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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:

Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation
Jaana Isohätälä, Piia Näykki, Sanna Järvelä
Scandinavian Journal of Educational Research (2019) Vol. 64, Iss. 6, pp. 831-851
Open Access | Times Cited: 105

Showing 1-25 of 105 citing articles:

The Impact of Collaborative Learning on Learners’ Critical Thinking Skills
Idi Warsah, Ruly Morganna, Muhamad Uyun, et al.
International Journal of Instruction (2021) Vol. 14, Iss. 2, pp. 443-460
Open Access | Times Cited: 161
The COVID-19 paradox of online collaborative education: when you cannot physically meet, you need more social interactions
Éva Kalmár, Tom F. Aarts, Esther Bosman, et al.
Heliyon (2022) Vol. 8, Iss. 1, pp. e08823-e08823
Open Access | Times Cited: 54
Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning
Eetu Haataja, Muhterem Dindar, Jonna Malmberg, et al.
Learning and Individual Differences (2022) Vol. 96, pp. 102146-102146
Open Access | Times Cited: 44
The Effectiveness of Collaborative Learning on Critical Thinking, Creative Thinking, and Metacognitive Skill Ability: Meta-Analysis on Biological Learning
Dani Ramdani, Herawati Susilo, Suhadi Suhadi, et al.
European Journal of Educational Research (2022) Vol. volume-11-2022, Iss. volume-11-issue-3-july-2022, pp. 1607-1628
Open Access | Times Cited: 43
Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving
Matías Rojas, Miguél Nussbaum, Orlando Guerrero, et al.
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 1, pp. 135-168
Closed Access | Times Cited: 38
Predicting regulatory activities for socially shared regulation to optimize collaborative learning
Sanna Järvelä, Andy Nguyen, Eija Vuorenmaa, et al.
Computers in Human Behavior (2023) Vol. 144, pp. 107737-107737
Open Access | Times Cited: 34
Prompt-based and Fine-tuned GPT Models for Context-Dependent and -Independent Deductive Coding in Social Annotation
Chen-Yu Hou, Gaoxia Zhu, Juan Zheng, et al.
(2024), pp. 518-528
Open Access | Times Cited: 8
Cognitive Insights from Emotional Intelligence: A Systematic Review of EI Models in Educational Achievement
Evgenia Gkintoni, Ioannis Dimakos, Γεώργιος Νικολάου
Emerging Science Journal (2025) Vol. 8, pp. 262-297
Open Access | Times Cited: 1
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning
Liesje De Backer, Hilde Van Keer, Fien De Smedt, et al.
Computers & Education (2021) Vol. 179, pp. 104421-104421
Open Access | Times Cited: 47
Capturing regulatory patterns in online collaborative learning: A network analytic approach
Si Zhang, Juan Chen, Yun Wen, et al.
International Journal of Computer-Supported Collaborative Learning (2021) Vol. 16, Iss. 1, pp. 37-66
Closed Access | Times Cited: 45
The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content
Liesje De Backer, Hilde Van Keer, Martin Valcke
Learning and Instruction (2021) Vol. 77, pp. 101527-101527
Closed Access | Times Cited: 42
Co-construction of knowledge and socioemotional interaction in pre-service teachers’ video-based online collaborative learning
Auli Lehtinen, Emma Kostiainen, Piia Näykki
Teaching and Teacher Education (2023) Vol. 133, pp. 104299-104299
Open Access | Times Cited: 19
Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics
Antonio José Moreno Guerrero, Marina Rondón García, Nazaret Martínez Heredia, et al.
Mathematics (2020) Vol. 8, Iss. 3, pp. 369-369
Open Access | Times Cited: 41
Achievement appraisals, emotions and socio-cognitive processes: How they interplay in collaborative problem-solving?
Sunny Avry, Guillaume Chanel, Mireille Bétrancourt, et al.
Computers in Human Behavior (2020) Vol. 107, pp. 106267-106267
Open Access | Times Cited: 39
“You really brought all your feelings out” – Scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative learning
Piia Näykki, Jaana Isohätälä, Sanna Järvelä
Learning Culture and Social Interaction (2021) Vol. 30, pp. 100536-100536
Open Access | Times Cited: 39
A SWOT analysis of integrating cognitive and non‐cognitive learning strategies in education
Kamal Upreti, Virendra Singh Kushwah, Prashant Vats, et al.
European Journal of Education (2024) Vol. 59, Iss. 2
Closed Access | Times Cited: 5
The influence of university library environment on student interactions and college students’ learning engagement
Zhenhua Zheng, Min Zeng, Wenya Huang, et al.
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 5
Variations in socially shared metacognitive regulation and their relation with university students’ performance
Liesje De Backer, Hilde Van Keer, Martin Valcke
Metacognition and Learning (2020) Vol. 15, Iss. 2, pp. 233-259
Closed Access | Times Cited: 33
Exploring Adaptation in Socially-Shared Regulation of Learning Using Video and Heart Rate Data
Márta Sobocinski, Jonna Malmberg, Sanna Järvelä
Technology Knowledge and Learning (2021) Vol. 27, Iss. 2, pp. 385-404
Open Access | Times Cited: 31
How Does Active Learning Pedagogy Shape Learner Curiosity? A Multi-Site Mediator Study of Learner Engagement among 45,972 Children
Liu Ji, Dahman Tahri, Faying Qiang
Journal of Intelligence (2024) Vol. 12, Iss. 6, pp. 59-59
Open Access | Times Cited: 4
From a bitter start to meaningful learning in online teacher education
Emma Kostiainen, Tuula Nousiainen, Piia Näykki
Scandinavian Journal of Educational Research (2025), pp. 1-18
Open Access
An educational beit midrash as a bridge between religious and secular identity
Galia Semo, Doly Eliyahu‐Levi
Humanities and Social Sciences Communications (2025) Vol. 12, Iss. 1
Open Access
Scaling Up Collaborative Dialogue Analysis: An AI-driven Approach to Understanding Dialogue Patterns in Computational Thinking Education
Stella Xin Yin, Zhengyuan Liu, Dion Hoe‐Lian Goh, et al.
(2025), pp. 47-57
Closed Access
Exploring the effect of transformation leadership on student generic skills: a moderated mediation model
Michael Yao‐Ping Peng, Ting Cai, Xiaoyao Yue
Humanities and Social Sciences Communications (2025) Vol. 12, Iss. 1
Open Access
A communicative learning environment in higher education: video-based spatial reading study supporting architecture students’ peer learning
Esin Hasgül
Interactive Learning Environments (2025), pp. 1-15
Closed Access
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