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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:

Achievement goals and conceptual learning: An examination of teacher talk.
Kelly Boden, Cristina D. Zepeda, Timothy J. Nokes‐Malach
Journal of Educational Psychology (2019) Vol. 112, Iss. 6, pp. 1221-1242
Open Access | Times Cited: 23

Showing 23 citing articles:

Teacher motivation and student outcomes: Searching for the signal
Lisa Bardach, Robert M. Klassen
Educational Psychologist (2021) Vol. 56, Iss. 4, pp. 283-297
Open Access | Times Cited: 62
“I Just Think It Is The Way of the Future”: Teachers Use of ChatGPT to Develop Motivationally-Supportive Math Lessons
Teomara Rutherford, Andrew Rodrigues, Santiago Duque-Baird, et al.
Computers and Education Artificial Intelligence (2025), pp. 100367-100367
Open Access | Times Cited: 1
Motivational strategies to engage learners in desirable difficulties.
Cristina D. Zepeda, Rachel S. Martin, Andrew C. Butler
Journal of Applied Research in Memory and Cognition (2020) Vol. 9, Iss. 4, pp. 468-474
Closed Access | Times Cited: 42
Teachers’ engaging messages and the relationship with students’ performance and teachers’ enthusiasm
Samuel Falcón, Wilfried Admiraal, Jaime León
Learning and Instruction (2023) Vol. 86, pp. 101750-101750
Open Access | Times Cited: 16
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
The shifting landscape of Chinese student mobility to Thailand
Sivarin Lertpusit, Yun Ge, Kong Chong Ho
Asian Population Studies (2025), pp. 1-14
Closed Access
More Than Growth Mindset: Individual and Interactive Links Among Socioeconomically Disadvantaged Adolescents’ Ability Mindsets, Metacognitive Skills, and Math Engagement
Ming‐Te Wang, Cristina D. Zepeda, Xu Qin, et al.
Child Development (2021) Vol. 92, Iss. 5
Closed Access | Times Cited: 19
Strategies for alleviating students’ math anxiety: Control-value theory in practice
Holly L. Klee, Michelle M. Buehl, Angela D. Miller
Theory Into Practice (2021) Vol. 61, Iss. 1, pp. 49-61
Closed Access | Times Cited: 16
Student-teacher relationship and classroom goal structure profiles: Promoting achievement and preventing externalizing and internalizing behaviors
Angela Gallo, Élizabeth Olivier, Isabelle Archambault, et al.
Learning and Instruction (2022) Vol. 82, pp. 101684-101684
Closed Access | Times Cited: 9
Lesson openings in Norwegian language arts: a study of how teachers start reading lessons in 8th grade classrooms
Henriette Hogga Siljan, Camilla Magnusson, Kirsti Klette
Scandinavian Journal of Educational Research (2024), pp. 1-16
Open Access | Times Cited: 1
Teachers’ goal communication in Nordic mathematics classrooms
Alexander Jonas Viktor Selling, Kirsti Klette, Guri A. Nortvedt
Mathematics Education Research Journal (2024)
Open Access | Times Cited: 1
Minds on Manuscripts: Analyzing the Research Writing Competencies of SHS Students as Catalysts for an Innovation
JOEBERT C. CEPILLO
International Journal of Innovative Science and Research Technology (IJISRT) (2024), pp. 962-983
Open Access | Times Cited: 1
Validación de un cuestionario para la evaluación de la interacción en la enseñanza universitaria
Carmen Álvarez Álvarez, Lidia Sanchez‐Ruiz, Carmen Sarabia‐Cobo, et al.
REDU Revista de Docencia Universitaria (2022) Vol. 20, Iss. 1, pp. 145-160
Open Access | Times Cited: 3
Work-In-Progress: Changing the Goal Structure in a Problem-Solving Course
Carl R.F. Lund
(2024)
Open Access
Motivação académica como chave do sucesso? Uma Tentativa de Compreensão Baseada na Perceção
Maria Beatriz Bernardo Sousa, Pedro Miguel Alves Ribeiro Correia, Fabrício Castagna Lunardi
Simbiótica Revista Eletrônica (2024) Vol. 11, Iss. 1, pp. 128-155
Open Access
A Bootstraps Theory of Equity (and Why We Need to Change It)
Amy Mueller
Research Square (Research Square) (2024)
Closed Access
THE IMPACT OF PEDAGOGICAL KNOWLEDGE AND TEACHING PRACTICES OF TEACHERS ON STUDENTS' ACHIEVEMENT IN PUBLIC SCHOOLS OF PAKISTAN
Dur Jan, Adnan Riaz, Mohammad Yaseen
Pakistan Journal of Social Research (2023) Vol. 05, Iss. 02, pp. 469-478
Open Access | Times Cited: 1
Learning from feedback in college courses: Student beliefs, practices, and preferences
Cristina D. Zepeda, Francesca R. Ortegren, Andrew C. Butler
Applied Cognitive Psychology (2023) Vol. 37, Iss. 6, pp. 1238-1257
Open Access | Times Cited: 1
Beyond self-report surveys: A comparison of methods for directly observing motivationally supportive teaching practices
Kristy A. Robinson, Qiyuan Zheng, Sanheeta Shankar, et al.
Contemporary Educational Psychology (2023) Vol. 76, pp. 102254-102254
Closed Access | Times Cited: 1
Achievement Goal Theory and Engagement
Eric M. Anderman, Helen Patrick, Seung Yon Ha
Springer eBooks (2022), pp. 511-528
Closed Access | Times Cited: 2
Goal Orientation & Metacognitive Self-Regulation Students on Discourse Learning
Deasyanti Deasyanti, Santi Yudhistira
JPI (Jurnal Pendidikan Indonesia) (2021) Vol. 10, Iss. 4
Open Access | Times Cited: 2
Advancing Student Learning Inside and Outside of the Classroom with Cognitive and Motivational Supports
Cristina D. Zepeda
Human Arenas (2023) Vol. 7, Iss. 2, pp. 470-475
Closed Access
Clima motivacional en clase y sentimiento de eficacia de los maestros: contribución a los objetivos de logros y al rendimiento de los alumnos
Élizabeth Olivier, Zoé St-Onge, Isabelle Archambault
Revue des sciences de l éducation (2022) Vol. 48, Iss. 2
Closed Access
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