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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:

Preregistration and registered reports
Justin Reich
Educational Psychologist (2021) Vol. 56, Iss. 2, pp. 101-109
Open Access | Times Cited: 24

Showing 24 citing articles:

Replication is important for educational psychology: Recent developments and key issues
Jonathan A. Plucker, Matthew C. Makel
Educational Psychologist (2021) Vol. 56, Iss. 2, pp. 90-100
Open Access | Times Cited: 103
From old school to open science: The implications of new research norms for educational psychology and beyond
Hunter Gehlbach, Carly D. Robinson
Educational Psychologist (2021) Vol. 56, Iss. 2, pp. 79-89
Open Access | Times Cited: 51
Strengthening the foundation of educational psychology by integrating construct validation into open science reform
Jessica Kay Flake
Educational Psychologist (2021) Vol. 56, Iss. 2, pp. 132-141
Open Access | Times Cited: 46
Teachers’ race and gender biases and the moderating effects of their beliefs and dispositions
Yasemin Copur‐Gencturk, Ian Thacker, Joseph R. Cimpian
International Journal of STEM Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 16
Open accessibility in education research: Enhancing the credibility, equity, impact, and efficiency of research
Jesse Irvan Fleming, Sarah Emily Wilson, Sara A. Hart, et al.
Educational Psychologist (2021) Vol. 56, Iss. 2, pp. 110-121
Open Access | Times Cited: 40
Implications of the open science era for educational psychology research syntheses
Erika A. Patall
Educational Psychologist (2021) Vol. 56, Iss. 2, pp. 142-160
Open Access | Times Cited: 27
Conditions Under Which College Students Can Be Responsive to Text-Based Nudging
Lindsay C. Page, Katharine Meyer, Jeonghyun Lee, et al.
Journal of Research on Educational Effectiveness (2025), pp. 1-29
Closed Access
Improving norms in research culture to incentivize transparency and rigor
David Thomas Mellor
Educational Psychologist (2021) Vol. 56, Iss. 2, pp. 122-131
Open Access | Times Cited: 26
Social perspective taking: A professional development induction to improve teacher–student relationships and student learning.
Hunter Gehlbach, Bryan Mascio, Joseph McIntyre
Journal of Educational Psychology (2022) Vol. 115, Iss. 2, pp. 330-348
Open Access | Times Cited: 17
Publishing Registered Reports in Management and Applied Psychology: Common Beliefs and Best Practices
Roman Briker, Fabiola H. Gerpott
Organizational Research Methods (2023) Vol. 27, Iss. 4, pp. 588-620
Open Access | Times Cited: 10
Open science reforms: Strengths, challenges, and future directions
Kathryn R. Wentzel
Educational Psychologist (2021) Vol. 56, Iss. 2, pp. 161-173
Open Access | Times Cited: 14
An assessment of the transparency of contemporary technology education research employing interview-based methodologies
Jeffrey Buckley, Latif Adams, Ifeoluwapo Aribilola, et al.
International Journal of Technology and Design Education (2021) Vol. 32, Iss. 4, pp. 1963-1982
Closed Access | Times Cited: 13
Climate change by the numbers: Leveraging mathematical skills for science learning online
Ian Thacker
Learning and Instruction (2023) Vol. 86, pp. 101782-101782
Closed Access | Times Cited: 5
Social Perspective Taking: A Professional Development Induction to Improve Teacher- Student Relationships and Student Learning
Hunter Gehlbach, Bryan Mascio, Joseph McIntyre
(2022)
Open Access | Times Cited: 6
Open science for sustainable tourism
Xavier Font, Matthew Cannon, Kyle Maurice Woosnam, et al.
Journal of Sustainable Tourism (2023) Vol. 32, Iss. 1, pp. 1-7
Open Access | Times Cited: 2
Designing for Knowledge Construction to Facilitate the Uptake of Open Science: Laying out the Design Space
Leonie Disch, Angela Fessl, Viktoria Pammer‐Schindler
CHI Conference on Human Factors in Computing Systems (2022)
Open Access | Times Cited: 4
Registered Reports in School Psychology Research: Initial Experiences, Analyses, and Future
Steven R. Shaw, Sierra Pecsi, Erika Infantino, et al.
Canadian Journal of School Psychology (2024) Vol. 39, Iss. 3, pp. 191-198
Open Access
Ensuring Open Research Collaboration with the Open Science Framework: The Experience of the SPSTL SB RAS
L. B. Shevchenko
Science management theory and practice (2024) Vol. 6, Iss. 4, pp. 105-121
Open Access
Conditions Under Which College Students Can Be Responsive to Text-Based Nudging
Lindsay C. Page, Katharine Meyer, Jeonghyun Lee, et al.
SSRN Electronic Journal (2024)
Closed Access
From the Editors
Allison Lombardi, Valerie L. Mazzotti
Career Development and Transition for Exceptional Individuals (2024) Vol. 48, Iss. 1, pp. 3-5
Closed Access
Ten strategies to foster open science in psychology and beyond
Nicolás Alessandroni, Krista Byers‐Heinlein
(2022)
Open Access | Times Cited: 1
Improving pedagogy through Registered Reports
Phil McAleer, Helena Paterson
Open Scholarship of Teaching and Learning (2021) Vol. 1, Iss. 1
Open Access | Times Cited: 1
Assessing QRPs and RRPs in Psychology Masters’ Theses
Hilde Elisabeth Maria Augusteijn, Marcel A. L. M. van Assen, Klaas Sijtsma, et al.
(2023)
Open Access
Special Issue Introduction
Hannah Bucher, Anne-Kathrin Stroppe, Axel M. Burger, et al.
Politische Vierteljahresschrift (2022) Vol. 64, Iss. 1, pp. 1-17
Open Access
Improving Pedagogy through Registered Reports
Phil McAleer, Helena Paterson
(2021)
Open Access
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