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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:

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

Showing 1-25 of 435 citing articles:

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
Nudging and Boosting: Steering or Empowering Good Decisions
Ralph Hertwig, Till Grüne‐Yanoff
Perspectives on Psychological Science (2017) Vol. 12, Iss. 6, pp. 973-986
Open Access | Times Cited: 655
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: 499
STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes
Elizabeth A. Canning, Katherine Muenks, Dorainne J. Green, et al.
Science Advances (2019) Vol. 5, Iss. 2
Open Access | Times Cited: 446
Improving Student Outcomes in Higher Education: The Science of Targeted Intervention
Judith M. Harackiewicz, Stacy J. Priniski
Annual Review of Psychology (2017) Vol. 69, Iss. 1, pp. 409-435
Open Access | Times Cited: 370
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
Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning
Cissy J. Ballen, Carl Wieman, Shima Salehi, et al.
CBE—Life Sciences Education (2017) Vol. 16, Iss. 4, pp. ar56-ar56
Open Access | Times Cited: 298
College Students’ Sense of Belonging: A National Perspective
Maithreyi Gopalan, Shannon T. Brady
Educational Researcher (2019) Vol. 49, Iss. 2, pp. 134-137
Open Access | Times Cited: 284
State Authenticity as Fit to Environment: The Implications of Social Identity for Fit, Authenticity, and Self-Segregation
Toni Schmader, Constantine Sedikides
Personality and Social Psychology Review (2017) Vol. 22, Iss. 3, pp. 228-259
Open Access | Times Cited: 251
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 Experience of Low‐SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social‐Class Inequality
Mickaël Jury, Annique Smeding, Nicole M. Stephens, et al.
Journal of Social Issues (2017) Vol. 73, Iss. 1, pp. 23-41
Open Access | Times Cited: 223
Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies
Matthew A. Kraft
The Journal of Human Resources (2017) Vol. 54, Iss. 1, pp. 1-36
Closed Access | Times Cited: 179
Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching
Nigel Mantou Lou, Kimberly A. Noels
System (2019) Vol. 86, pp. 102126-102126
Closed Access | Times Cited: 172
A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university
Mary C. Murphy, Maithreyi Gopalan, Evelyn R. Carter, et al.
Science Advances (2020) Vol. 6, Iss. 29
Open Access | Times Cited: 138
College Students’ Sense of Belonging and Mental Health Amidst the COVID-19 Pandemic
Maithreyi Gopalan, Ashley N. Linden‐Carmichael, Stephanie T. Lanza
Journal of Adolescent Health (2021) Vol. 70, Iss. 2, pp. 228-233
Open Access | Times Cited: 116
Where and with whom does a brief social-belonging intervention promote progress in college?
Gregory M. Walton, Mary C. Murphy, Christine Logel, et al.
Science (2023) Vol. 380, Iss. 6644, pp. 499-505
Closed Access | Times Cited: 58
An experimental manipulation of the value of effort
Hause Lin, Andrew Westbrook, Frank Fan, et al.
Nature Human Behaviour (2024) Vol. 8, Iss. 5, pp. 988-1000
Closed Access | Times Cited: 15
Messages about brilliance undermine women's interest in educational and professional opportunities
Lin Bian, Sarah‐Jane Leslie, Mary C. Murphy, et al.
Journal of Experimental Social Psychology (2018) Vol. 76, pp. 404-420
Open Access | Times Cited: 153
Reducing Inequality in Academic Success for Incoming College Students: A Randomized Trial of Growth Mindset and Belonging Interventions
Michael Broda, John T. Yun, Barbara Schneider, et al.
Journal of Research on Educational Effectiveness (2018) Vol. 11, Iss. 3, pp. 317-338
Open Access | Times Cited: 150
Gender Bias Produces Gender Gaps in STEM Engagement
Corinne A. Moss‐Racusin, Christina M. Sanzari, Nava Caluori, et al.
Sex Roles (2018) Vol. 79, Iss. 11-12, pp. 651-670
Closed Access | Times Cited: 127
FAIL Is Not a Four-Letter Word: A Theoretical Framework for Exploring Undergraduate Students’ Approaches to Academic Challenge and Responses to Failure in STEM Learning Environments
Meredith A. Henry, Shayla Shorter, Louise K. Charkoudian, et al.
CBE—Life Sciences Education (2019) Vol. 18, Iss. 1, pp. ar11-ar11
Open Access | Times Cited: 123
Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops
Erin Sanders O’Leary, Casey Shapiro, Shannon Toma, et al.
International Journal of STEM Education (2020) Vol. 7, Iss. 1
Open Access | Times Cited: 122
Breaking the vicious cycle of language anxiety: Growth language mindsets improve lower-competence ESL students’ intercultural interactions
Nigel Mantou Lou, Kimberly A. Noels
Contemporary Educational Psychology (2020) Vol. 61, pp. 101847-101847
Closed Access | Times Cited: 121
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