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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:

What really matters: The role of behavioural engagement in multiple document literacy tasks
Ivar Bråten, Eva Wennås Brante, Helge I. Strømsø
Journal of Research in Reading (2018) Vol. 41, Iss. 4, pp. 680-699
Open Access | Times Cited: 47

Showing 1-25 of 47 citing articles:

Improving college students’ fact-checking strategies through lateral reading instruction in a general education civics course
Jessica E. Brodsky, Patricia J. Brooks, Donna Scimeca, et al.
Cognitive Research Principles and Implications (2021) Vol. 6, Iss. 1
Open Access | Times Cited: 62
Does reading medium affect processing and integration of textual and pictorial information? A multimedia eye-tracking study
Natalia Latini, Ivar Bråten, Ladislao Salmerón
Contemporary Educational Psychology (2020) Vol. 62, pp. 101870-101870
Open Access | Times Cited: 59
The Role of Individual Differences in Sourcing: a Systematic Review
Øistein Anmarkrud, Ivar Bråten, Elena Florit, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 2, pp. 749-792
Open Access | Times Cited: 48
Influence of Individual-technology-task-environment Fit on University Student Online Learning Performance: The Mediating Role of Behavioral, Emotional, and Cognitive Engagement
Kaifeng Liu, JingTao Yao, Da Tao, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 12, pp. 15949-15968
Open Access | Times Cited: 17
Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry
Matthias Stadler, Maria Bannert, Michael Sailer
Computers in Human Behavior (2024) Vol. 160, pp. 108386-108386
Open Access | Times Cited: 6
Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context
Natalia Latini, Ivar Bråten, Øistein Anmarkrud, et al.
Contemporary Educational Psychology (2019) Vol. 59, pp. 101797-101797
Open Access | Times Cited: 54
The Role of Internet-Specific Justification Beliefs in Source Evaluation and Corroboration During Web Search on an Unsettled Socio-Scientific Issue
Yvonne Kammerer, Steffen Gottschling, Ivar Bråten
Journal of Educational Computing Research (2020) Vol. 59, Iss. 2, pp. 342-378
Open Access | Times Cited: 40
A Systematic Review of Reading Engagement Research: What Do We Mean, What Do We Know, and Where Do We Need to Go?
Yongjun Lee, Bong Gee Jang, Kristin Conradi Smith
Reading Psychology (2021) Vol. 42, Iss. 5, pp. 540-576
Closed Access | Times Cited: 36
Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference?
Ymkje E. Haverkamp, Ivar Bråten, Natalia Latini, et al.
Contemporary Educational Psychology (2024) Vol. 77, pp. 102271-102271
Open Access | Times Cited: 5
Researching and writing based on multiple texts
Hongcui Du, Alexandra List
Learning and Instruction (2019) Vol. 66, pp. 101297-101297
Closed Access | Times Cited: 38
Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality
Ivar Bråten, Natalia Latini, Ymkje E. Haverkamp
Reading and Writing (2021) Vol. 35, Iss. 3, pp. 687-711
Open Access | Times Cited: 29
Adolescents’ credibility justifications when evaluating online texts
Carita Kiili, Ivar Bråten, Helge I. Strømsø, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 7421-7450
Open Access | Times Cited: 22
What does more and less effective internet evaluation entail?: Investigating readers’ credibility judgments across content, source, and context
Elena Forzani, Julie A. Corrigan, Carita Kiili
Computers in Human Behavior (2022) Vol. 135, pp. 107359-107359
Closed Access | Times Cited: 20
Content and quantity of highlights and annotations predict learning from multiple digital texts
Alexandra List, Chang-Jen Lin
Computers & Education (2023) Vol. 199, pp. 104791-104791
Closed Access | Times Cited: 12
Student engagement and learning outcomes: an empirical study applying a four-dimensional framework
Xiaoming Xu, Zehua Shi, Nicolaas A. Bos, et al.
Medical Education Online (2023) Vol. 28, Iss. 1
Open Access | Times Cited: 11
Investigating the role of prior knowledge in comprehending intratextual and intertextual relationships when reading multiple texts
Burcu Demir, Ymkje E. Haverkamp, Jason L. G. Braasch, et al.
Learning and Individual Differences (2024) Vol. 111, pp. 102442-102442
Closed Access | Times Cited: 4
Exploring Students Online Learning Behavioral Engagement in University: Factors, Academic Performance and Their Relationship
Yonghong Wang, Mingzhang Zuo, Xiangchun He, et al.
Behavioral Sciences (2025) Vol. 15, Iss. 1, pp. 78-78
Open Access
Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES)
Montserrat Cubillos, Mónica Zegers, Himilcon Inciarte
Reading Research Quarterly (2025) Vol. 60, Iss. 2
Closed Access
Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue
Elisabeth Stang Lund, Ivar Bråten, Christian Brandmo, et al.
Reading and Writing (2018) Vol. 32, Iss. 2, pp. 335-356
Closed Access | Times Cited: 36
Investigating elementary school students’ text-based argumentation with multiple online information resources
Carita Kiili, Ivar Bråten, Nina Kullberg, et al.
Computers & Education (2019) Vol. 147, pp. 103785-103785
Open Access | Times Cited: 35
Correlates of K-12 Students’ Intertextual Integration
Daniel R. Espinas, Brennan W. Chandler
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 3
Mapping multiple documents: From constructing multiple document models to argumentative writing
Sarit Barzilai, Danna Tal-Savir, Fayez Abed, et al.
Reading and Writing (2021) Vol. 36, Iss. 4, pp. 809-847
Closed Access | Times Cited: 22
To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment
Pablo Delgado, Elisabeth Stang Lund, Ladislao Salmerón, et al.
Reading and Writing (2020) Vol. 33, Iss. 8, pp. 2049-2072
Closed Access | Times Cited: 22
Constraints and Affordances of Online Engagement With Scientific Information—A Literature Review
Friederike Hendriks, Elisabeth Mayweg-Paus, Mark Felton, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 21
Reasoning beyond history: examining students’ strategy use when completing a multiple text task addressing a controversial topic in education
Alexandra List, Hongcui Du
Reading and Writing (2020) Vol. 34, Iss. 4, pp. 1003-1048
Closed Access | Times Cited: 19
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