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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:

Effects of a mobile self-regulated learning approach on students’ learning achievements and self-regulated learning skills
Lanqin Zheng, Xin Li, Fengying Chen
Innovations in Education and Teaching International (2016), pp. 1-9
Closed Access | Times Cited: 62

Showing 1-25 of 62 citing articles:

Indonesia Education Readiness Conducting Distance Learning in Covid-19 Pandemic Situation
Madziatul Churiyah, Sholikhan Sholikhan, Filianti Filianti, et al.
International Journal of Multicultural and Multireligious Understanding (2020) Vol. 7, Iss. 6, pp. 491-491
Open Access | Times Cited: 354
The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis
Chin‐Hsi Lin, Yining Zhang, Binbin Zheng
Computers & Education (2017) Vol. 113, pp. 75-85
Closed Access | Times Cited: 197
Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review
Zhihong Xu, Yingying Zhao, Jeffrey Liew, et al.
Educational Research Review (2023) Vol. 39, pp. 100510-100510
Open Access | Times Cited: 92
The effects of using mobile devices on language learning: a meta-analysis
Zhenzhen Chen, Weichao Chen, Jiyou Jia, et al.
Educational Technology Research and Development (2020) Vol. 68, Iss. 4, pp. 1769-1789
Closed Access | Times Cited: 96
Can COVID-19 pandemic influence experience response in mobile learning?
Yun-Peng Yuan, Garry Wei–Han Tan, Keng‐Boon Ooi, et al.
Telematics and Informatics (2021) Vol. 64, pp. 101676-101676
Open Access | Times Cited: 91
Mobile Learning in Higher Education: Structural Equation Model for Good Teaching Practices
José María Romero Rodríguez, Inmaculada Aznar Díaz, Francisco Javier Hinojo Lucena, et al.
IEEE Access (2020) Vol. 8, pp. 91761-91769
Open Access | Times Cited: 70
Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses
Ching‐Yi Chang, Patcharin Panjaburee, Hui‐Chen Lin, et al.
Educational Technology Research and Development (2022) Vol. 70, Iss. 1, pp. 185-204
Closed Access | Times Cited: 56
A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education
Zhihong Xu, Yingying Zhao, Bingsheng Zhang, et al.
Behaviour and Information Technology (2022) Vol. 42, Iss. 16, pp. 2911-2931
Open Access | Times Cited: 41
The relationship between technology acceptance and self-regulated learning: the mediation roles of intrinsic motivation and learning engagement
AN Fu-hai, Linjin Xi, Jingyi Yu
Education and Information Technologies (2023) Vol. 29, Iss. 3, pp. 2605-2623
Open Access | Times Cited: 28
The relationship between mobile learning and self-regulated learning: A systematic review
Agnieszka Palalas, Norine Wark
Australasian Journal of Educational Technology (2020) Vol. 36, Iss. 4, pp. 151-172
Open Access | Times Cited: 52
The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners
Meina Zhu, Min Young Doo
Journal of Computing in Higher Education (2021) Vol. 34, Iss. 2, pp. 321-342
Open Access | Times Cited: 43
The impact of an online gamified approach embedded with self‐regulated learning support on students' reading performance and intrinsic motivation: A randomized controlled trial
Shen Qiao, Samuel Kai Wah Chu, Xiaoai Shen, et al.
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 5, pp. 1379-1393
Closed Access | Times Cited: 28
Mobile-technology-induced learning strategies: Chinese university EFL students learning English in an emerging context
Chuan Gao, Huizhong Shen
ReCALL (2020) Vol. 33, Iss. 1, pp. 88-105
Closed Access | Times Cited: 41
Mobile-assisted academic vocabulary learning with digital flashcards: Exploring the impacts on university students’ self-regulatory capacity
Tahereh Boroughani, Nastaran Behshad, Ismail Xodabande
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 14
Boosting self-regulated learning with mobile interventions: Planning and prompting help children maintain a regular study routine
Jasmin Breitwieser, Lea Nobbe, Daniel Biedermann, et al.
Computers & Education (2023) Vol. 205, pp. 104879-104879
Open Access | Times Cited: 14
Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning
Yin Yang, Yanjie Song
Computer Assisted Language Learning (2024), pp. 1-33
Closed Access | Times Cited: 5
Analysis of the determining factors of good teaching practices of mobile learning at the Spanish University. An explanatory model
Inmaculada Aznar Díaz, Francisco-Javier Hinojo-Lucena, María Pilar Cáceres Reche, et al.
Computers & Education (2020) Vol. 159, pp. 104007-104007
Open Access | Times Cited: 37
A question, observation, and organisation‐based SVVR approach to enhancing students' presentation performance, classroom engagement, and technology acceptance in a cultural course
Shu‐Yun Chien, Gwo‐Jen Hwang
British Journal of Educational Technology (2021) Vol. 53, Iss. 2, pp. 229-247
Closed Access | Times Cited: 31
A meta‐analysis of effects of self‐directed learning in online learning environments
Min Young Doo, Meina Zhu
Journal of Computer Assisted Learning (2023) Vol. 40, Iss. 1, pp. 1-20
Open Access | Times Cited: 11
Self-determination theory and the influence of social support, self-regulated learning, and flow experience on student learning engagement in self-directed e-learning
Yanhua Yang, Jianfeng Chen, Xin Zhuang
Frontiers in Psychology (2025) Vol. 16
Open Access
Technology-enhanced self-regulated second language learning interventions: A systematic review
Mengru Pan, Chun Lai, Kai Guo
System (2025) Vol. 131, pp. 103675-103675
Closed Access
The Effects of Mobile Learning on Listening Comprehension Skills and Attitudes of Omani EFL Adult Learners
Abdullah Al-Shamsi, Abdo Mohamed Al-Mekhlafi, Saleh Al-Busaidi, et al.
International Journal of Learning Teaching and Educational Research (2020) Vol. 19, Iss. 8, pp. 16-39
Open Access | Times Cited: 22
Effects of GenAI-empowered interactive support on university EFL students' self-regulated strategy use and engagement in reading
Mengru Pan, Chun Lai, Kai Guo
The Internet and Higher Education (2024), pp. 100991-100991
Closed Access | Times Cited: 2
Effectiveness of self-regulated Learning skills on web-based instruction attitudes in online environments
Hasan Özdal, Celalettin Özden, Ramazan Atasoy, et al.
Pegem Journal of Education and Instruction (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 11
A Comparative analysis of learning, retention, learning and study strategies in the traditional and M-learning systems
S. Ehsanpur, Majid Reza Razavi
European Review of Applied Psychology (2020) Vol. 70, Iss. 6, pp. 100605-100605
Closed Access | Times Cited: 17
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