental Child Psychology (2018) Vol. 170, pp. 134-160
Closed Access | Times Cited: 80
The impact of an online collaborative learning program on students’ attitude towards technology
Noga Magen-Nagar, Miri Shonfeld
Interactive Learning Environments (2017) Vol. 26, Iss. 5, pp. 621-637
Closed Access | Times Cited: 79
Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective
Erika A. Patall, Sophia Yang Hooper, Ariana C. Vasquez, et al.
Learning and Instruction (2018) Vol. 58, pp. 220-231
Closed Access | Times Cited: 77
Agency and high school science students' motivation, engagement, and classroom support experiences
Erika A. Patall, Keenan A. Pituch, Rebecca R. Steingut, et al.
Journal of Applied Developmental Psychology (2019) Vol. 62, pp. 77-92
Closed Access | Times Cited: 73
Pathways from parental stimulation of children’s curiosity to high school science course accomplishments and science career interest and skill
Adele Eskeles Gottfried, Kathleen S. J. Preston, Allen W. Gottfried, et al.
International Journal of Science Education (2016) Vol. 38, Iss. 12, pp. 1972-1995
Closed Access | Times Cited: 65
Does Everyone’s Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents’ Achievement Motivation Trajectories in Physics and Chemistry
Ming‐Te Wang, Angela Chow, Jessica L. Degol, et al.
Journal of Youth and Adolescence (2016) Vol. 46, Iss. 8, pp. 1821-1838
Open Access | Times Cited: 61
Skill, Thrill, and Will: The Role of Metacognition, Interest, and Self‐Control in Predicting Student Engagement in Mathematics Learning Over Time
Ming‐Te Wang, Kevin R. Binning, Juan Del Toro, et al.
Child Development (2021) Vol. 92, Iss. 4, pp. 1369-1387
Open Access | Times Cited: 48
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