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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:

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

Showing 14 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
What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?
Jeffrey A. Greene
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 3011-3035
Open Access | Times Cited: 40
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
Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science
Ronnel B. King, Luke K. Fryer
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 7
The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism
Thomas W. Farmer, Zewelanji Serpell, LaRon A. Scott, et al.
Journal of Emotional and Behavioral Disorders (2022) Vol. 30, Iss. 2, pp. 71-85
Closed Access | Times Cited: 27
Seeking a Comprehensive Theory About the Development of Scientific Thinking
Doug Lombardi, Gale M. Sinatra, Janelle M. Bailey, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 3
Closed Access | Times Cited: 3
Questionable Metascience Practices
Mark Rubin
Journal of Trial and Error (2023) Vol. 4, Iss. 1, pp. 5-20
Open Access | Times Cited: 8
Understanding learning processes and how to support them on a theoretical level: about little progress, about currently prioritized but insufficient remedies, and about a wish list
Alexander Renkl
Unterrichtswissenschaft (2023) Vol. 51, Iss. 1, pp. 39-62
Open Access | Times Cited: 5
A cautionary note on aggregation in educational psychology and beyond
Georg Krammer
Theory & Psychology (2023) Vol. 33, Iss. 5, pp. 681-700
Open Access | Times Cited: 4
The Self-Regulated Strategy Development Instructional Model: Efficacious Theoretical Integration, Scaling Up, Challenges, and Future Research
Karen R. Harris
Educational Psychology Review (2024) Vol. 36, Iss. 4
Closed Access | Times Cited: 1
Moving Targets and Missed Opportunities: Being Honest With Teachers and Ourselves
Thomas W. Farmer
Journal of Emotional and Behavioral Disorders (2024)
Closed Access
Questionable Metascience Practices
Mark Rubin
SSRN Electronic Journal (2024)
Open Access
Bold, Humble, Collaborative, and Virtuous: The Future of Theory Development in Educational Psychology
Jeffrey A. Greene, Kristy A. Robinson
Educational Psychology Review (2024) Vol. 36, Iss. 4
Closed Access
Epilogue: Concluding Commentary
Kirby Deater‐Deckard, P.A.C. van Lier
Springer eBooks (2022), pp. 201-208
Closed Access
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