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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:

Performance-approach goal effects depend on how they are defined: Meta-analytic evidence from multiple educational outcomes.
Corwin Senko, Blair Bryant Dawson
Journal of Educational Psychology (2016) Vol. 109, Iss. 4, pp. 574-598
Closed Access | Times Cited: 181

Showing 1-25 of 181 citing articles:

The impact of COVID-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions
Lia M. Daniels, Lauren D. Goegan, Patti C. Parker
Social Psychology of Education (2021) Vol. 24, Iss. 1, pp. 299-318
Open Access | Times Cited: 156
Theories of Motivation in Education: an Integrative Framework
Detlef Urhahne, Lisette Wijnia
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 81
University instructors’ achievement goals for teaching.
Martin Daumiller, Oliver Dickhäuser, Markus Dresel
Journal of Educational Psychology (2018) Vol. 111, Iss. 1, pp. 131-148
Open Access | Times Cited: 130
Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school
Heta Tuominen, Markku Niemivirta, Kirsti Lonka, et al.
Learning and Individual Differences (2020) Vol. 79, pp. 101854-101854
Open Access | Times Cited: 87
Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences
Martin Daumiller, Stefan Janke, Julia Hein, et al.
Learning and Instruction (2021) Vol. 76, pp. 101458-101458
Open Access | Times Cited: 58
Development and socialization of self-regulation from infancy to adolescence: A meta-review differentiating between self-regulatory abilities, goals, and motivation
Christiane Wesarg-Menzel, Rutmer Ebbes, Maud Hensums, et al.
Developmental Review (2023) Vol. 69, pp. 101090-101090
Open Access | Times Cited: 27
Exploring the Interplay of Motivation, Self-Efficacy, Critical Thinking, and Self-Regulation in Predicting Academic Achievement Among University Students
Georgia Stavropoulou, Athena Daniilidou, Katerina Nerantzaki
F1000Research (2025) Vol. 14, pp. 344-344
Open Access | Times Cited: 1
When do mastery and performance goals facilitate academic achievement?
Corwin Senko
Contemporary Educational Psychology (2019) Vol. 59, pp. 101795-101795
Closed Access | Times Cited: 64
Academics’ motivations in professional training courses: effects on learning engagement and learning gains
Martin Daumiller, Raven Rinas, Daria Olden, et al.
The International Journal for Academic Development (2020) Vol. 26, Iss. 1, pp. 7-23
Closed Access | Times Cited: 54
Student engagement as a mediator of the effects of socio‐economic status on academic performance among secondary school students in Australia
Wojtek Tomaszewski, Ning Xiang, Mark Western
British Educational Research Journal (2020) Vol. 46, Iss. 3, pp. 610-630
Closed Access | Times Cited: 50
Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences.
Jiesi Guo, Xiang Hu, Andrew J. Elliot, et al.
Journal of Personality and Social Psychology (2022) Vol. 125, Iss. 2, pp. 397-420
Open Access | Times Cited: 34
Revealing associations between students' school-related well-being, achievement goals, and academic achievement
Julia Holzer, Sarah Bürger, Marko Lüftenegger, et al.
Learning and Individual Differences (2022) Vol. 95, pp. 102140-102140
Open Access | Times Cited: 28
Achievement Goals: A Social Influence Cycle
Fabrizio Butera, Benoît Dompnier, Céline Darnon
Annual Review of Psychology (2023) Vol. 75, Iss. 1, pp. 527-554
Open Access | Times Cited: 19
The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating
Vanja Putarek, Nina Pavlin-Bernardić
European Journal of Psychology of Education (2019) Vol. 35, Iss. 3, pp. 647-671
Closed Access | Times Cited: 54
Motivational predictors of struggling readers’ reading comprehension: the effects of mindset, achievement goals, and engagement
Eunsoo Cho, Jessica R. Toste, Minhye Lee, et al.
Reading and Writing (2018) Vol. 32, Iss. 5, pp. 1219-1242
Closed Access | Times Cited: 50
Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis
David W. Putwain, Wendy Symes, Laura Nicholson, et al.
Learning and Individual Differences (2018) Vol. 68, pp. 12-19
Open Access | Times Cited: 49
Teaching and research: Specificity and congruence of university faculty achievement goals
Martin Daumiller, Markus Dresel
International Journal of Educational Research (2020) Vol. 99, pp. 101460-101460
Open Access | Times Cited: 48
Researchers’ achievement goals: Prevalence, structure, and associations with job burnout/engagement and professional learning
Martin Daumiller, Markus Dresel
Contemporary Educational Psychology (2020) Vol. 61, pp. 101843-101843
Open Access | Times Cited: 47
Profiles of perfectionism and their relations to educational outcomes in college students: The moderating role of achievement goals
You Joung Lee, Eric M. Anderman
Learning and Individual Differences (2019) Vol. 77, pp. 101813-101813
Closed Access | Times Cited: 45
A Meta-Analysis on Teachers’ Growth Mindset
Lisa Bardach, Keiko C. P. Bostwick, Tim Fütterer, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 3
Open Access | Times Cited: 5
Exploring enablers and inhibitors of productive peer argumentation: The role of individual achievement goals and of gender
Christa S. C. Asterhan
Contemporary Educational Psychology (2018) Vol. 54, pp. 66-78
Open Access | Times Cited: 46
Relevance of goal theories to language learning research
Minhye Lee, Mimi Bong
System (2019) Vol. 86, pp. 102122-102122
Closed Access | Times Cited: 41
Back to the roots: The 2 × 2 standpoints and standards achievement goal model
Rachel Korn, Andrew J. Elliot, Martin Daumiller
Learning and Individual Differences (2019) Vol. 72, pp. 92-102
Open Access | Times Cited: 36
Influence of Teacher and Family Support on University Student Motivation and Engagement
Adela Descals Tomás, Esperanza Rocabert-Beút, Laura Abellán Roselló, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 5, pp. 2606-2606
Open Access | Times Cited: 32
Relationships between achievement goal orientations, multidimensional test anxiety, and performance – In conclusion, every facet counts
Sarah Möcklinghoff, Olga Rapoport, Christian Heckel, et al.
Learning and Individual Differences (2023) Vol. 102, pp. 102269-102269
Closed Access | Times Cited: 12
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