Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Can educational psychology be harnessed to make changes for the greater good?
Francesca López
Educational Psychologist (2022) Vol. 57, Iss. 2, pp. 114-130
Closed Access | Times Cited: 44

Showing 1-25 of 44 citing articles:

The Evolution of Race-Focused and Race-Reimaged Approaches in Educational Psychology: Future Directions for the Field
Jessica T. DeCuir–Gunby, Paul A. Schutz
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 17
Too quant to crit? Advancing QuantCrit methodologies in educational psychology
Carlton J. Fong, Yasmiyn Irizarry
Contemporary Educational Psychology (2025), pp. 102341-102341
Closed Access | Times Cited: 2
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
Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates
Kristy A. Robinson
Educational Psychologist (2023) Vol. 58, Iss. 2, pp. 92-110
Closed Access | Times Cited: 32
Racisms of commission and omission in educational psychology: A historical analysis and systematic review
Kamden K. Strunk, Carey E. Andrzejewski
Educational Psychologist (2023) Vol. 58, Iss. 2, pp. 57-69
Closed Access | Times Cited: 25
Ignorance of critical race theory predicts White Americans’ opposition to it
Brianna S. Richmond, Negin R. Toosi, Joseph D. Wellman, et al.
Journal of Social Issues (2024) Vol. 80, Iss. 1, pp. 240-271
Closed Access | Times Cited: 14
What is the role of race in educational psychology? A review of research in Educational Psychologist
Revathy Kumar, Jessica T. DeCuir–Gunby
Educational Psychologist (2022) Vol. 58, Iss. 1, pp. 1-17
Closed Access | Times Cited: 34
Navigating growing pains: Tensions in integrating critical race theory in psychology and strategies for addressing them
Korinthia D. Nicolai, Terrell R. Morton, Corina De La Torre, et al.
Journal of Social Issues (2024) Vol. 80, Iss. 1, pp. 18-52
Open Access | Times Cited: 6
Coeditors’ outgoing editorial statement
Jeffrey A. Greene, Lisa Linnenbrink‐Garcia
Educational Psychologist (2025) Vol. 60, Iss. 1, pp. 1-3
Closed Access
Universal design of educational psychology? Improving theory and application by focusing on students with disabilities
Samantha G. Daley
Educational Psychologist (2025), pp. 1-13
Closed Access
Insider research: Reflexivity, responsibility, and community-informed approaches
J Mateos Aguilar, Gabriela M. Asencio Torres, Andrea J. Macias
Contemporary Educational Psychology (2025), pp. 102345-102345
Closed Access
Counterstories: Disrupting whiteness and heteronormativity in educational psychology research
Ji Hong, Dionne Cross Francis, Faqryza Ab Latif, et al.
Contemporary Educational Psychology (2025), pp. 102343-102343
Closed Access
Cultivating anti-coloniality: A framework for building critical educational psychology
Revathy Kumar
Contemporary Educational Psychology (2025), pp. 102338-102338
Closed Access
Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform
Akane Zusho, Revathy Kumar, Rhonda Bondie
Educational Psychologist (2023) Vol. 58, Iss. 4, pp. 244-260
Open Access | Times Cited: 12
Evolution of a Learning Theory: In Praise of Scientific Speculation
Patricia A. Alexander, P. Karen Murphy
Educational Psychology Review (2024) Vol. 36, Iss. 1
Closed Access | Times Cited: 4
A Theory of Knowledge Revision: The Development of the KReC Framework
Panayiota Kendeou
Educational Psychology Review (2024) Vol. 36, Iss. 2
Closed Access | Times Cited: 4
Commitments to doing differently: Paradigm shifts necessary for critical educational psychology research
Sarita Y. Shukla, Falynn A. Thompson, Sarah B. Shear
Contemporary Educational Psychology (2025), pp. 102342-102342
Closed Access
An anti-colonial approach to deconstructing and reconstructing educational psychology theories
Korinthia D. Nicolai, Tasneem L. Talib, Stella Jackman-Ryan, et al.
Contemporary Educational Psychology (2025), pp. 102344-102344
Closed Access
Reimaging productive disciplinary engagement and expansive framing: A synthesis of equity-oriented scholarship
Eric B. Freedman, Daniel T. Hickey, Bianca Schamberger, et al.
Educational Psychologist (2025), pp. 1-20
Closed Access
Communally engaged educational psychology: A philosophy of engagement
DeLeon L. Gray, Alexandra A. Lee, Brooke Harris-Thomas, et al.
Educational Psychologist (2023) Vol. 58, Iss. 4, pp. 261-277
Open Access | Times Cited: 11
Supporting student voice in science classrooms: The limits of psychosocial approaches and the importance of sociocultural and critical perspectives on student agency
Christine L. Bae, Ananya M. Matewos, John E. Fife
Educational Psychologist (2024), pp. 1-21
Closed Access | Times Cited: 3
Race-reimaged self-determination theory: Elucidating how ethnic studies promotes student identity and learning outcomes using mixed-methods
Francesca López, Norma González, Rosario Hutchings, et al.
Contemporary Educational Psychology (2022) Vol. 71, pp. 102119-102119
Closed Access | Times Cited: 18
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
The role of asset-based pedagogy in an interactive view of reading
Rachael Gabriel, Francesca López
Educational Psychologist (2024), pp. 1-17
Open Access | Times Cited: 3
Editorial Vision 2022–2025
Mildred Boveda, Karly S. Ford, Erica Frankenberg, et al.
Review of Educational Research (2023) Vol. 93, Iss. 5, pp. 635-640
Open Access | Times Cited: 7
Page 1 - Next Page

Scroll to top