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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:

Formative assessment, growth mindset, and achievement: examining their relations in the East and the West
Zi Yan, Ronnel B. King, Joseph Y. Haw
Assessment in Education Principles Policy and Practice (2021) Vol. 28, Iss. 5-6, pp. 676-702
Open Access | Times Cited: 27

Showing 1-25 of 27 citing articles:

From beliefs to behaviors: Conceptualizing and assessing students’ practices that reflect a growth mindset
Norman B. Mendoza, Zi Yan
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access | Times Cited: 1
Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels
Choo Mui Cheong, Yuan Yao, Jiahuan Zhang
Assessing Writing (2023) Vol. 58, pp. 100785-100785
Closed Access | Times Cited: 16
Growth mindset mediates perceptions of teachers' and parents' process feedback in digital reading performance: Evidence from 32 OECD countries
Jie Hu, Yiwei Zhang
Learning and Instruction (2024) Vol. 90, pp. 101874-101874
Closed Access | Times Cited: 6
Growth mindset and reading proficiency of ESL learners: examining the role of students’ socioeconomic status using PISA 2018 Philippine data
Allan B. I. Bernardo
European Journal of Psychology of Education (2022) Vol. 38, Iss. 2, pp. 675-693
Closed Access | Times Cited: 22
Addressing and mitigating risks of failures in metals additive manufacturing concerning the maritime industry
Mario Augusto Lopes de Castro, Adam Saxty, Martyn Wright, et al.
Engineering Failure Analysis (2025), pp. 109398-109398
Closed Access
The relationship between formative assessment, science interest, and science achievement: a mediation model
Di Zhang, Lan Yang, Zi Yan, et al.
Educational Psychology (2025), pp. 1-18
Open Access
Does parental support amplify growth mindset predictions for student achievement and persistence? Cross-cultural findings from 76 countries/regions
Hyun Ji Lee, Norman B. Mendoza
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access
Understanding Filipino students’ achievement in PISA: The roles of personal characteristics, proximal processes, and social contexts
Joseph Y. Haw, Ronnel B. King
Social Psychology of Education (2023) Vol. 26, Iss. 4, pp. 1089-1126
Closed Access | Times Cited: 11
Growth mindset strengthens the relationship between intercultural attitudes and global citizenship competence in Indonesia, the Philippines, and Thailand: a cross-cultural study of PISA 2018 data
Rene M. Nob, Allan B. I. Bernardo, Geselle C. Manguiat, et al.
Social Psychology of Education (2025) Vol. 28, Iss. 1
Closed Access
Growth mindset in Chinese culture: A meta-analysis
Yuhan Wang, Xin Sun
Social Psychology of Education (2025) Vol. 28, Iss. 1
Closed Access
Distinct trajectories of EFL motivation: A self-determination theory perspective
Jiajing Li, Ronnel B. King, Vivian Lee
System (2024) Vol. 126, pp. 103441-103441
Closed Access | Times Cited: 3
The role of formative feedback in teaching and learning: Grade 10 Physical Sciences teachers’ perspectives
Halalisani Mngomezulu, Thulasizwe Fredrick Mkhize, Buhle Stella Nhlumayo
Interdisciplinary Journal of Education Research (2024) Vol. 6, pp. 1-12
Open Access | Times Cited: 2
Factors influencing students’ reading literacy in Morocco: A multilevel analysis
Fengjuan Zhang, C. J. Jin, Chunhong Fan
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 2
Students’ expectancy-value profiles in the West and the East: Cross-cultural similarities and differences
Jiajing Li, Ronnel B. King, Shing On Leung, et al.
Learning and Individual Differences (2024) Vol. 116, pp. 102519-102519
Closed Access | Times Cited: 2
How generalizable is the relationship between feedback and reading literacy across different competence levels, multilingual learners, and countries? A meta-analytic approach
Simon Munk, Lisa Ziernwald, Jörg-Henrik Heine, et al.
International Journal of Educational Research Open (2024) Vol. 7, pp. 100382-100382
Open Access | Times Cited: 2
Brilliance Beliefs, Not Mindsets, Explain Inverse Gender Gaps in Psychology and Philosophy
Heather M. Maranges, Maxine Iannuccilli, Katharina Nieswandt, et al.
Sex Roles (2023) Vol. 89, Iss. 11-12, pp. 801-817
Closed Access | Times Cited: 4
More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement
Yuyang Cai, Min Yang, Juanjuan Yao
Assessment in Education Principles Policy and Practice (2022) Vol. 29, Iss. 6, pp. 711-728
Closed Access | Times Cited: 6
The relationship between school climate and growth mindset of junior middle school students: a mediating model of perceived social support and positive personality
Li Chen, Ying Zhang, Ying Tang
Current Psychology (2023) Vol. 43, Iss. 5, pp. 4142-4154
Closed Access | Times Cited: 3
Mechanisms of formative assessment in the additional professional education of teachers
O. V. Temnyatkina
The Education and science journal (2023) Vol. 25, Iss. 5, pp. 106-134
Open Access | Times Cited: 3
The role of perspective-taking in mediating the relationship between teacher feedback and reading achievement
Yuyang Cai, Qianwen Ge, Yan Yang
European Journal of Psychology of Education (2023) Vol. 39, Iss. 1, pp. 411-430
Closed Access | Times Cited: 3
How is Student Resilience Affected by Teacher Feedback, Teacher Support, and Achievement Goals? A Mediation Model Based on PISA 2018 Survey Data
Ying Zhan, Zhi Hong Wan, Junjun Chen, et al.
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 3, pp. 671-682
Closed Access | Times Cited: 2
What are the effects of formative assessment on students’ science learning motivational beliefs and behaviours? Comparison between Western and East Asian learners
Yanan Zhang, Ying Zhan, Zhi Hong Wan, et al.
International Journal of Science Education (2023) Vol. 46, Iss. 9, pp. 858-873
Closed Access | Times Cited: 2
The Justification Effect on Two-Tier Multiple-Choice Exams
Pablo Frank-Bolton, Liberty Lehr, Rahul Simha, et al.
(2024)
Closed Access
The relationship between childhood maltreatment and learning engagement of high school students: the role of growth mindset and beliefs about adversity
Xintong Zhao, Lijuan Quan
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 1
Experience in studying the adaptability of the educational process in schools with low in schools with low educational results
Elena G. Matvievskaya, Olga G. Tavstukha, Svetlana N. Polkina
Perspectives of science and education (2023) Vol. 61, Iss. 1, pp. 708-726
Open Access
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