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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:

A systematic review and meta-analysis of effects of early life non-cognitive skills on academic, psychosocial, cognitive and health outcomes
Lisa G. Smithers, Alyssa Sawyer, Catherine Chittleborough, et al.
Nature Human Behaviour (2018) Vol. 2, Iss. 11, pp. 867-880
Open Access | Times Cited: 146

Showing 1-25 of 146 citing articles:

Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review.
Davina A. Robson, Mark S. Allen, Steven J. Howard
Psychological Bulletin (2020) Vol. 146, Iss. 4, pp. 324-354
Open Access | Times Cited: 509
Investigating the genetic architecture of noncognitive skills using GWAS-by-subtraction
Perline Demange, Margherita Malanchini, Travis T. Mallard, et al.
Nature Genetics (2021) Vol. 53, Iss. 1, pp. 35-44
Open Access | Times Cited: 223
21st-Century Readers

Programme for international student assessment/Internationale Schulleistungsstudie (2021)
Open Access | Times Cited: 190
Beyond Academic Learning

OECD eBooks (2021)
Open Access | Times Cited: 148
Gender Differences in Socio-Emotional Skills and Economic Outcomes: New Evidence from 17 African Countries
Kehinde F. Ajayi, Smita Das, Clara Delavallade, et al.
World Bank policy research working paper (2022)
Open Access | Times Cited: 99
Cognitive and noncognitive predictors of success
Angela Duckworth, Abigail Quirk, Robert Gallop, et al.
Proceedings of the National Academy of Sciences (2019) Vol. 116, Iss. 47, pp. 23499-23504
Open Access | Times Cited: 137
Multivariable two-sample Mendelian randomization estimates of the effects of intelligence and education on health
Neil M Davies, W. David Hill, Emma L. Anderson, et al.
eLife (2019) Vol. 8
Open Access | Times Cited: 135
Toward a Science of Effective Cognitive Training
Claire Rosalie Smid, Julia Karbach, Nikolaus Steinbeis
Current Directions in Psychological Science (2020) Vol. 29, Iss. 6, pp. 531-537
Open Access | Times Cited: 79
A critical review of research on executive functions in sport and exercise
Philip Furley, Lisa-Marie Schütz, Greg Wood
International Review of Sport and Exercise Psychology (2023), pp. 1-29
Closed Access | Times Cited: 33
What is needed to eradicate the depression epidemic, and why
Johan Ormel, Pim Cuijpers, Anthony F. Jorm, et al.
Mental Health & Prevention (2019) Vol. 17, pp. 200177-200177
Open Access | Times Cited: 54
Training Executive Functions to Improve Academic Achievement: Tackling Avenues to Far Transfer
Catherine Gunzenhauser, Matthias Nückles
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 43
Artificial intelligence, 21st century competences, and socio‐emotional learning in education: More than high‐risk?
Ilkka Tuomi
European Journal of Education (2022) Vol. 57, Iss. 4, pp. 601-619
Closed Access | Times Cited: 31
Economic gradients in loneliness, social isolation and social support: Evidence from the UK Biobank
Claryn S. J. Kung, Stephen Pudney, Michael A. Shields
Social Science & Medicine (2022) Vol. 306, pp. 115122-115122
Open Access | Times Cited: 30
Self-Regulation in Preschool: Examining Its Factor Structure and Associations With Pre-academic Skills and Social-Emotional Competence
Irem Korucu, Ezgi Aytürk, Jennifer K. Finders, et al.
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 28
Examining the relation of open thinking, critical thinking, metacognitive skills and usage frequency of open educational resources among high school students
Eiman Yassin
Thinking Skills and Creativity (2024) Vol. 52, pp. 101506-101506
Closed Access | Times Cited: 7
Cognitive control training with domain-general response inhibition does not change children’s brains or behavior
Keertana Ganesan, Abigail Thompson, Claire Rosalie Smid, et al.
Nature Neuroscience (2024) Vol. 27, Iss. 7, pp. 1364-1375
Open Access | Times Cited: 7
Benchmarking Psychosocial Skills Important for Talent Development
Paula Olszewski‐Kubilius, Rena F. Subotnik, Lauren Cassani Davis, et al.
New Directions for Child and Adolescent Development (2019) Vol. 2019, Iss. 168, pp. 161-176
Open Access | Times Cited: 49
Age-Specific Life Skills Education in School: A Systematic Review
Esther Kirchhoff, Roger Keller
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 40
Trait emotional intelligence as a predictor of resilience among undergraduate nursing students: A structural equation modelling approach
Wei How Darryl Ang, Ying Lau
Nurse Education Today (2024) Vol. 136, pp. 106132-106132
Open Access | Times Cited: 5
Training of Executive Functions in Children: A meta-analysis of cognitive training interventions
Efsun Birtwistle, Olga Chernikova, Miriam Wünsch, et al.
SAGE Open (2025) Vol. 15, Iss. 1
Open Access
Competent fish in little ponds: Testing the relationship between academic achievement and social-emotional skills
Jieping Shi, Tengteng Zhuang
International Journal of Educational Research (2025) Vol. 130, pp. 102540-102540
Closed Access
Causal Mediation of the Association between Educational Attainment and Late-life Cognitive Function by Trajectories of Social Participation.
Yu‐Tien Hsu, Francine Grodstein, Tzu-Hung Liu, et al.
Social Science & Medicine (2025) Vol. 370, pp. 117861-117861
Closed Access
Teacher-student interactions as a pathway to strengthen working memory in primary school students: a microtrial study protocol
Sophie Pollé, Simona Sankalaite, Mariëtte Huizinga, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Grit Assessment: Is One Dimension Enough?
Álvaro Postigo, Marcelino Cuesta, Eduardo García‐Cueto, et al.
Journal of Personality Assessment (2020) Vol. 103, Iss. 6, pp. 786-796
Closed Access | Times Cited: 37
Investigating the Genetic Architecture of Non-Cognitive Skills Using GWAS-by-Subtraction
Perline Demange, Margherita Malanchini, Travis T. Mallard, et al.
bioRxiv (Cold Spring Harbor Laboratory) (2020)
Open Access | Times Cited: 35
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