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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:

The Role of Metamotivational Monitoring in Motivation Regulation
David B. Miele, Abigail A. Scholer
Educational Psychologist (2017) Vol. 53, Iss. 1, pp. 1-21
Closed Access | Times Cited: 149

Showing 1-25 of 149 citing articles:

Motivation and social cognitive theory
Dale H. Schunk, Maria K. DiBenedetto
Contemporary Educational Psychology (2019) Vol. 60, pp. 101832-101832
Closed Access | Times Cited: 990
Process Account of Curiosity and Interest: A Reward-Learning Perspective
Kou Murayama, Lily FitzGibbon, Michiko Sakaki
Educational Psychology Review (2019) Vol. 31, Iss. 4, pp. 875-895
Open Access | Times Cited: 249
A reward-learning framework of knowledge acquisition: An integrated account of curiosity, interest, and intrinsic–extrinsic rewards.
Kou Murayama
Psychological Review (2022) Vol. 129, Iss. 1, pp. 175-198
Open Access | Times Cited: 208
Theories of motivation: Integration and ways forward
John Hattie, Flaviu A. Hodis, Sean H. K. Kang
Contemporary Educational Psychology (2020) Vol. 61, pp. 101865-101865
Closed Access | Times Cited: 206
College Students’ Time Management: a Self-Regulated Learning Perspective
Christopher A. Wolters, Anna C. Brady
Educational Psychology Review (2020) Vol. 33, Iss. 4, pp. 1319-1351
Closed Access | Times Cited: 174
New Directions in Self-Regulation: The Role of Metamotivational Beliefs
Abigail A. Scholer, David B. Miele, Kou Murayama, et al.
Current Directions in Psychological Science (2018) Vol. 27, Iss. 6, pp. 437-442
Open Access | Times Cited: 173
Academic motivation theories revisited: An interactive dialog between motivation scholars on recent contributions, underexplored issues, and future directions
Alison C. Koenka
Contemporary Educational Psychology (2020) Vol. 61, pp. 101831-101831
Closed Access | Times Cited: 158
“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research
Carlton J. Fong, Diane L. Schallert
Educational Psychologist (2023) Vol. 58, Iss. 3, pp. 146-161
Closed Access | Times Cited: 41
Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle
Adar Ben‐Eliyahu
Educational Psychologist (2019) Vol. 54, Iss. 2, pp. 84-105
Closed Access | Times Cited: 133
Students' perceptions of teachers' feedback practice in teaching English as a foreign language
Kim-Daniel Vattøy, Kari Smith
Teaching and Teacher Education (2019) Vol. 85, pp. 260-268
Closed Access | Times Cited: 98
Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university
Theresa Schnettler, Julia Bobe, Anne Scheunemann, et al.
Motivation and Emotion (2020) Vol. 44, Iss. 4, pp. 491-507
Open Access | Times Cited: 90
Integrating the concepts self-efficacy and motivation regulation: How do self-efficacy beliefs for motivation regulation influence self-regulatory success?
Maike Trautner, Malte Schwinger
Learning and Individual Differences (2020) Vol. 80, pp. 101890-101890
Closed Access | Times Cited: 71
Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning
Philip H. Winne
Metacognition and Learning (2022) Vol. 17, Iss. 3, pp. 773-791
Closed Access | Times Cited: 41
When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective
Axel Grund, Stefan Fries, Matthias Nückles, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 12
Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions
Anastasia Efklides, Bennett L. Schwartz
Educational Psychology Review (2024) Vol. 36, Iss. 2
Closed Access | Times Cited: 11
Gifted students and self-regulated learning: The MASRL model and its implications for SRL
Anastasia Efklides
High Ability Studies (2018) Vol. 30, Iss. 1-2, pp. 79-102
Closed Access | Times Cited: 60
Do motivational regulation strategies contribute to university students' academic success?
Olena Kryshko, Jens Fleischer, Julia Waldeyer, et al.
Learning and Individual Differences (2020) Vol. 82, pp. 101912-101912
Open Access | Times Cited: 59
An applied model of learner engagement and strategies for increasing learner engagement in the modern educational environment
Meredith Carroll, Summer Lindsey, Maria Chaparro, et al.
Interactive Learning Environments (2019) Vol. 29, Iss. 5, pp. 757-771
Closed Access | Times Cited: 58
College students' regulation of cognition, motivation, behavior, and context: Distinct or overlapping processes?
Yeo-Eun Kim, Anna C. Brady, Christopher A. Wolters
Learning and Individual Differences (2020) Vol. 80, pp. 101872-101872
Closed Access | Times Cited: 54
How do I feel when I think about taking action? Hope and boredom, not anxiety and helplessness, predict intentions to take climate action
Nathaniel Geiger, Janet K. Swim, Karen Gasper, et al.
Journal of Environmental Psychology (2021) Vol. 76, pp. 101649-101649
Open Access | Times Cited: 54
Self-efficacy for motivational regulation and satisfaction with academic studies in STEM undergraduates: The mediating role of study motivation
Olena Kryshko, Jens Fleischer, Carola Grunschel, et al.
Learning and Individual Differences (2021) Vol. 93, pp. 102096-102096
Open Access | Times Cited: 48
Improving self-regulated learning and academic engagement: Evaluating a college learning to learn course
Christopher A. Wolters, Ryan Iaconelli, Josh Peri, et al.
Learning and Individual Differences (2023) Vol. 103, pp. 102282-102282
Closed Access | Times Cited: 19
Self-regulatory processes within and between diverse goals: The multiple goals regulation framework
Yeo-Eun Kim, Shirley L. Yu, Christopher A. Wolters, et al.
Educational Psychologist (2023) Vol. 58, Iss. 2, pp. 70-91
Closed Access | Times Cited: 17
Classic and modern models of self-regulated learning: integrative and componential analysis
Carolina Tinajero, María Emma Mayo Pais, Eva Villar, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 7
Metamotivation: Self-regulating task–motivation fit
Ali H. Al‐Hoorie
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2024), Iss. IX, pp. 49-67
Open Access | Times Cited: 6
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