Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

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

Showing 1-25 of 605 citing articles:

A national experiment reveals where a growth mindset improves achievement
David S. Yeager, Paul Hanselman, Gregory M. Walton, et al.
Nature (2019) Vol. 573, Iss. 7774, pp. 364-369
Open Access | Times Cited: 1163
Mindsets: A View From Two Eras
Carol S. Dweck, David S. Yeager
Perspectives on Psychological Science (2019) Vol. 14, Iss. 3, pp. 481-496
Open Access | Times Cited: 792
Growth mindset tempers the effects of poverty on academic achievement
Susana Claro, David Paunesku, Carol S. Dweck
Proceedings of the National Academy of Sciences (2016) Vol. 113, Iss. 31, pp. 8664-8668
Open Access | Times Cited: 678
Interest Matters
Judith M. Harackiewicz, Jessi L. Smith, Stacy J. Priniski
Policy Insights from the Behavioral and Brain Sciences (2016) Vol. 3, Iss. 2, pp. 220-227
Open Access | Times Cited: 533
What can be learned from growth mindset controversies?
David S. Yeager, Carol S. Dweck
American Psychologist (2020) Vol. 75, Iss. 9, pp. 1269-1284
Open Access | Times Cited: 526
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
Teaching a lay theory before college narrows achievement gaps at scale
David S. Yeager, Gregory M. Walton, Shannon T. Brady, et al.
Proceedings of the National Academy of Sciences (2016) Vol. 113, Iss. 24
Open Access | Times Cited: 435
Why Interventions to Influence Adolescent Behavior Often Fail but Could Succeed
David S. Yeager, Ronald E. Dahl, Carol S. Dweck
Perspectives on Psychological Science (2017) Vol. 13, Iss. 1, pp. 101-122
Open Access | Times Cited: 424
Estimating Treatment Effects with Causal Forests: An Application
Susan Athey, Stefan Wager
Observational Studies (2019) Vol. 5, Iss. 2, pp. 37-51
Open Access | Times Cited: 344
Education Technology: An Evidence-Based Review
Maya Escueta, Vincent Quan, Andre Nickow, et al.
(2017)
Open Access | Times Cited: 333
The Origins of Children's Growth and Fixed Mindsets: New Research and a New Proposal
Kyla Haimovitz, Carol S. Dweck
Child Development (2017) Vol. 88, Iss. 6, pp. 1849-1859
Closed Access | Times Cited: 330
The mixed effects of online diversity training
Edward H. Chang, Katherine L. Milkman, Dena M. Gromet, et al.
Proceedings of the National Academy of Sciences (2019) Vol. 116, Iss. 16, pp. 7778-7783
Open Access | Times Cited: 267
Ever Failed, Try Again, Succeed Better: Results from a Randomized Educational Intervention on Grit*
Sule Alan, Teodora Boneva, Seda Ertaç
The Quarterly Journal of Economics (2019)
Open Access | Times Cited: 264
Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review
Ana Costa, Luísa Faria
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 261
Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn’t Work
David S. Yeager, Jamie M. Carroll, Jenny Buontempo, et al.
Psychological Science (2021) Vol. 33, Iss. 1, pp. 18-32
Open Access | Times Cited: 259
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements
Barry Bai, Jing Wang
Language Teaching Research (2020) Vol. 27, Iss. 1, pp. 207-228
Closed Access | Times Cited: 247
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
Seed and Soil: Psychological Affordances in Contexts Help to Explain Where Wise Interventions Succeed or Fail
Gregory M. Walton, David S. Yeager
Current Directions in Psychological Science (2020) Vol. 29, Iss. 3, pp. 219-226
Open Access | Times Cited: 225
Building Grit: The Longitudinal Pathways between Mindset, Commitment, Grit, and Academic Outcomes
Xin Tang, Ming‐Te Wang, Jiesi Guo, et al.
Journal of Youth and Adolescence (2019) Vol. 48, Iss. 5, pp. 850-863
Open Access | Times Cited: 219
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
Design Thinking in Education: Perspectives, Opportunities and Challenges
Stefanie Panke
Open Education Studies (2019) Vol. 1, Iss. 1, pp. 281-306
Open Access | Times Cited: 208
Optimizing stress responses with reappraisal and mindset interventions: an integrated model
Jeremy P. Jamieson, Alia J. Crum, J. Parker Goyer, et al.
Anxiety Stress & Coping (2018) Vol. 31, Iss. 3, pp. 245-261
Closed Access | Times Cited: 207
The Journey to Children's Mindsets—and Beyond
Carol S. Dweck
Child Development Perspectives (2017) Vol. 11, Iss. 2, pp. 139-144
Closed Access | Times Cited: 205
I can do this! The development and calibration of children’s expectations for success and competence beliefs
Katherine Muenks, Allan Wigfield, Jacquelynne S. Eccles
Developmental Review (2018) Vol. 48, pp. 24-39
Closed Access | Times Cited: 199
Page 1 - Next Page

Scroll to top