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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:

Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages
Lisa Bardach, Takuya Yanagida, Robert M. Klassen, et al.
The Journal of Experimental Education (2020) Vol. 90, Iss. 1, pp. 130-145
Open Access | Times Cited: 19

Showing 19 citing articles:

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
Achievement Goal Theory Review: An Application to School Psychology
Devon Chazan, Gabrielle N. Pelletier, Lia M. Daniels
Canadian Journal of School Psychology (2021) Vol. 37, Iss. 1, pp. 40-56
Closed Access | Times Cited: 31
A meta-analysis of induced achievement goals: the moderating effects of goal standard and goal framing
Gera Noordzij, Lisenne Giel, Heleen van Mierlo
Social Psychology of Education (2021) Vol. 24, Iss. 1, pp. 195-245
Open Access | Times Cited: 26
Studying classroom climate effects in the context of multi-level structural equation modelling: an application-focused theoretical discussion and empirical demonstration
Lisa Bardach, Takuya Yanagida, Marko Lüftenegger
International Journal of Research & Method in Education (2020) Vol. 43, Iss. 4, pp. 348-363
Open Access | Times Cited: 26
Growth goal setting in high school: A large-scale study of perceived instructional support, personal background attributes, and engagement outcomes.
Andrew J. Martin, Emma C. Burns, Rebecca J. Collie, et al.
Journal of Educational Psychology (2021) Vol. 114, Iss. 4, pp. 752-771
Closed Access | Times Cited: 21
Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures
Lisa Bardach, Takuya Yanagida, Alexandre J. S. Morin, et al.
Learning and Instruction (2020) Vol. 71, pp. 101400-101400
Open Access | Times Cited: 23
Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies
Christina Kampylafka, Fotini Polychroni, Αλέξανδρος-Σταμάτιος Αντωνίου
Behavioral Sciences (2023) Vol. 13, Iss. 2, pp. 78-78
Open Access | Times Cited: 7
How Many Classes and Students Should Ideally be Sampled When Assessing the Role of Classroom Climate via Student Ratings on a Limited Budget? An Optimal Design Perspective
Steffen Zitzmann, Wolfgang Wagner, Martin Hecht, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 2, pp. 511-536
Open Access | Times Cited: 13
Revolutionizing Remote Work: Pioneering Equitable Leadership Development Initiatives
Kristy Tyson
(2024)
Closed Access
A Meta-Analysis on Teachers’ Growth Mindset
Lisa Bardach, Keiko C. P. Bostwick, Tim Fütterer, et al.
(2024)
Open Access
Normatif Ve Görünürlük Boyutlarıyla Yenilenen Başarı Hedef Yönelim Ölçeğinin Kimya Dersi İçin Türkçe'ye Uyarlanması
Burak Feyzioğlu, Murat Akyıldız, Barış Demirdağ
e-International Journal of Educational Research (2024)
Open Access
Striving to learn and feeling well? The effects of students’ achievement goal-orientation on their psychological and physical well-being over one school year
Frances Hoferichter, Juliane Schlesier
Zeitschrift für Erziehungswissenschaft (2024)
Open Access
Factor Analysis Study of the Achievement Goal Framework in the Domain-Specific Task of EFL Writing
Husain Abdulhay, Moussa Ahmadian
rEFLections (2024) Vol. 31, Iss. 2, pp. 739-765
Open Access
Beş Faktörlü Başarı Hedef Yönelim Ölçeğinin Fen Bilimleri Dersi İçin Türkçe’ye Uyarlanması
Burak Feyzioğlu, Murat Akyıldız, Barış Demirdağ
Anadolu Üniversitesi Eğitim Fakültesi Dergisi (2024) Vol. 8, Iss. 4, pp. 1108-1129
Open Access
Uncovering Turkish Science High School Students' Learning Strategy, Inquiry-Oriented Self-efficacy, Task Value, Achievement Goals: A Structural Equation Modelling Analysis
Burak Feyzioğlu, Barış Demirdağ
Psycho-Educational Research Reviews (2023) Vol. 12, Iss. 1
Open Access | Times Cited: 1
Üniversite Öğrencileri için Başarı Hedefi Yapılarının Psikometrik Özellikleri: Yükseköğretimde Öğrenme Motivasyonu Ölçeği (EMAPRE-U) Geçerlik ve Güvenirlik Çalışması
Özge Erduran Tekin
e-International Journal of Educational Research (2023)
Open Access | Times Cited: 1
The motivations that improve the creative writing process: what they might be and why we should study them
C. Connor Syrewicz
New Writing (2022) Vol. 20, Iss. 2, pp. 178-200
Closed Access | Times Cited: 2
A Psychometric Analysis of the Patterns of Adapted Learning Scales (PALS) with a Group Psychotherapy Patient Sample: A Measure of Motivation
Gerta Bardhoshi, Martin Kivlighan, Byeolbee Um
International Journal of Group Psychotherapy (2023) Vol. 73, Iss. 3, pp. 202-225
Closed Access
<p>Situated goals questionnaire transcultural adjustment and validation: comparison between Colombian and Spanish students</p>
Diana Margarita Abello Camacho, Jesús Alonso‐Tapia, Ernesto Panadero
Electronic Journal of Research in Educational Psychology (2023) Vol. 21, Iss. 61, pp. 667-692
Open Access
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