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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:

Gifted students and self-regulated learning: The MASRL model and its implications for SRL
Anastasia Efklides
High Ability Studies (2018) Vol. 30, Iss. 1-2, pp. 79-102
Closed Access | Times Cited: 60

Showing 1-25 of 60 citing articles:

A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system
Daryn A. Dever, Nathan A. Sonnenfeld, Megan Wiedbusch, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 659-691
Closed Access | Times Cited: 17
The Influence of Motivation, Emotions, Cognition, and Metacognition on Students’ Learning Performance: A Comparative Study in Higher Education in Blended and Traditional Contexts
Elizabeth Acosta Gonzaga, Aldo Ramírez-Arellano
SAGE Open (2021) Vol. 11, Iss. 2
Open Access | Times Cited: 35
How Metacognition Supports Giftedness in Leadership
Eirini Zoi Kontostavlou, Athanasios Drigas
International Journal of Advanced Corporate Learning (iJAC) (2021) Vol. 14, Iss. 2, pp. 4-16
Open Access | Times Cited: 32
Improving Inclusive Education through Universal Design for Learning
Alvyra Galkienė, Ona Monkevičienė
Inclusive learning and educational equity (2021)
Open Access | Times Cited: 30
Exploring age-related differences in metacognitive self-regulation: the influence of motivational factors in secondary school students
Ioannis Katsantonis
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 4
The Role of Psychological Adaptation in the Process of Self-Realization of Gifted Students
Myroslava Sadova, Galyna Lapshun, І. Ю. Самохвалова, et al.
Journal of Intellectual Disability - Diagnosis and Treatment (2025) Vol. 13, Iss. 1, pp. 44-52
Closed Access
Can metacognitive monitoring be trained procedurally in the classroom?
Joëlle Proust, Frédéric Guilleray, Victor Serveau, et al.
Metacognition and Learning (2025) Vol. 20, Iss. 1
Closed Access
The development of metacognitive knowledge from childhood to young adulthood: Major trends and educational implications
Wolfgang Schneider, Catharina Tibken, Tobias Richter
Advances in child development and behavior (2022), pp. 273-307
Closed Access | Times Cited: 18
The Goal of the Universal Design for Learning: Development of All to Expert Learners
Julita Navaitienė, Eglė Stasiūnaitienė
Inclusive learning and educational equity (2021), pp. 23-57
Open Access | Times Cited: 19
Student Motivation and Independent Learning in Social Studies, English, and Math: The Impact of the Classroom Environment
Ketut Susiani, I Ketut Dharsana, I Kadek Suartama, et al.
International Journal of Innovative Research and Scientific Studies (2022) Vol. 5, Iss. 4, pp. 258-268
Open Access | Times Cited: 10
Person-centred study on higher-order interactions between students’ motivational beliefs and metacognitive self-regulation: Links with school language achievement
Ioannis Katsantonis, Ros McLellan
PLoS ONE (2023) Vol. 18, Iss. 10, pp. e0289367-e0289367
Open Access | Times Cited: 6
Gifted students in solving HOTS mathematical problems
Heri Purnomo, Cholis Sa’dijah, Ety Tejo Dwi Cahyowati, et al.
AIP conference proceedings (2021) Vol. 2330, pp. 040008-040008
Open Access | Times Cited: 14
A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents
Megan Wiedbusch, James C. Lester, Roger Azevedo
Metacognition and Learning (2023) Vol. 18, Iss. 2, pp. 465-494
Closed Access | Times Cited: 5
Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks
María Tomé Fernández, Elvira Curiel-Marín, Elisabet Caraballo
Electronics (2020) Vol. 9, Iss. 5, pp. 876-876
Open Access | Times Cited: 13
Conceptual Approaches to the Analysis of Self-regulated Learning in Foreign Psychology
Tatiana Fomina
Journal of Modern Foreign Psychology (2022) Vol. 11, Iss. 3, pp. 27-37
Open Access | Times Cited: 8
An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors
María Tomé Fernández, Marina García-Garnica, Asunción Martínez-Martínez, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 10, pp. 3700-3700
Open Access | Times Cited: 12
Well-Being in Education: Modern Theories, Historical Context, Empirical Studies
Александра Струкова, K.N. Polivanova
Journal of Modern Foreign Psychology (2023) Vol. 12, Iss. 3, pp. 137-148
Open Access | Times Cited: 4
Self-control and self-monitoring behaviour of gifted learners in the mathematical problem-solving process: A case study
Gönül Yazgan-Sağ, Ziya Argün
South African Journal of Education (2024) Vol. 44, Iss. 1, pp. 1-19
Open Access | Times Cited: 1
Scoping literature review of well‐being of students at school: Implications for designing evidence‐based interventions
Александра Струкова
Review of Education (2024) Vol. 12, Iss. 2
Closed Access | Times Cited: 1
Aprendizaje autorregulado. Factores subjetivos, conductuales y del contexto. Cartografía conceptual, parte III
Marcos Antonio Requena Arellano
Interdisciplinaria Revista de Psicología y Ciencias Afines (2024) Vol. 41, Iss. 1
Open Access | Times Cited: 1
Investigating factors influencing students’ regulation of homework emotion: integrating multiple theoretical perspectives
Jianzhong Xu
Metacognition and Learning (2024) Vol. 19, Iss. 3, pp. 999-1028
Closed Access | Times Cited: 1
Analyzing multimodal data to understand medical trainees' regulation strategies and physiological responses in high- fidelity medical simulation scenarios
Matthew Moreno, Lucia Patino Melo, Keerat Grewal, et al.
Metacognition and Learning (2024)
Closed Access | Times Cited: 1
Students’ Ability to Work with the Periodic Table: The Use of Three-Tier Tasks
Martin Rusek, Martina Tóthová, Vlastimil Chytrý, et al.
Journal of Chemical Education (2024) Vol. 101, Iss. 11, pp. 4590-4602
Closed Access | Times Cited: 1
English as a foreign language learners’ strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors
Anita Habók, Andrea Magyar, Gyöngyvér Molnár
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 7
Aspects of self-regulated learning and their influence on the mathematics achievement of fifth graders in the context of four different proclaimed curricula
Jaroslav Říčan, Vlastimil Chytrý, Janka Medová
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 7
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