Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Towards a fuller picture: Triangulation and integration of the measurement of self‐regulated learning based on trace and think aloud data
Yizhou Fan, Mladen Raković, Joep van der Graaf, et al.
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 4, pp. 1303-1324
Open Access | Times Cited: 35

Showing 1-25 of 35 citing articles:

Phronesis
Kristján Kristjánsson, Blaine J. Fowers
Oxford University Press eBooks (2023)
Closed Access | Times Cited: 26
Twelve tips for applying the think-aloud method to capture cognitive processes
Babu Noushad, Pascal W. M. Van Gerven, Anique B. H. de Bruin
Medical Teacher (2023) Vol. 46, Iss. 7, pp. 892-897
Open Access | Times Cited: 17
Using Think-Aloud Data to Understand Relations between Self-Regulation Cycle Characteristics and Student Performance in Intelligent Tutoring Systems
Conrad Borchers, Jiayi Zhang, Ryan S. Baker, et al.
(2024), pp. 529-539
Open Access | Times Cited: 6
Evidence-centered Assessment for Writing with Generative AI
Yixin Cheng, Kayley Lyons, Guanliang Chen, et al.
(2024), pp. 178-188
Open Access | Times Cited: 6
Adapting Self-Regulated Learning in an Age of Generative Artificial Intelligence Chatbots
Joel Weijia Lai
Future Internet (2024) Vol. 16, Iss. 6, pp. 218-218
Open Access | Times Cited: 5
Self-regulated Learning Processes in Secondary Education: A Network Analysis of Trace-based Measures
Yixin Cheng, Rui Guan, Tongguang Li, et al.
(2025), pp. 260-271
Open Access
AI‐Based Adaptive Feedback in Simulations for Teacher Education: An Experimental Replication in the Field
Elisabeth Bauer, Michael Sailer, Frank Niklas, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 1
Open Access
Investigating Self-Regulated Learning Measurement Based on Trace Data: A Systematic Literature Review
Amine Boulahmel, Fahima Djelil, Grégory Smits
Technology Knowledge and Learning (2025)
Closed Access
The Effect of Sequential Transition of Self-Regulated Learning Processes on Performance: Insights from Ordered Network Analysis
Linxuan Zhao, Mladen Raković, Elizabeth B. Cloude, et al.
(2025), pp. 516-526
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
Relationship between monitoring judgments and self-report measures of metacognition in educational research
Peter Seban, Radovan Šikl, Kamila Urban
International Journal of Educational Research (2025) Vol. 131, pp. 102578-102578
Open Access
Using Large Language Models to Detect Self-Regulated Learning in Think-Aloud Protocols
Jiayi Zhang, Conrad Borchers, Vincent Aleven, et al.
(2024)
Open Access | Times Cited: 4
Combining Dialog Acts and Skill Modeling: What Chat Interactions Enhance Learning Rates During AI-Supported Peer Tutoring?
Conrad Borchers, Kexin Yang, Jionghao Lin, et al.
(2024)
Open Access | Times Cited: 2
Promoting diagnostic reasoning in teacher education: the role of case format and perceived authenticity
Sarah Bichler, Michael Sailer, Elisabeth Bauer, et al.
European Journal of Psychology of Education (2024) Vol. 39, Iss. 4, pp. 3227-3252
Open Access | Times Cited: 2
Exploring Manifestations of Learners’ Self-Regulated Tactics and Strategies Across Blended Learning Courses
Esteban Villalobos, Mar Pérez‐Sanagustín, Roger Azevedo, et al.
IEEE Transactions on Learning Technologies (2024) Vol. 17, pp. 1544-1557
Closed Access | Times Cited: 1
Secondary School Students’ Enacted Self-Regulated Learning Strategies in a Computer-Based Writing Task–Insights from Digital Trace Data and Interviews
Olli Aksela, Joni Lämsä, Sanna Järvelä
Technology Knowledge and Learning (2024)
Open Access | Times Cited: 1
Self-Regulated Learning of Pre-Service Teachers in Digital Learning Environments
Chengming Zhang, F. Hofmann, F. Kamran, et al.
IntechOpen eBooks (2024)
Open Access
Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms
Jonathan Fernandez, Jessica Guilbert
Metacognition and Learning (2024) Vol. 19, Iss. 3, pp. 1091-1135
Open Access
On the right track: decoding self-regulated learning in young students’ log data with the digital train track task
Bernadette van Berk, Ulf Kroehne, Charlotte Dignath
Frontiers in Education (2024) Vol. 9
Open Access
A Taxonomy for Enhancing Metacognitive Adaptivity and Personalization in Serious Games Using Multimodal Trace Data
Roger Azevedo, Daryn A. Dever, Megan Wiedbusch, et al.
Lecture notes in computer science (2024), pp. 27-40
Closed Access
Capturing multi-layered regulated learning in collaboration
Suijing Yang, Jason M. Lodge, Cameron Brooks
Metacognition and Learning (2024) Vol. 20, Iss. 1
Closed Access
Peeking at Low versus High Achievers’ Problem-Solving Processes in Interactive Tasks with Multiple Items
Maohua Wang, Shuai Wang, Yingbin Zhang, et al.
Thinking Skills and Creativity (2024), pp. 101743-101743
Closed Access
Difficult Decisions and Post-phronetic Pain
Kristján Kristjánsson, Blaine J. Fowers
Phronesis (2023), pp. 227-246
Closed Access
Concluding Remarks
Kristján Kristjánsson, Blaine J. Fowers
Phronesis (2023), pp. 285-308
Closed Access
A New Measure of Phronesis
Kristján Kristjánsson, Blaine J. Fowers
Phronesis (2023), pp. 133-154
Closed Access
Page 1 - Next Page

Scroll to top