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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:

Boring but important: A self-transcendent purpose for learning fosters academic self-regulation.
David S. Yeager, Marlone D. Henderson, David Paunesku, et al.
Journal of Personality and Social Psychology (2014) Vol. 107, Iss. 4, pp. 559-580
Open Access | Times Cited: 471

Showing 1-25 of 471 citing articles:

Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement
David Paunesku, Gregory M. Walton, Carissa Romero, et al.
Psychological Science (2015) Vol. 26, Iss. 6, pp. 784-793
Closed Access | Times Cited: 870
Measurement Matters
Angela Duckworth, David S. Yeager
Educational Researcher (2015) Vol. 44, Iss. 4, pp. 237-251
Open Access | Times Cited: 852
Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school.
David S. Yeager, Carissa Romero, Dave Paunesku, et al.
Journal of Educational Psychology (2016) Vol. 108, Iss. 3, pp. 374-391
Open Access | Times Cited: 605
Wise interventions: Psychological remedies for social and personal problems.
Gregory M. Walton, Timothy D. Wilson
Psychological Review (2018) Vol. 125, Iss. 5, pp. 617-655
Closed Access | Times Cited: 496
Self-Control and Academic Achievement
Angela Duckworth, Jamie L. Taxer, Lauren Eskreis-Winkler, et al.
Annual Review of Psychology (2019) Vol. 70, Iss. 1, pp. 373-399
Closed Access | Times Cited: 451
Closing achievement gaps with a utility-value intervention: Disentangling race and social class.
Judith M. Harackiewicz, Elizabeth A. Canning, Yoi Tibbetts, et al.
Journal of Personality and Social Psychology (2015) Vol. 111, Iss. 5, pp. 745-765
Open Access | Times Cited: 446
The Bright Side of Being Prosocial at Work, and the Dark Side, Too: A Review and Agenda for Research on Other-Oriented Motives, Behavior, and Impact in Organizations
Mark C. Bolino, Adam M. Grant
Academy of Management Annals (2016) Vol. 10, Iss. 1, pp. 599-670
Closed Access | Times Cited: 415
Improving Student Outcomes in Higher Education: The Science of Targeted Intervention
Judith M. Harackiewicz, Stacy J. Priniski
Annual Review of Psychology (2017) Vol. 69, Iss. 1, pp. 409-435
Open Access | Times Cited: 370
Education Technology: An Evidence-Based Review
Maya Escueta, Vincent Quan, Andre Nickow, et al.
(2017)
Open Access | Times Cited: 333
A Goal Congruity Model of Role Entry, Engagement, and Exit: Understanding Communal Goal Processes in STEM Gender Gaps
Amanda B. Diekman, Mia Steinberg, Elizabeth R. Brown, et al.
Personality and Social Psychology Review (2016) Vol. 21, Iss. 2, pp. 142-175
Closed Access | Times Cited: 287
Nudging in education
Mette Trier Damgaard, Helena Skyt Nielsen
Economics of Education Review (2018) Vol. 64, pp. 313-342
Open Access | Times Cited: 241
The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses
Sarah D. Herrmann, Robert M. Adelman, Jessica E. Bodford, et al.
Basic and Applied Social Psychology (2016) Vol. 38, Iss. 5, pp. 258-268
Open Access | Times Cited: 231
When Job Performance is All Relative: How Family Motivation Energizes Effort and Compensates for Intrinsic Motivation
Jochen I. Menges, Danielle Tussing, Andreas Wihler, et al.
Academy of Management Journal (2016) Vol. 60, Iss. 2, pp. 695-719
Open Access | Times Cited: 228
Adaptive Motivation and Emotion in Education
Lisa Linnenbrink‐Garcia, Erika A. Patall, Reinhard Pekrun
Policy Insights from the Behavioral and Brain Sciences (2016) Vol. 3, Iss. 2, pp. 228-236
Open Access | Times Cited: 227
Emotion Regulation in Achievement Situations: An Integrated Model
Jason M. Harley, Reinhard Pekrun, Jamie L. Taxer, et al.
Educational Psychologist (2019) Vol. 54, Iss. 2, pp. 106-126
Closed Access | Times Cited: 216
Leveraging Mindsets to Promote Academic Achievement
Aneeta Rattan, Krishna Savani, Dolly Chugh, et al.
Perspectives on Psychological Science (2015) Vol. 10, Iss. 6, pp. 721-726
Open Access | Times Cited: 214
Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization
Maarten Vansteenkiste, Nathalie Aelterman, Gert‐Jan De Muynck, et al.
The Journal of Experimental Education (2017) Vol. 86, Iss. 1, pp. 30-49
Closed Access | Times Cited: 212
The Bright Side of Being Prosocial at Work, and the Dark Side, Too: A Review and Agenda for Research on Other-Oriented Motives, Behavior, and Impact in Organizations
Mark C. Bolino, Adam M. Grant
Academy of Management Annals (2016) Vol. 10, Iss. 1, pp. 599-670
Closed Access | Times Cited: 206
The plasticity of well-being: A training-based framework for the cultivation of human flourishing
Cortland J. Dahl, Christine D. Wilson‐Mendenhall, Richard J. Davidson
Proceedings of the National Academy of Sciences (2020) Vol. 117, Iss. 51, pp. 32197-32206
Open Access | Times Cited: 184
The Need to Contribute During Adolescence
Andrew J. Fuligni
Perspectives on Psychological Science (2018) Vol. 14, Iss. 3, pp. 331-343
Open Access | Times Cited: 175
A values-alignment intervention protects adolescents from the effects of food marketing
Christopher J. Bryan, David S. Yeager, Cintia Hinojosa
Nature Human Behaviour (2019) Vol. 3, Iss. 6, pp. 596-603
Open Access | Times Cited: 164
Energization and Direction Are Both Essential Parts of Motivation
Andrew J. Elliot
Motivation Science (2023), pp. 10-14
Closed Access | Times Cited: 85
Investigating pre-service teachers’ artificial intelligence perception from the perspective of planned behavior theory
Ismaila Temitayo Sanusi, Musa Adekunle Ayanwale, Emmanuel Adebayo Tolorunleke
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100202-100202
Open Access | Times Cited: 31
Teach it, don’t preach it: The differential effects of directly-communicated and self-generated utility–value information.
Elizabeth A. Canning, Judith M. Harackiewicz
Motivation Science (2015) Vol. 1, Iss. 1, pp. 47-71
Open Access | Times Cited: 166
Social and Emotional Learning Programs for Adolescents
David S. Yeager
The Future of Children (2017) Vol. 27, Iss. 1, pp. 73-94
Closed Access | Times Cited: 163
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