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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.

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Showing 1-25 of 57 citing articles:

Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning
Lyn Lim, Maria Bannert, Joep van der Graaf, et al.
Computers in Human Behavior (2022) Vol. 139, pp. 107547-107547
Open Access | Times Cited: 92
ChatGPT improves creative problem-solving performance in university students: An experimental study
Marek Urban, Filip Dechtěrenko, Jiří Lukavský, et al.
Computers & Education (2024) Vol. 215, pp. 105031-105031
Open Access | Times Cited: 62
Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies
Kshitij Sharma, Andy Nguyen, Yvonne Hong
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1398-1436
Open Access | Times Cited: 10
Learning paths design in personal learning environments: The impact on postgraduates’ cognitive achievements and satisfaction
Xiaoshu Xu, Wilson Cheong Hin Hong, Yunfeng Zhang, et al.
Innovations in Education and Teaching International (2023) Vol. 61, Iss. 4, pp. 748-763
Closed Access | Times Cited: 15
Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-management
Chunmei She, Qiao Liang, Wenjun Jiang, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 15
Analytics of self-regulated learning scaffolding: effects on learning processes
Tongguang Li, Yizhou Fan, Yuanru Tan, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 13
An Approach for Rapid Source Code Development Based on ChatGPT and Prompt Engineering
Youjia Li, Jianjun Shi, Zheng Zhang
IEEE Access (2024) Vol. 12, pp. 53074-53087
Open Access | Times Cited: 4
Enhancing peer feedback provision through user interface scaffolding: A comparative examination of scripting and self-monitoring techniques
Hatim Lahza, Gianluca Demartini, Omid Noroozi, et al.
Computers & Education (2025), pp. 105260-105260
Closed Access
Turning Real-Time Analytics into Adaptive Scaffolds for Self-Regulated Learning Using Generative Artificial Intelligence
Tongguang Li, Debarshi Nath, Yixin Cheng, et al.
(2025), pp. 667-679
Closed Access
Measuring individual differences in students' knowledge about self-regulated learning strategies with a digital tool
Sabrina Brunner, Kerstin Bäuerlein, Martina Conti, et al.
Learning and Individual Differences (2025) Vol. 119, pp. 102656-102656
Open Access
Modeling Student Teachers’ Self-Regulated Learning of Complex Professional Knowledge: A Sequential and Clustering Analysis with Think-Aloud Protocols
Lingyun Huang
Computers & Education (2025), pp. 105310-105310
Closed Access
How do students learn with real‐time personalized scaffolds?
Lyn Lim, Maria Bannert, Joep van der Graaf, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 4, pp. 1309-1327
Open Access | Times Cited: 12
Towards adaptive support for self‐regulated learning of causal relations: Evaluating four Dutch word vector models
Héctor J. Pijeira‐Díaz, Sophia Braumann, Janneke van de Pol, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1354-1375
Open Access | Times Cited: 4
Analytics of Planning Behaviours in Self-Regulated Learning: Links with Strategy Use and Prior Knowledge
Tongguang Li, Yizhou Fan, Namrata Srivastava, et al.
(2024), pp. 438-449
Open Access | Times Cited: 4
Effects of a self-regulated-based gamified interactive e-books on primary students' learning performance and affection in a flipped mathematics classroom
Chuang Chen, Nurullizam Jamiat, Siti Nazleen Abdul Rabu, et al.
Education and Information Technologies (2024)
Closed Access | Times Cited: 4
Individuals with High Metacognitive Ability Are Better at Divergent and Convergent Thinking
Lan Jiang, Chunliang Yang, Zhongling Pi, et al.
Journal of Intelligence (2023) Vol. 11, Iss. 8, pp. 162-162
Open Access | Times Cited: 10
Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis
Jingjing Shao, Yunshan Chen, Xiaoyang Wei, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 9
Exploring the effects of content-related segmentations and metacognitive prompts on learning with whiteboard animations
Felix Krieglstein, Sascha Schneider, Jessica Gröninger, et al.
Computers & Education (2022) Vol. 194, pp. 104702-104702
Closed Access | Times Cited: 14
Visualization Analysis of Global Self-Regulated Learning Status, Hotspots, and Future Trends Based on Knowledge Graph
Linchao Huang, Jincheng Zhou, Dan Wang, et al.
Sustainability (2023) Vol. 15, Iss. 3, pp. 2798-2798
Open Access | Times Cited: 7
ChatGPT Improves Creative Problem-Solving Performance in University Students: An Experimental Study
Marek Urban, Filip Děchtěrenko, Jiří Lukavský, et al.
(2023)
Open Access | Times Cited: 7
Exploring the Interplay of Metacognition, Affect, and Behaviors in an Introductory Computer Science Course for Non-Majors
Yinmiao Li, Melissa Chen, Ayse Hunt, et al.
(2024), pp. 27-41
Closed Access | Times Cited: 2
Challenges in Promoting Self-Regulated Learning in Technology Supported Learning Environments: An Umbrella Review of Systematic Reviews and Meta-Analyses
Doreen Prasse, Mary Webb, Michelle Deschênes, et al.
Technology Knowledge and Learning (2024) Vol. 29, Iss. 4, pp. 1809-1830
Open Access | Times Cited: 2
Exploring the impact of concept-oriented faded WOE and metacognitive scaffolding on learners’ transfer performance and motivation in programming education
Yoonhee Shin, Jaewon Jung, Hyun Ji Lee
Metacognition and Learning (2023) Vol. 19, Iss. 1, pp. 147-168
Closed Access | Times Cited: 6
Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts
Elien Sijmkens, Mieke De Cock, Tinne De Laet
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 811-843
Closed Access | Times Cited: 6
A meta-analysis addressing the relationship between self-regulated learning strategies and academic performance in online higher education
Zui Cheng, Zhuo Zhang, Qian Xu, et al.
Journal of Computing in Higher Education (2023) Vol. 37, Iss. 1, pp. 195-224
Closed Access | Times Cited: 5
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