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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:

Long-term trajectories of academic performance in the context of social disparities: Longitudinal findings from Switzerland.
Laura Alexandra Helbling, Martin J. Tomasik, Urs Moser
Journal of Educational Psychology (2019) Vol. 111, Iss. 7, pp. 1284-1299
Open Access | Times Cited: 22

Showing 22 citing articles:

Educational gains ofin‐personvs. distance learning in primary and secondary schools: A natural experiment during theCOVID‐19 pandemic school closures in Switzerland
Martin J. Tomasik, Laura Alexandra Helbling, Urs Moser
International Journal of Psychology (2020) Vol. 56, Iss. 4, pp. 566-576
Open Access | Times Cited: 308
The Relationship between Family Dynamics, Social Support and Substance Abuse on the development of Codependency in Young Adults
Azeem Ali, Mehwish Ashraf, Tayiba Rasheed, et al.
Social science review archives. (2025) Vol. 3, Iss. 1, pp. 332-349
Closed Access
The impact of family socioeconomic status and parenting styles on children's academic trajectories: A longitudinal study comparing migrant and urban children in China
Wang Jun, Chen Chen, Xinmei Gong
New Directions for Child and Adolescent Development (2021) Vol. 2021, Iss. 176, pp. 81-102
Open Access | Times Cited: 32
The Impact of Tracking in a Stratified Educational System on Idealistic Educational Aspirations in Migrant and Native Families
Andrés Gomensoro, Marieke Heers, Chantal Kamm, et al.
Research in Social Stratification and Mobility (2025), pp. 101022-101022
Open Access
Preschool Mathematics Intervention Can Significantly Improve Student Learning Trajectories Through Elementary School
Denis Dumas, Daniel McNeish, Julie Sarama, et al.
AERA Open (2019) Vol. 5, Iss. 4
Open Access | Times Cited: 26
Human Agency in Educational Trajectories: Evidence from a Stratified System
Klaus Burger
European Sociological Review (2021) Vol. 37, Iss. 6, pp. 952-971
Open Access | Times Cited: 20
Quality and equity in the Peruvian education system: Do they progress similarly?
Rocío Serrano Rodriǵuez, Elisa Pérez Gracia, Lucy Puño-Quispe, et al.
International Journal of Educational Research (2023) Vol. 119, pp. 102183-102183
Open Access | Times Cited: 8
Content-specificity of teachers’ judgment accuracy regarding students’ academic achievement
Dimitra Kolovou, Alexander Naumann, Jan Hochweber, et al.
Teaching and Teacher Education (2021) Vol. 100, pp. 103298-103298
Open Access | Times Cited: 17
Understanding and supporting the motivation of students from low-income families
Fabio Alivernini, Sara Manganelli, Fabio Lucidi, et al.
Contemporary Educational Psychology (2023) Vol. 73, pp. 102177-102177
Open Access | Times Cited: 6
Psychological suzhi and academic achievement in Chinese adolescents: A 2‐year longitudinal study
Qian Nie, Zhaojun Teng, Chunyan Yang, et al.
British Journal of Educational Psychology (2020) Vol. 91, Iss. 2, pp. 638-657
Closed Access | Times Cited: 14
Effizienz und soziale Ungleichheit in strikt leistungsdifferenzierenden Bildungssystemen. Eine kritische Betrachtung des Model of Ability Tracking (MoAbiT)
Georg Lorenz, Sarah Lenz, Camilla Rjosk
Zeitschrift für Soziologie (2023) Vol. 52, Iss. 4, pp. 404-424
Open Access | Times Cited: 4
Socio-Spatial Conditions of Educational Participation: A Typology of Municipalities in the Canton of Zurich
S Bayard, Flavian Imlig, Simona Schmid
Education Sciences (2022) Vol. 12, Iss. 2, pp. 73-73
Open Access | Times Cited: 5
COVID-19 e desigualdades escolares
Luana Muchacho, Carla Vilhena, Sandra T. Valadas
Educação Sociedade & Culturas (2021), Iss. 59, pp. 183-201
Closed Access | Times Cited: 7
Familie und Bildung
Edith Kotitschke, Sara Möser, Sandra Gilgen, et al.
Springer eBooks (2023), pp. 783-813
Closed Access | Times Cited: 2
Regional variation in participation in private tutoring and the role of education system features
Robin Benz
Research in Social Stratification and Mobility (2024) Vol. 92, pp. 100958-100958
Open Access
AI-based Learning Assistants: Enhancing Math Learning for Migrant Students in German Schools
Vivian Kretzschmar, Juergen Seitz
(2024), pp. 144-149
Closed Access
Uncovering heterogeneity in achievement during the Covid-19 pandemic: Math grades trajectories and their predictors in middle school
Rasa Erentaitė, Rimantas Vosylis, Berita Simonaitienė, et al.
International Journal of Educational Research (2023) Vol. 121, pp. 102231-102231
Closed Access | Times Cited: 1
Mischverteilung der Verlaufsmuster von Schulleistungen über die obligatorische Schulzeit
Martin J. Tomasik, Urs Moser
Zeitschrift für Erziehungswissenschaft (2019) Vol. 22, Iss. 4, pp. 811-849
Closed Access
Vorteile kognitiver Homogenisierung? Replikation einer Studie von Hartmut Esser und Julian Seuring zu den Auswirkungen von strikter Leistungsdifferenzierung auf Schulleistungen und Bildungsungleichheit
Georg Lorenz, Sarah Lenz
(2022)
Open Access
Vorteile kognitiver Homogenisierung? Replikation einer Studie von Hartmut Esser und Julian Seuring zu den Auswirkungen von strikter Leistungsdifferenzierung auf Schulleistungen und Bildungsungleichheit
Georg Lorenz, Sarah Lenz
(2022)
Open Access
Familie und Bildung
Edith Kotitschke, Sara Möser, Sandra Gilgen, et al.
Springer eBooks (2022), pp. 1-31
Closed Access
Ambiguity in European seasonal comparative research: how decisions on modelling shape results on inequality in learning?
Laura Alexandra Helbling, Martin J. Tomasik, Urs Moser
Zeitschrift für Erziehungswissenschaft (2021) Vol. 24, Iss. 3, pp. 671-691
Open Access
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