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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:

Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.
Nicholas P. Allan, Christopher J. Lonigan
Developmental Psychology (2011) Vol. 47, Iss. 4, pp. 905-915
Open Access | Times Cited: 200

Showing 1-25 of 200 citing articles:

Hot and Cool Executive Function in Childhood and Adolescence: Development and Plasticity
Philip David Zelazo, Stephanie M. Carlson
Child Development Perspectives (2012) Vol. 6, Iss. 4, pp. 354-360
Open Access | Times Cited: 1161
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement
Robin Jacob, Julia Parkinson
Review of Educational Research (2015) Vol. 85, Iss. 4, pp. 512-552
Closed Access | Times Cited: 489
The unity and diversity of executive functions: A systematic review and re-analysis of latent variable studies.
Justin E. Karr, Corson N. Areshenkoff, Philippe Rast, et al.
Psychological Bulletin (2018) Vol. 144, Iss. 11, pp. 1147-1185
Open Access | Times Cited: 459
Longitudinal associations between executive functioning and academic skills across content areas.
Mary Wagner Fuhs, Kimberly Turner Nesbitt, Dale C. Farran, et al.
Developmental Psychology (2014) Vol. 50, Iss. 6, pp. 1698-1709
Closed Access | Times Cited: 334
Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis.
Nicholas P. Allan, Laura E. Hume, Darcey M. Allan, et al.
Developmental Psychology (2014) Vol. 50, Iss. 10, pp. 2368-2379
Closed Access | Times Cited: 332
The relation between television exposure and executive function among preschoolers.
Amy I. Nathanson, Fashina Aladé, Molly Sharp, et al.
Developmental Psychology (2014) Vol. 50, Iss. 5, pp. 1497-1506
Closed Access | Times Cited: 252
Effortful Control in “Hot” and “Cool” Tasks Differentially Predicts Children’s Behavior Problems and Academic Performance
Sanghag Kim, Jamie Koenig Nordling, Jeung Eun Yoon, et al.
Journal of Abnormal Child Psychology (2012) Vol. 41, Iss. 1, pp. 43-56
Open Access | Times Cited: 243
Executive function in the first three years of life: Precursors, predictors and patterns
Alexandra Hendry, Emily J. H. Jones, Tony Charman
Developmental Review (2016) Vol. 42, pp. 1-33
Open Access | Times Cited: 239
Foundations of mathematics and literacy: The role of executive functioning components
David J. Purpura, Sara A. Schmitt, Colleen M. Ganley
Journal of Experimental Child Psychology (2016) Vol. 153, pp. 15-34
Closed Access | Times Cited: 230
A Hierarchical Model of Inhibitory Control
Jeggan Tiego, Renée Testa, Mark A. Bellgrove, et al.
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 197
Executive function mediates socio-economic and racial differences in early academic achievement
Kimberly Turner Nesbitt, Lynne Baker‐Ward, Michael T. Willoughby
Early Childhood Research Quarterly (2013) Vol. 28, Iss. 4, pp. 774-783
Closed Access | Times Cited: 168
Preschool classroom processes as predictors of children’s cognitive self-regulation skills development.
Mary Wagner Fuhs, Dale C. Farran, Kimberly Turner Nesbitt
School Psychology Quarterly (2013) Vol. 28, Iss. 4, pp. 347-359
Closed Access | Times Cited: 135
Psychometric properties and convergent and predictive validity of an executive function test battery for two-year-olds
Hanna Mulder, Huub Hoofs, Josje Verhagen, et al.
Frontiers in Psychology (2014) Vol. 5
Open Access | Times Cited: 135
Developmental Gains in Visuospatial Memory Predict Gains in Mathematics Achievement
Yaoran Li, David C. Geary
PLoS ONE (2013) Vol. 8, Iss. 7, pp. e70160-e70160
Open Access | Times Cited: 134
Parenting and Self-Control Across Early to Late Adolescence: A Three-Level Meta-Analysis
Jian‐Bin Li, Yayouk E. Willems, F. Marijn Stok, et al.
Perspectives on Psychological Science (2019) Vol. 14, Iss. 6, pp. 967-1005
Open Access | Times Cited: 132
Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors.
Kimberly Turner Nesbitt, Dale C. Farran, Mary Wagner Fuhs
Developmental Psychology (2015) Vol. 51, Iss. 7, pp. 865-878
Open Access | Times Cited: 118
Measuring the development of inhibitory control: The challenge of heterotypic continuity
Isaac T. Petersen, Caroline P. Hoyniak, Maureen E. McQuillan, et al.
Developmental Review (2016) Vol. 40, pp. 25-71
Open Access | Times Cited: 118
Relations of Growth in Effortful Control to Family Income, Cumulative Risk, and Adjustment in Preschool-age Children
Liliana J. Lengua, Lyndsey Moran, Maureen Zalewski, et al.
Journal of Abnormal Child Psychology (2014) Vol. 43, Iss. 4, pp. 705-720
Open Access | Times Cited: 117
Emotional expressivity and emotion regulation: Relation to academic functioning among elementary school children.
Kyongboon Kwon, Amanda R. Hanrahan, Kevin Kupzyk
School Psychology Quarterly (2016) Vol. 32, Iss. 1, pp. 75-88
Closed Access | Times Cited: 115
Cool and hot executive function as predictors of aggression in early childhood: Differentiating between the function and form of aggression
Sarah E. Poland, Claire P. Monks, Stella Tsermentseli
British Journal of Developmental Psychology (2015) Vol. 34, Iss. 2, pp. 181-197
Closed Access | Times Cited: 104
Parenting Mediates the Effects of Income and Cumulative Risk on the Development of Effortful Control
Liliana J. Lengua, Cara J. Kiff, Lyndsey Moran, et al.
Social Development (2013) Vol. 23, Iss. 3, pp. 631-649
Closed Access | Times Cited: 102
An Integrated Model of Regulation for Applied Settings
Rebecca Bailey, Stephanie M. Jones
Clinical Child and Family Psychology Review (2019) Vol. 22, Iss. 1, pp. 2-23
Closed Access | Times Cited: 99
Self-regulation and the development of literacy and language achievement from preschool through second grade
Lori E. Skibbe, Janelle J. Montroy, Ryan P. Bowles, et al.
Early Childhood Research Quarterly (2018) Vol. 46, pp. 240-251
Open Access | Times Cited: 89
Young children’s core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement.
David C. Geary, Kristy vanMarle
Developmental Psychology (2016) Vol. 52, Iss. 12, pp. 2130-2144
Open Access | Times Cited: 88
Prekindergarten children’s executive functioning skills and achievement gains: The utility of direct assessments and teacher ratings.
Mary Wagner Fuhs, Dale C. Farran, Kimberly Turner Nesbitt
Journal of Educational Psychology (2014) Vol. 107, Iss. 1, pp. 207-221
Closed Access | Times Cited: 93
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