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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 (Unequal) Interplay Between Cognitive and Noncognitive Skills in Early Educational Attainment
Carlos J. Gil-Hernández
American Behavioral Scientist (2021) Vol. 65, Iss. 11, pp. 1577-1598
Closed Access | Times Cited: 27

Showing 1-25 of 27 citing articles:

Examining the relationship between English as a foreign language learners' cognitive abilities and L2 grit in predicting their writing performance
Zhang Jian-hua, Lawrence Jun Zhang
Learning and Instruction (2023) Vol. 88, pp. 101808-101808
Open Access | Times Cited: 26
Examining the relation of open thinking, critical thinking, metacognitive skills and usage frequency of open educational resources among high school students
Eiman Yassin
Thinking Skills and Creativity (2024) Vol. 52, pp. 101506-101506
Closed Access | Times Cited: 7
Socio‐economic status, mastery‐approach goals and learning‐related outcomes: Mediation and moderation
Ronnel B. King, Faming Wang, Shing On Leung, et al.
British Journal of Educational Psychology (2024) Vol. 94, Iss. 2, pp. 499-517
Open Access | Times Cited: 5
The effect of teacher agency support, students’ personal perseverance and work experience on student agency in secondary schools with Estonian and Russian instructional language
Maria Erss, Krista Loogma, Anna‐Liisa Jõgi
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 4
Self‐control and grit are associated with school performance mainly because of shared genetic effects
Sofieke T. Kevenaar, Conor V. Dolan, Dorret I. Boomsma, et al.
JCPP Advances (2023) Vol. 3, Iss. 2
Open Access | Times Cited: 10
Interaction of family SES with children’s genetic propensity for cognitive and noncognitive skills: No evidence of the Scarr-Rowe hypothesis for educational outcomes
Gaia Ghirardi, Carlos J. Gil-Hernández, Fabrizio Bernardi, et al.
Research in Social Stratification and Mobility (2024) Vol. 92, pp. 100960-100960
Open Access | Times Cited: 2
The Effect of Soft Skills on Academic Outcomes
Shao‐Hsun Keng
The B E Journal of Economic Analysis & Policy (2023) Vol. 24, Iss. 1, pp. 35-67
Closed Access | Times Cited: 6
Socio-emotional Skills and the Socioeconomic Achievement Gap
Rob J. Gruijters, Isabel J. Raabe, Nicolas Hübner
Sociology of Education (2023) Vol. 97, Iss. 2, pp. 120-147
Open Access | Times Cited: 6
Elementary school students' metacognitive knowledge and its effects on teacher judgments, school track recommendations, and school transitions
Sog Yee Mok, Kathrin Lockl, Markus Neuenschwander
Learning and Individual Differences (2024) Vol. 112, pp. 102456-102456
Open Access | Times Cited: 1
Making it to the Academic Path in a Tracked Education System: The Interplay of Individual Agency and Social Origin in Early Educational Transitions
Francesca Mele, Marlis Buchmann, Klaus Burger
Journal of Youth and Adolescence (2023) Vol. 52, Iss. 12, pp. 2620-2635
Open Access | Times Cited: 4
Refocusing Civic Education: Developing the Skills Young People Need to Engage in Democracy
D. Sunshine Hillygus, John Holbein
The Annals of the American Academy of Political and Social Science (2023) Vol. 705, Iss. 1, pp. 73-94
Closed Access | Times Cited: 4
Youth organizations, social mobility and health in middle age: evidence from a Scottish 1950s prospective cohort study
Laurie Berrie, Linda S. Adair, Lee Williamson, et al.
European Journal of Public Health (2022) Vol. 33, Iss. 1, pp. 6-12
Open Access | Times Cited: 4
When to grit and when to quit: (How) should grit be taught in K-12 classrooms?
Shannon Audley, Maleka Donaldson
Theory Into Practice (2022) Vol. 61, Iss. 3, pp. 265-276
Closed Access | Times Cited: 3
The limited role of personal goal striving in status attainment
Hye Won Kwon, Jani Erola
Social Science Research (2022) Vol. 112, pp. 102797-102797
Open Access | Times Cited: 3
Understanding the stickiness in high-SES students’ educational expectations: The role of private schools
Manuel T. Valdés
Rationality and Society (2022) Vol. 35, Iss. 1, pp. 110-136
Closed Access | Times Cited: 3
Noncognitive Impact: Is There a Rationale for Assessing Postsecondary Students beyond Their Cognitive Skill Attainment?
Tracy G. Crump
Creative Education (2024) Vol. 15, Iss. 02, pp. 325-345
Open Access
On the issue of a working model for modernizing the Unified State Exam to overcome inequality of access to higher education
Anton Dozhdikov
Nauka Kultura Obshestvo (2024) Vol. 30, Iss. 4, pp. 79-95
Open Access
Origins, belonging, and expectations: assessing resource compensation and reinforcement in academic educational trajectories
Klaus Burger, Nathan Brack
Social Forces (2024) Vol. 103, Iss. 3, pp. 905-927
Open Access
Peer acceptance and rejection during secondary school: Do associations with subsequent educational outcomes vary by socioeconomic background?
Stephanie Plenty, Chaïm la Roi
Child Development (2023) Vol. 95, Iss. 3, pp. 929-947
Open Access | Times Cited: 1
The “Dark Matter” of Stratification Research
Michelle Jackson, Sophie Moullin
Oxford University Press eBooks (2023)
Closed Access | Times Cited: 1
Social stratification in downgrading during secondary school after ambitious track choices
Jascha Dräger, Leo Röhlke, Alina Sophie Dippel
Research in Social Stratification and Mobility (2022) Vol. 80, pp. 100710-100710
Open Access | Times Cited: 1
Social stratification in downgrading during secondary school after ambitious track choices
Jascha Dräger, Leo Röhlke, Alina Sophie Dippel
(2021)
Open Access | Times Cited: 1
Self-control and grit are associated with school performance mainly because of shared genetic effects
Sofieke T. Kevenaar, Conor V. Dolan, Dorret I. Boomsma, et al.
(2023)
Open Access
CERSEI: Cognitive Effort Based Recommender System for Enhancing Inclusiveness
Geoffray Bonnin, Vaclav Bayer, Miriam Fernández, et al.
Lecture notes in computer science (2023), pp. 692-697
Open Access
Genetically informed analyses of childhood individual differences
Sofieke T. Kevenaar
(2023)
Open Access
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