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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 identification of gifted underachievement: Validity evidence for the commonly used methods
Rahmi Luke Jackson, Jae Yup Jung
British Journal of Educational Psychology (2022) Vol. 92, Iss. 3, pp. 1133-1159
Open Access | Times Cited: 12

Showing 12 citing articles:

El talento académico: una revisión conceptual
Mauricio Alexander Gómez-Pedraza, Alba Lucía Meneses Báez
Educación y Educadores (2025) Vol. 26, Iss. 3, pp. 1-20
Open Access
Motivational profiles of gifted students in science
Marié McGregor, Jae Yup Jung, Paul Evans
Educational Psychology (2025), pp. 1-22
Open Access
Exploring the genetic prediction of academic underachievement and overachievement
Kaito Kawakami, Francesca Procopio, Kaili Rimfeld, et al.
npj Science of Learning (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 2
*Motivational Pathways Underlying Gifted Underachievement: Trajectory Classes, Longitudinal Outcomes, and Predicting Factors
Alícia Ramos, Jeroen Lavrijsen, Lisa Linnenbrink‐Garcia, et al.
Gifted Child Quarterly (2022) Vol. 67, Iss. 3, pp. 179-197
Open Access | Times Cited: 11
Processing Speed in Gifted Children: A Clinical Neuropsychological Perspective
Paul Beljan, Justin M. Gardner, Dana Homaijani
Roeper Review (2024) Vol. 46, Iss. 2, pp. 131-139
Closed Access | Times Cited: 1
Academic underachievement and its motivational and self-regulated learning correlates: A meta-analytic review of 80 years of research
Carlton J. Fong, Erika A. Patall, Kate E. Snyder, et al.
Educational Research Review (2023) Vol. 41, pp. 100566-100566
Closed Access | Times Cited: 3
The Fallacy of Using the National Assessment Program–Literacy and Numeracy (NAPLAN) Data to Identify Australian High-Potential Gifted Students
Michelle Ronksley‐Pavia
Education Sciences (2023) Vol. 13, Iss. 4, pp. 421-421
Open Access | Times Cited: 2
Psychometric analysis of underachievement tool for gifted students
Marilena Z. Leana-Taşcılar
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Bridging the Missing Link on Giftedness and Underachiever Labels Research: Embracing Symbolic Interactionism
Mehmet Bıçakçı
Studies in symbolic interaction (2024), pp. 29-67
Closed Access
The “d” in the Peterson Proactive Developmental Attention (PPDA) model: A lens for understanding and supporting underachievers
Jean Sunde Peterson, Enyi Jen
Gifted and Talented International (2023) Vol. 38, Iss. 1, pp. 62-76
Closed Access
WISC-IV and Rey Auditory Verbal Learning Test Indicators of Specific Learning Disorder and Discrepant Academic Achievement
Renzo Q. Malini, Immanuel Thomas
Journal of Psychoeducational Assessment (2022) Vol. 40, Iss. 8, pp. 950-967
Closed Access
Interdisciplinary approach to the study of giftedness
L. Yu. Kalinina, Д. В. Иванов, Nikolay Alexandrovich Nikitin
Perspectives of science and education (2022) Vol. 59, Iss. 5, pp. 37-52
Open Access
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