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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:

Self-affirmation facilitates minority middle schoolers' progress along college trajectories
J. Parker Goyer, Julio Garcia, Valerie Purdie‐Vaughns, et al.
Proceedings of the National Academy of Sciences (2017) Vol. 114, Iss. 29, pp. 7594-7599
Open Access | Times Cited: 91

Showing 1-25 of 91 citing articles:

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
Self-Affirmation Reduces Delay Discounting of the Financially Deprived
Mehrad Moeini‐Jazani, Sumaya Albalooshi, Ingvild Müller Seljeseth
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 218
Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions
Drew H. Bailey, Greg J. Duncan, Flávio Cunha, et al.
Psychological Science in the Public Interest (2020) Vol. 21, Iss. 2, pp. 55-97
Open Access | Times Cited: 186
A brief social-belonging intervention in college improves adult outcomes for black Americans
Shannon T. Brady, Geoffrey L. Cohen, Shoshana N. Jarvis, et al.
Science Advances (2020) Vol. 6, Iss. 18
Open Access | Times Cited: 108
Relationship Between SES and Academic Achievement of Junior High School Students in China: The Mediating Effect of Self-Concept
Shifeng Li, Qiongying Xu, Ruixue Xia
Frontiers in Psychology (2020) Vol. 10
Open Access | Times Cited: 97
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions
Matthew J. Easterbrook, Ian R. Hadden
Social Issues and Policy Review (2020) Vol. 15, Iss. 1, pp. 180-236
Open Access | Times Cited: 74
Interventions to Modify Psychological Well-Being: Progress, Promises, and an Agenda for Future Research
Laura D. Kubzansky, Eric S. Kim, Julia K. Boehm, et al.
Affective Science (2023) Vol. 4, Iss. 1, pp. 174-184
Open Access | Times Cited: 26
Utility-value intervention promotes persistence and diversity in STEM
Michael W. Asher, Judith M. Harackiewicz, Patrick N. Beymer, et al.
Proceedings of the National Academy of Sciences (2023) Vol. 120, Iss. 19
Open Access | Times Cited: 23
Reconceptualizing Self-Affirmation With the Trigger and Channel Framework: Lessons From the Health Domain
Rebecca A. Ferrer, Geoffrey L. Cohen
Personality and Social Psychology Review (2018) Vol. 23, Iss. 3, pp. 285-304
Closed Access | Times Cited: 78
Promoting persistence in the biological and medical sciences: An expectancy-value approach to intervention.
Cameron A. Hecht, Judith M. Harackiewicz, Stacy J. Priniski, et al.
Journal of Educational Psychology (2019) Vol. 111, Iss. 8, pp. 1462-1477
Open Access | Times Cited: 68
Context Matters: How an Ecological-Belonging Intervention Can Reduce Inequities in STEM
Sarah P. Hammarlund, Cheryl Scott, Kevin R. Binning, et al.
BioScience (2022) Vol. 72, Iss. 4, pp. 387-396
Closed Access | Times Cited: 30
Targeted identity-safety interventions cause lasting reductions in discipline citations among negatively stereotyped boys.
J. Parker Goyer, Geoffrey L. Cohen, Jonathan E. Cook, et al.
Journal of Personality and Social Psychology (2019) Vol. 117, Iss. 2, pp. 229-259
Open Access | Times Cited: 51
Theoretical, Ethical, and Policy Considerations for Conducting Social–Psychological Interventions to Close Educational Achievement Gaps
Kevin R. Binning, Alexander S. Browman
Social Issues and Policy Review (2020) Vol. 14, Iss. 1, pp. 182-216
Open Access | Times Cited: 39
Self‐affirmation theory in educational contexts
Matthew J. Easterbrook, Peter R. Harris, David K. Sherman
Journal of Social Issues (2021) Vol. 77, Iss. 3, pp. 683-701
Open Access | Times Cited: 36
Beauty and riches: People who think they are attractive are more materialistic, the mediating role of social comparison orientation and the buffering role of self-affirmation
Xiaoyue Zhao, Yang Bao-yan
Personality and Individual Differences (2025) Vol. 240, pp. 113164-113164
Closed Access
Model minority under Bamboo Ceiling: On the association between leadership development opportunities and task performance and helping behavior of Asian employees
Chao Ma, Yingnan Shi
Australian Journal of Management (2025)
Closed Access
Self-Affirmation Effects Are Produced by School Context, Student Engagement With the Intervention, and Time: Lessons From a District-Wide Implementation
Geoffrey D. Borman, Jeffrey Grigg, Christopher S. Rozek, et al.
Psychological Science (2018) Vol. 29, Iss. 11, pp. 1773-1784
Closed Access | Times Cited: 46
Persistence Mindset among Adolescents: Who Benefits from the Message that Academic Struggles are Normal and Temporary?
Kevin R. Binning, Ming‐Te Wang, Jamie Amemiya
Journal of Youth and Adolescence (2018) Vol. 48, Iss. 2, pp. 269-286
Closed Access | Times Cited: 40
Self‐affirmation reduces the socioeconomic attainment gap in schools in England
Ian R. Hadden, Matthew J. Easterbrook, Marlon Nieuwenhuis, et al.
British Journal of Educational Psychology (2019) Vol. 90, Iss. 2, pp. 517-536
Open Access | Times Cited: 40
A meta‐analysis of the effect of values affirmation on academic achievement
Zezhen Wu, Thees F. Spreckelsen, Geoffrey L. Cohen
Journal of Social Issues (2021) Vol. 77, Iss. 3, pp. 702-750
Open Access | Times Cited: 31
Psychological Analysis of Victims in “Impersonating Public Security, Prosecution, and Court” Fraud and Prevention Strategies
诗桦 薛
Advances in Psychology (2025) Vol. 15, Iss. 03, pp. 306-313
Closed Access
The effects of self-affirmation on school adjustment of college freshmen: A randomized controlled trial
Qiongying Xu, Shifeng Li, Ling Yang
International Journal of Educational Research (2025) Vol. 131, pp. 102606-102606
Closed Access
Joint trajectories of task value in multiple subject domains: From both variable- and pattern-centered perspectives
Jiesi Guo, Ming‐Te Wang, Elina Ketonen, et al.
Contemporary Educational Psychology (2018) Vol. 55, pp. 139-154
Open Access | Times Cited: 36
Fallibility Salience Increases Intellectual Humility: Implications for People’s Willingness to Investigate Political Misinformation
Jonah Koetke, Karina Schumann, Tenelle Porter, et al.
Personality and Social Psychology Bulletin (2022) Vol. 49, Iss. 5, pp. 806-820
Open Access | Times Cited: 17
Addressing nonfinancial barriers to college access and success: Evidence and policy implications
Susan Dynarski, Aizat Nurshatayeva, Lindsay C. Page, et al.
Handbook of the economics of education (2023), pp. 319-403
Closed Access | Times Cited: 10
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