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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:

Kindergarten Children's Executive Functions Predict Their Second‐Grade Academic Achievement and Behavior
Paul L. Morgan, George Farkas, Marianne M. Hillemeier, et al.
Child Development (2018) Vol. 90, Iss. 5, pp. 1802-1816
Open Access | Times Cited: 113

Showing 1-25 of 113 citing articles:

Pathways from socioeconomic status to early academic achievement: The role of specific executive functions
Nicholas E. Waters, Sammy F. Ahmed, Sandra Tang, et al.
Early Childhood Research Quarterly (2020) Vol. 54, pp. 321-331
Open Access | Times Cited: 81
Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function
Dieuwer ten Braak, Ragnhild Lenes, David J. Purpura, et al.
Journal of Experimental Child Psychology (2021) Vol. 214, pp. 105306-105306
Open Access | Times Cited: 73
Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills
Jennifer K. Finders, Megan M. McClelland, G. John Geldhof, et al.
Early Childhood Research Quarterly (2020) Vol. 54, pp. 72-85
Closed Access | Times Cited: 62
Developmental trajectories of executive functions from preschool to kindergarten
Shannon Reilly, Jason T. Downer, Kevin J. Grimm
Developmental Science (2022) Vol. 25, Iss. 5
Open Access | Times Cited: 33
Self-Regulation in Preschool: Examining Its Factor Structure and Associations With Pre-academic Skills and Social-Emotional Competence
Irem Korucu, Ezgi Aytürk, Jennifer K. Finders, et al.
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 28
Modeling the associations between socioeconomic risk factors, executive function components, and reading among children in rural Côte d’Ivoire
Faryal Khan, Brooke Wortsman, Hannah Whitehead, et al.
Cognitive Development (2024) Vol. 70, pp. 101436-101436
Open Access | Times Cited: 7
Preschool Quality Effects on Learning Behavior and Later Achievement in Germany: Moderation by Socioeconomic Status
Daniel Schmerse
Child Development (2020) Vol. 91, Iss. 6, pp. 2237-2254
Open Access | Times Cited: 44
The effect of physical activity on resilience of Chinese children: the chain mediating effect of executive function and emotional regulation
Yifan Xu, Kai Qi, Shuqiao Meng, et al.
Research Square (Research Square) (2025)
Closed Access
Executive functions development: A longitudinal study of children from kindergarten to third grade across varied socioeconomic backgrounds
Talya Raz, Shelley Shaul
Cognitive Development (2025) Vol. 74, pp. 101576-101576
Open Access
Working memory growth and early Spanish reading interact to shape reading and math gains for Spanish-English emergent bilinguals
Ye Shen
Contemporary Educational Psychology (2025), pp. 102366-102366
Open Access
Teacher-student interactions as a pathway to strengthen working memory in primary school students: a microtrial study protocol
Sophie Pollé, Simona Sankalaite, Mariëtte Huizinga, et al.
Frontiers in Education (2025) Vol. 10
Open Access
The long-term indirect effect of the early Family Check-Up intervention on adolescent internalizing and externalizing symptoms via inhibitory control
Rochelle F. Hentges, Chelsea Weaver Krug, Daniel S. Shaw, et al.
Development and Psychopathology (2020) Vol. 32, Iss. 4, pp. 1544-1554
Open Access | Times Cited: 35
Strengthening Executive Function and Self-Regulation Through Teacher-Student Interaction in Preschool and Primary School Children: A Systematic Review
Simona Sankalaite, Mariëtte Huizinga, Jolien Dewandeleer, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 31
Trajectories of Children's Executive Function After Traumatic Brain Injury
Heather T. Keenan, Amy Clark, Richard Holubkov, et al.
JAMA Network Open (2021) Vol. 4, Iss. 3, pp. e212624-e212624
Open Access | Times Cited: 29
The Effects of Traffic Air Pollution in and around Schools on Executive Function and Academic Performance in Children: A Rapid Review
Nicola Gartland, Halah E. Aljofi, Kimberly Dienes, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 2, pp. 749-749
Open Access | Times Cited: 22
Preschoolers’ executive functions following indoor and outdoor free play
Andrew E. Koepp, Elizabeth T. Gershoff, Darla M. Castelli, et al.
Trends in Neuroscience and Education (2022) Vol. 28, pp. 100182-100182
Open Access | Times Cited: 21
Análisis de la influencia de los predictores de dominio específico y general en el desarrollo de la aritmética básica en escolares chilenos
Tatiana Mazuera-Velásquez, Gamal Cerda, Cesar Castillo-Concha, et al.
CES Psicología (2025) Vol. 18, Iss. 1, pp. 18-34
Open Access
Direct and indirect contributions of executive function to word decoding and reading comprehension in kindergarten
Stephanie L. Haft, Jocelyn Caballero, Hiroko Tanaka, et al.
Learning and Individual Differences (2019) Vol. 76, pp. 101783-101783
Open Access | Times Cited: 33
Direct and indirect effects of executive functions, reading engagement, and higher order strategic processes in the reading comprehension of Dual Language Learners and English Monolinguals
Ana Taboada Barber, Kelly B. Cartwright, Laura M. Stapleton, et al.
Contemporary Educational Psychology (2020) Vol. 61, pp. 101848-101848
Closed Access | Times Cited: 31
Cultural influences on the relation between executive functions and academic achievement
George K. Georgiou, Wei Wei, Tomohiro Inoue, et al.
Reading and Writing (2019) Vol. 33, Iss. 4, pp. 991-1013
Closed Access | Times Cited: 29
Socioeconomic status and neural processing of a go/no-go task in preschoolers: An assessment of the P3b
Ashley M. St. John, Kayla H. Finch, Amanda R. Tarullo
Developmental Cognitive Neuroscience (2019) Vol. 38, pp. 100677-100677
Open Access | Times Cited: 27
受欺负与青少年外化问题关系的“健康环境悖论”：敌意性归因的中介作用
Xiaowei Liu, Bin Pan, Liang Chen, et al.
Acta Psychologica Sinica (2021) Vol. 53, Iss. 2, pp. 170-181
Open Access | Times Cited: 21
The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades
Andrew Ribner, Sammy F. Ahmed, Dana Miller‐Cotto, et al.
Early Childhood Research Quarterly (2023) Vol. 64, pp. 84-93
Open Access | Times Cited: 8
Associations among response inhibition, motivational beliefs, and task persistence in early elementary school
Sarah Jo Torgrimson, Patricia Z. Tan, Jennie K. Grammer
Journal of Experimental Child Psychology (2021) Vol. 208, pp. 105141-105141
Closed Access | Times Cited: 19
Neural correlates of inhibitory control and associations with cognitive outcomes in Bangladeshi children exposed to early adversities
Eileen Sullivan, Wanze Xie, Stefania Conte, et al.
Developmental Science (2022) Vol. 25, Iss. 5
Open Access | Times Cited: 13
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