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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:

Affective states and regulation of learning during socio‐emotional interactions in secondary school collaborative groups
Tiina Törmänen, Hanna Järvenoja, Mohammed Saqr, et al.
British Journal of Educational Psychology (2022) Vol. 93, Iss. S1, pp. 48-70
Closed Access | Times Cited: 27

Showing 1-25 of 27 citing articles:

Supporting self-regulated learning with learning analytics interventions – a systematic literature review
Sami Heikkinen, Mohammed Saqr, Jonna Malmberg, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 3, pp. 3059-3088
Open Access | Times Cited: 60
Making strides towards AI-supported regulation of learning in collaborative knowledge construction
Fan Ouyang, Mian Wu, Liyin Zhang, et al.
Computers in Human Behavior (2023) Vol. 142, pp. 107650-107650
Closed Access | Times Cited: 36
How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students’ interactions in two varied tasks
Kateryna Zabolotna, Liv Nøhr, Megumi Iwata, et al.
International Journal of Computer-Supported Collaborative Learning (2025)
Open Access | Times Cited: 1
Mapping the self in self‐regulation using complex dynamic systems approach
Mohammed Saqr, Sonsoles López‐Pernas
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1376-1397
Open Access | Times Cited: 5
Mind and body in students' and teachers' engagement: New evidence, challenges, and guidelines for future research
Reinhard Pekrun
British Journal of Educational Psychology (2023) Vol. 93, Iss. S1, pp. 227-238
Open Access | Times Cited: 11
The potential of biophysiology for understanding motivation, engagement and learning experiences
Andrew J. Martin, Lars‐Erik Malmberg, Eija Pakarinen, et al.
British Journal of Educational Psychology (2023) Vol. 93, Iss. S1, pp. 1-9
Closed Access | Times Cited: 11
A Modern Approach to Transition Analysis and Process Mining with Markov Models in Education
Jouni Helske, Satu Helske, Mohammed Saqr, et al.
(2024), pp. 381-427
Open Access | Times Cited: 4
Using learning design and learning analytics to promote, detect and support Socially-Shared Regulation of Learning: A systematic literature review
Cristina Villa-Torrano, Wannapon Suraworachet, Eduardo Gómez‐Sánchez, et al.
Computers & Education (2025), pp. 105261-105261
Closed Access
Substance Use Related to School Dropout: A Systematic Review and Meta‐Analysis
Dongxue Zhu, Fan Wang, Shaojie Wang, et al.
Psychology in the Schools (2025)
Open Access
Transition Network Analysis: A Novel Framework for Modeling, Visualizing, and Identifying the Temporal Patterns of Learners and Learning Processes
Mohammed Saqr, Sonsoles López‐Pernas, Tiina Törmänen, et al.
(2025), pp. 351-361
Closed Access
A longitudinal study of interplay between student engagement and self-regulation
Sami Heikkinen, Mohammed Saqr, Jonna Malmberg, et al.
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access
In Sync or Out of Sync? Understanding Stress and Learning Performance in Collaborative Healthcare Simulations through Physiological Synchrony and Arousal
Lixiang Yan, Dragan Gašević, Vanessa Echeverría, et al.
International Journal of Artificial Intelligence in Education (2025)
Open Access
How does project-based-learning makes difference in secondary school mathematics
Monika Chhabra, Anjusha Gawande
Multidisciplinary Science Journal (2025) Vol. 7, Iss. 9, pp. 2025550-2025550
Closed Access
Advances in Wearable Sensors for Learning Analytics: Trends, Challenges, and Prospects
Huaqing Hong, Ling Dai, Xiulin Zheng
Sensors (2025) Vol. 25, Iss. 9, pp. 2714-2714
Open Access
We Will Succeed: How Varying Success Expectancies and Socially Shared Regulation Shape Students' Collaborative Learning
Hanna Järvenoja, Tiina Törmänen, M Turunen, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 3
Closed Access
Measuring in-situ engagement during structured experiences: Validation & reliability study using immersion neuroscience software
Karen K. Melton, Camilla J. Hodge, Kristl Densley, et al.
Journal of Leisure Research (2024), pp. 1-23
Open Access | Times Cited: 2
Exploring the role of gaze behaviour in socially shared regulation of collaborative learning in a group task
Ridwan Whitehead, Andy Nguyen, Sanna Järvelä
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 5, pp. 2226-2247
Closed Access | Times Cited: 2
Multi-Channel Sequence Analysis in Educational Research: An Introduction and Tutorial with R
Sonsoles López‐Pernas, Mohammed Saqr, Satu Helske, et al.
(2024), pp. 429-465
Open Access | Times Cited: 2
Physiological Synchrony and Arousal as Indicators of Stress and Learning Performance in Embodied Collaborative Learning
Lixiang Yan, Roberto Martínez‐Maldonado, Linxuan Zhao, et al.
Lecture notes in computer science (2023), pp. 602-614
Closed Access | Times Cited: 6
A pedagogical approach optimization toward sustainable architectural technology education applied by massive open online courses
Bifeng Zhu, Yuan Zheng, Manqi Ding, et al.
International Journal of Architectural Research Archnet-IJAR (2023) Vol. 17, Iss. 3, pp. 589-607
Closed Access | Times Cited: 5
The Effects of Emotion Regulation and Students’ Perceived Challenges on Emotion Synchrony in Collaborative learning
Xiaoshan Huang, Shan Li, Tingting Wang, et al.
Research Square (Research Square) (2024)
Open Access | Times Cited: 1
Learners’ Linguistic Alignment and Physiological Synchrony
Joni Lämsä, Justin Edwards, Eetu Haataja, et al.
Journal of Learning Analytics (2024), pp. 1-18
Open Access | Times Cited: 1
Interactive learning: harnessing technology to alleviate foreign language anxiety in foreign literature education
Yi Ai, YunChi Hu, Weijie Zhao
Interactive Learning Environments (2024), pp. 1-20
Closed Access | Times Cited: 1
Relationship between the Latent Profile of Online Socially Regulated Learning and Collaborative Learning Motivation
Xiaodan Wang, Xin Wang, Tinghui Huang, et al.
Sustainability (2023) Vol. 16, Iss. 1, pp. 181-181
Open Access | Times Cited: 2
Supporting self-regulated learning with learning analytics interventions – a systematic literature review
Sami Heikkinen, Mohammed Saqr, Jonna Malmberg, et al.
Research Square (Research Square) (2022)
Open Access | Times Cited: 3
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