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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:

No evidence of a major learning slide 14 months into the COVID-19 pandemic in Denmark
Jesper Fels Birkelund, Kristian Bernt Karlson
European Societies (2022) Vol. 25, Iss. 3, pp. 468-488
Open Access | Times Cited: 34

Showing 1-25 of 34 citing articles:

A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic
Bastian Andreas Betthäuser, Anders Malthe Bach‐Mortensen, Per Engzell
Nature Human Behaviour (2023) Vol. 7, Iss. 3, pp. 375-385
Open Access | Times Cited: 309
The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis
Giorgio Di Pietro
Educational Research Review (2023) Vol. 39, pp. 100530-100530
Open Access | Times Cited: 73
Learning loss one year after school closures: evidence from the Basque Country
Andreu Arenas, Lucas Gortázar
SERIEs (2024) Vol. 15, Iss. 3, pp. 235-258
Open Access | Times Cited: 7
Performance increases in mathematics within an intelligent tutoring system during COVID-19 related school closures: a large-scale longitudinal evaluation
Markus Spitzer, Korbinian Moeller
Computers and Education Open (2024) Vol. 6, pp. 100162-100162
Open Access | Times Cited: 6
Educators’ Perceptions of Their Own Mental Health and Young Children’s Skills in the Second Year of the COVID-19 Pandemic in Ontario, Canada
Natalie Spadafora, Caroline Reid‐Westoby, Magdalena Janus
Journal of Education (2025)
Open Access
Performance increases in mathematics during COVID-19 pandemic distance learning in Austria: Evidence from an intelligent tutoring system for mathematics
Markus Spitzer, Korbinian Moeller
Trends in Neuroscience and Education (2023) Vol. 31, pp. 100203-100203
Open Access | Times Cited: 10
Learning Loss and Recovery from the COVID-19 Pandemic: A Systematic Review of Evidence
Nina Ashley Dela Cruz, Ann Jillian Adona, Rhea Molato-Gayares, et al.
(2024)
Open Access | Times Cited: 3
The Lost Years: an Integrative Review of the Mental Health, Educational, and Social Impact of the Pandemic on Children and Adolescents From 2019 to 2022
Grace Mucci, Erin Collins, Elizabeth Pearce, et al.
Journal of Pediatric Neuropsychology (2024) Vol. 10, Iss. 1, pp. 49-90
Open Access | Times Cited: 3
COVID-19 and child education outcomes in Southern Ghana
Charles Yaw Okyere, Frank Otchere, Joseph Kujo Darko, et al.
Heliyon (2024) Vol. 10, Iss. 4, pp. e26238-e26238
Open Access | Times Cited: 2
The resilience in test scores and the mitigating effect of summer schools one year after the COVID-19 school closures
Letizia Gambi, Kristof De Witte
Labour Economics (2024) Vol. 90, pp. 102549-102549
Closed Access | Times Cited: 2
Learning Loss and Recovery from the COVID-19 Pandemic: A Systematic Review of Evidence
Nina Ashley Dela Cruz, Ann Jillian Adona, Rhea Molato-Gayares, et al.
SSRN Electronic Journal (2024)
Open Access | Times Cited: 1
The effects of the COVID-19 pandemic on Italian primary school children’s learning: A systematic review through a psycho-social lens
Eugenio Trotta, Gianluigi Serio, Lucia Monacis, et al.
PLoS ONE (2024) Vol. 19, Iss. 6, pp. e0303991-e0303991
Open Access | Times Cited: 1
The impact of the COVID-19 pandemic on the academic achievement of elementary and junior high school students: analysis using administrative data from Amagasaki City
Shinsuke Asakawa, Fumio Ohtake, Shinpei Sano
Review of Economics of the Household (2024)
Open Access | Times Cited: 1
The impact of personality type on online learning performance among high school students
Yuzhen Wang, Ruifeng Yu, Xinjun Wu, et al.
Education and Information Technologies (2024)
Closed Access | Times Cited: 1
A dashboard for the evaluation of the effect of school closures on wellbeing of children and parents
Febe Brackx, Bert De Smedt, Geert Molenberghs
Archives of Public Health (2023) Vol. 81, Iss. 1
Open Access | Times Cited: 2
LEARNING LOSSES: THE COMPLEXITY OF PROBLEM IN THE CONTEXT OF WAR IN UKRAINE
Оleh Topuzov, Олена Локшина, Микола Головко
Education Modern Discourses (2024), Iss. 6, pp. 7-17
Open Access
Migrant children’s digital divide in online learning during the Covid-19 pandemic: evidence from Stone School in Hangzhou, China
Guanli Zhang, Muzhi Zhou, Robert Walker, et al.
Chinese Sociological Review (2024), pp. 1-26
Closed Access
The effect of school closures on standardized test scores: Evidence under zero-COVID policies
Christian Gillitzer, Nalini Prasad
Economics of Education Review (2024) Vol. 102, pp. 102577-102577
Open Access
School closures and student achievement, evidence from a high stakes exam
Marc Riudavets-Barcons, Roope Uusitalo
Journal of the Finnish Economic Association (2024) Vol. 5, Iss. 1
Open Access
Problems of Distance Learning in EU Countries During the COVID-19 Pandemic
A. I. Egorov
Contemporary Europe (2024), Iss. 3 (124), pp. 138-149
Closed Access
Inequality in pandemic effects on school track placement and the role of social and academic embeddedness
Herman G. van de Werfhorst, Dieuwke Zwier, Sara Geven, et al.
npj Science of Learning (2024) Vol. 9, Iss. 1
Open Access
Learning losses amid COVID-19 school closures: evidence from Bangladesh
Samir Ranjan Nath
Irish Educational Studies (2024), pp. 1-24
Closed Access
Socio-economic differences in remote schoolwork during the COVID-19 pandemic: a trend analysis of the 2020 and 2021 school-closure periods using the UK Understanding Society data
Nicola Pensiero, Anthony Kelly, Christian Bokhove
Longitudinal and Life Course Studies (2024) Vol. 15, Iss. 3, pp. 286-321
Closed Access
Increased Performance in Tutoring Systems During COVID-19 in Uruguay
Markus Spitzer, Lisa Bardach, Myriel Kopatz, et al.
(2024)
Open Access
Pupil-initiated or teacher-guided? Learnings from pupil-centred approaches during COVID-19
Ane Qvortrup, Rune Lomholt
Education 3-13 (2023) Vol. 52, Iss. 1, pp. 78-91
Closed Access | Times Cited: 1
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