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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:

A Validation Study of the Internet-Specific Epistemic Justification Inventory With Norwegian Preservice Teachers
Ivar Bråten, Christian Brandmo, Yvonne Kammerer
Journal of Educational Computing Research (2018) Vol. 57, Iss. 4, pp. 877-900
Open Access | Times Cited: 42

Showing 1-25 of 42 citing articles:

University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification
Theerapong Binali, Chin‐Chung Tsai, Hsin‐Yi Chang
Computers & Education (2021) Vol. 175, pp. 104315-104315
Closed Access | Times Cited: 107
The role of students’ epistemic beliefs for their argumentation performance in higher education
Omid Noroozi
Innovations in Education and Teaching International (2022) Vol. 60, Iss. 4, pp. 501-512
Open Access | Times Cited: 49
A model for understanding new media literacy: Epistemological beliefs and social media use
İsmail Çelik, Hanni Muukkonen, Selçuk Doğan
Library & Information Science Research (2021) Vol. 43, Iss. 4, pp. 101125-101125
Open Access | Times Cited: 48
The intersection of epistemic beliefs and gender in argumentation performance
Seyyed Kazem Banihashem, Omid Noroozi, H.J.A. Biemans, et al.
Innovations in Education and Teaching International (2023) Vol. 61, Iss. 4, pp. 716-734
Open Access | Times Cited: 20
Students’ Context-Specific Epistemic Justifications, Prior Knowledge, Engagement, and Socioscientific Reasoning in a Mobile Augmented Reality Learning Environment
Hsin‐Yi Chang, Jyh‐Chong Liang, Chin‐Chung Tsai
Journal of Science Education and Technology (2020) Vol. 29, Iss. 3, pp. 399-408
Closed Access | Times Cited: 40
The Role of Internet-Specific Justification Beliefs in Source Evaluation and Corroboration During Web Search on an Unsettled Socio-Scientific Issue
Yvonne Kammerer, Steffen Gottschling, Ivar Bråten
Journal of Educational Computing Research (2020) Vol. 59, Iss. 2, pp. 342-378
Open Access | Times Cited: 40
Adolescents’ credibility justifications when evaluating online texts
Carita Kiili, Ivar Bråten, Helge I. Strømsø, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 7421-7450
Open Access | Times Cited: 22
The role of digital literacy, epistemological belief and reading motivation and engagement in teaching 21st century skills
Rıdvan Ata, Muhammet Mustafa Alpaslan
International Journal of Information and Learning Technology (2024) Vol. 41, Iss. 3, pp. 304-317
Closed Access | Times Cited: 4
Pandemic or “Plandemic”?: The Mediating Role of Epistemic Justification Strategies in the Relationship Between COVID‐19 Conspiracy Beliefs and COVID‐19 Vaccine Conspiracy Beliefs
Ali Gökalp, Servet Üztemur, Po‐Ching Huang, et al.
Brain and Behavior (2025) Vol. 15, Iss. 1
Open Access
The Synergistic Effects in an AI-Supported Online Scientific Argumentation Learning Environment
Yu‐Ren Lin, Cheng‐Yu Hung
Computers & Education (2025) Vol. 229, pp. 105251-105251
Closed Access
Relationships Between Critical Thinking Dispositions and Evaluation of Videos with Variation in the Level of Expertise of the Source Among Middle and High School Students.
Brivael Hémon, Kévin De Checchi, Amaël Arguel, et al.
Computers & Education (2025), pp. 105274-105274
Closed Access
Getting there is half the journey: An exploration of high schoolers' individual differences and navigation strategies during internet-based digital reading
K. Norberg, Hyeju Han, Byeong‐Young Cho, et al.
Learning and Individual Differences (2025) Vol. 120, pp. 102676-102676
Closed Access
The relationships between university students' information-seeking strategies, social-media specific epistemological beliefs, information literacy, and personality traits
Nilüfer Atman Uslu, Hatice Yıldız Durak
Library & Information Science Research (2022) Vol. 44, Iss. 2, pp. 101155-101155
Closed Access | Times Cited: 18
Students' abilities to evaluate the credibility of online texts: The role of internet‐specific epistemic justifications
Elina K. Hämäläinen, Carita Kiili, Eija Räikkönen, et al.
Journal of Computer Assisted Learning (2021) Vol. 37, Iss. 5, pp. 1409-1422
Open Access | Times Cited: 22
How students view online knowledge: Epistemic beliefs, self-regulated learning and academic misconduct
Chiao Ling Huang, Chuxiang Wu, Shu Ching Yang
Computers & Education (2023) Vol. 200, pp. 104796-104796
Closed Access | Times Cited: 8
Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science
Chia‐Hui Cheng, Ivar Bråten, Fang‐Ying Yang, et al.
Journal of Research in Science Teaching (2021) Vol. 58, Iss. 7, pp. 980-1009
Open Access | Times Cited: 18
Specificity of epistemic beliefs across school subject domains
Detlef Urhahne, Kerstin Kremer
Educational Psychology (2023) Vol. 43, Iss. 2-3, pp. 99-118
Open Access | Times Cited: 7
Scaffolding university students' epistemic cognition during multimodal multiple-document reading: The effects of the epistemic prompting and the automated reflection report
Yuan‐Hsuan Lee
The Internet and Higher Education (2020) Vol. 49, pp. 100777-100777
Closed Access | Times Cited: 20
‘It Goes Around the World’ – Children’s Understandingof the Internet
Sirpa Eskelä-Haapanen, Carita Kiili
Nordic Journal of Digital Literacy (2019) Vol. 14, Iss. 3-4, pp. 175-187
Open Access | Times Cited: 17
The decision is in the details: Justifying decisions about socioscientific issues
Jordan D. Bader, Kelsey A. Ahearn, Beverly Allen, et al.
Journal of Research in Science Teaching (2023) Vol. 60, Iss. 10, pp. 2147-2179
Closed Access | Times Cited: 4
Preservice teachers’ intention for constructivist ICT integration: implications from their Internet epistemic beliefs and internet-based learning self-Efficacy
Yuan‐Hsuan Lee, Huang‐Yao Hong
Interactive Learning Environments (2022) Vol. 32, Iss. 1, pp. 102-114
Closed Access | Times Cited: 7
Epistemic justification in multiple document literacy: A refutation text intervention
Ivar Bråten, Christian Brandmo, Leila E. Ferguson, et al.
Contemporary Educational Psychology (2022) Vol. 71, pp. 102122-102122
Open Access | Times Cited: 6
Measuring Internet-Specific Reading Motivation and Engagement in an Academic Domain
Christian Brandmo, Ivar Bråten
Nordic Journal of Literacy Research (2021) Vol. 7, Iss. 1
Open Access | Times Cited: 8
Engineering students’ justifications for their selections in structured learning diaries
Ville Kivimäki, Elina Ketonen, Sari Lindblom‐Ylänne
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 3
SaL-Lightning Dataset: Search and Eye Gaze Behavior, Resource Interactions and Knowledge Gain during Web Search
Christian Otto, Markus Rokicki, Georg Pardi, et al.
(2022), pp. 347-352
Open Access | Times Cited: 5
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