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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:

The intersection of epistemic beliefs and gender in argumentation performance
Seyyed Kazem Banihashem, Omid Noroozi, H.J.A. Biemans, et al.
Innovations in Education and Teaching International (2023) Vol. 61, Iss. 4, pp. 716-734
Open Access | Times Cited: 20

Showing 20 citing articles:

Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation
Kai Guo, Yuchun Zhong, Danling Li, et al.
Computers & Education (2023) Vol. 203, pp. 104862-104862
Closed Access | Times Cited: 64
Does perception mean learning? Insights from an online peer feedback setting
Omid Noroozi, Maryam Alqassab, Nafiseh Taghizadeh Kerman, et al.
Assessment & Evaluation in Higher Education (2024), pp. 1-15
Open Access | Times Cited: 26
AI and Uncertain Motivation: Hidden allies that impact EFL argumentative essays using the Toulmin Model
Abdullah Al Fraidan
Acta Psychologica (2025) Vol. 252, pp. 104684-104684
Open Access | Times Cited: 2
Online peer feedback in higher education: A synthesis of the literature
Nafiseh Taghizadeh Kerman, Seyyed Kazem Banihashem, Morteza Karami, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 1, pp. 763-813
Open Access | Times Cited: 36
Independent Curriculum Learning Management to Improve Students’ Literacy and Numerical Competence in Schools
Rosnelli Rosnelli, Pitra Ashrin Ristiana
International Journal of Education in Mathematics Science and Technology (2023) Vol. 11, Iss. 4, pp. 946-963
Open Access | Times Cited: 22
A systematic review of the key components of online peer feedback practices in higher education
Xingshi Gao, Omid Noroozi, J.T.M. Gulikers, et al.
Educational Research Review (2023) Vol. 42, pp. 100588-100588
Open Access | Times Cited: 22
The Synergistic Effects in an AI-Supported Online Scientific Argumentation Learning Environment
Yu‐Ren Lin, Cheng‐Yu Hung
Computers & Education (2025) Vol. 229, pp. 105251-105251
Closed Access
The Effect of Mind Map as a Prewriting Activity in Third Grade Elementary Students' Descriptive Narrative Creative Writing With a Writing E‐Portfolio
Melissa Mustika, Charles Y. C. Yeh, Hercy N.H. Cheng, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 2
Closed Access
“Due to the composition of the feedback, I think it’s a girl”: The effects of gender and peer feedback content on essay revisions and perceptions of peer feedback
José Carlos G. Ocampo, Ernesto Panadero, Iván Sánchez‐Iglesias, et al.
Studies In Educational Evaluation (2025) Vol. 85, pp. 101455-101455
Closed Access
Exploring peer facilitation and critical thinking in asynchronous online discussions: A lag sequential analysis approach
Erqi Zhang, Zhaoli Zhang, Hai Liu, et al.
British Journal of Educational Technology (2025)
Closed Access
The Power of Peer Learning

Social interaction in learning and development (2023)
Closed Access | Times Cited: 10
Students’ Argumentation Performance in Online Learning Environments: Bridging Culture and Gender
Fatemeh Ranjbaran, Maryam Babaee, Marzieh Parvaneh Akhteh Khaneh, et al.
International Journal of Technology in Education (2023) Vol. 6, Iss. 3, pp. 434-454
Open Access | Times Cited: 7
How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study
Wenli Chen, Qianru Lyu, Junzhu Su
Instructional Science (2024)
Closed Access | Times Cited: 2
Virtual reality scenarios to reduce stress of assessment in university students: gender perspective guidelines
María del Pino Díaz Pereira, Lucía Casal de la Fuente, Joseba Delgado-Parada, et al.
Interactive Learning Environments (2024), pp. 1-16
Closed Access | Times Cited: 1
Exploring the roles of online learning engagement, achievement goals, and self-efficacy in internet-specific epistemic justification
Chengze Zeng
European Journal of Psychology of Education (2024) Vol. 40, Iss. 1
Closed Access
The Relationship between Epistemological Beliefs and Assessment Conceptions among Pre-Service Teachers
Girma Tessema, Kassa Michael, Solomon Areaya
Open Education Studies (2024) Vol. 6, Iss. 1
Open Access
Support Student Integration of Multiple Peer Feedback on Research Writing in Thesis Circles
Ya Ping Hsiao, Kamakshi Rajagopal
Social interaction in learning and development (2023), pp. 47-70
Closed Access | Times Cited: 1
‘A Different Voice’ in Peer Feedback: Gender Specificity in Students’ Willingness to Provide Peer Feedback
Dominique‐Esther Seroussi, Yehuda Peled, Rakefet Sharon, et al.
Education Sciences (2023) Vol. 13, Iss. 7, pp. 654-654
Open Access
SCAFFOLDING ARGUMENTATIVE ESSAYWRITING: AN ONLINE SCRIPTED PEER FEEDBACK AND PEER FEEDFORWARD MODULE
Saeed Latifi, Omid Noroozi, Seyyed Kazem Banihashem
Education and new developments (2023)
Open Access
Thematic content analysis of postgraduate theses on epistemological beliefs in science education: The Türkiye context
Sevinç Kaçar
Journal of Turkish Science Education (2023)
Open Access
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