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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:

An integrated model of learning from errors
Qian Zhang, Logan Fiorella
Educational Psychologist (2022) Vol. 58, Iss. 1, pp. 18-34
Closed Access | Times Cited: 23

Showing 23 citing articles:

Making Sense of Generative Learning
Logan Fiorella
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 44
Learning from errors versus explicit instruction in preparation for a test that counts
Janet Metcalfe, Judy Xu, Matti Vuorre, et al.
British Journal of Educational Psychology (2024) Vol. 95, Iss. 1, pp. 11-25
Closed Access | Times Cited: 7
Effects on and consequences of responses to errors: Results from two experimental studies
Maria Tulis, Markus Dresel
British Journal of Educational Psychology (2024) Vol. 95, Iss. 1, pp. 143-161
Open Access | Times Cited: 6
How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure
Elizabeth R. Peterson, Tanvi Sharma, Amy Bird, et al.
British Journal of Educational Psychology (2024) Vol. 95, Iss. 1, pp. 124-142
Open Access | Times Cited: 4
Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate
Markus Dresel, Martin Daumiller, Jana Spear, et al.
British Journal of Educational Psychology (2024) Vol. 95, Iss. 1, pp. 180-196
Open Access | Times Cited: 4
Neural Responses to Errors in Models and Their Relevance for Longer Term Learning Among Undergraduate Life Sciences Students
Caron A. C. Clark, Mei Grace Behrendt, Tammy M. Long, et al.
(2025)
Closed Access
Investigating students’ awareness of their own and others’ deviations from controlled science experiments
Linda Hämmerle, Andrea Möller, Alexander Bergmann, et al.
International Journal of Science Education (2025), pp. 1-23
Open Access
Exploring attitudes towards errors and frustration intolerance in pre-service teachers
Ángela Zamora, Diego Ardura, Rebeca Calderón-Lima
Teaching and Teacher Education (2025) Vol. 158, pp. 104964-104964
Closed Access
Effects of Principle- and Procedure-based Feedback on Students' Learning from Self-Made Errors: Roles of Cognitive Load and Learning Speed
Enming Zhang, Yinghua Ye, Sheng‐Huoo Ni
The Asia-Pacific Education Researcher (2025)
Closed Access
Contrasting stances at the crossroads of debugging learning opportunities
David DeLiema, Ashley S. Hufnagle, Miguel A. Ovies‐Bocanegra
British Journal of Educational Psychology (2024) Vol. 95, Iss. 1, pp. 73-91
Open Access | Times Cited: 3
The role of momentary emotions in promoting error learning orientation among lower secondary school students: An intervention study embedded in a short visual programming course
Rahel Schmid, Robbert Smit, Nicolas Robin, et al.
British Journal of Educational Psychology (2024) Vol. 95, Iss. 1, pp. 107-123
Open Access | Times Cited: 3
The Neuroscience of Active Learning and Direct Instruction
Janet M. Dubinsky, Arif Hamid
Neuroscience & Biobehavioral Reviews (2024) Vol. 163, pp. 105737-105737
Open Access | Times Cited: 3
Learning from errors and failure in educational contexts: New insights and future directions for research and practice
Susanne Narciss, Ecenaz Alemdağ
British Journal of Educational Psychology (2024) Vol. 95, Iss. 1, pp. 197-218
Open Access | Times Cited: 3
“My drawing is quite different!” Drawbacks of comparing generative drawings to instructional visuals
Logan Fiorella, Allison J. Jaeger, Alexis Capobianco, et al.
Contemporary Educational Psychology (2024) Vol. 77, pp. 102277-102277
Closed Access | Times Cited: 2
Complexity affects performance, cognitive load, and awareness
Ines Zeitlhofer, Joerg Zumbach, Judith Schweppe
Learning and Instruction (2024) Vol. 94, pp. 102001-102001
Open Access | Times Cited: 2
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
Assessment of Strategic Knowledge of Learning From Errors in Higher Education
Maximilian Pfost, Vanessa Hübner
Diagnostica (2024)
Closed Access | Times Cited: 1
Faculty bridging individual and organizational resilience: results of a qualitative analysis
Meera Deva, Gary L. Beck Dallaghan, Neva Howard, et al.
Medical Education Online (2023) Vol. 28, Iss. 1
Open Access | Times Cited: 3
Individual variation in undergraduate student metacognitive monitoring and error detection during biology model evaluation
Joseph Dauer, Mei Grace Behrendt, McKenna Elliott, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Effects of Self-Explaining feedback on learning from Problem-Solving errors
Qian Zhang, Logan Fiorella
Contemporary Educational Psychology (2024), pp. 102326-102326
Open Access
Learning from errors and failure in educational contexts
Gabriele Steuer, Maria Tulis, Elizabeth R. Peterson
British Journal of Educational Psychology (2024) Vol. 95, Iss. 1, pp. 1-10
Closed Access
Knowledge effects of action-related reactions to errors
Jana Spear, Maria Tulis, Markus Dresel
Educational Psychology (2024), pp. 1-14
Closed Access
Beyond the "Wow" factor: Using Generative AI for Increasing Generative Sense-Making
Guido Makransky, Adéla Plechatá, Tue Herlau, et al.
Research Square (Research Square) (2024)
Open Access
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