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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 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

Showing 1-25 of 40 citing articles:

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
The Role of Individual Differences in Sourcing: a Systematic Review
Øistein Anmarkrud, Ivar Bråten, Elena Florit, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 2, pp. 749-792
Open Access | Times Cited: 48
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
Ten competencies for the science misinformation crisis
Douglas Allchin
Science Education (2022) Vol. 107, Iss. 2, pp. 261-274
Closed Access | Times Cited: 34
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
Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts
Carita Kiili, Helge I. Strømsø, Ivar Bråten, et al.
Reading Psychology (2024) Vol. 45, Iss. 7, pp. 662-689
Open Access | Times Cited: 6
Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry
Matthias Stadler, Maria Bannert, Michael Sailer
Computers in Human Behavior (2024) Vol. 160, pp. 108386-108386
Open Access | Times Cited: 6
Women’s Knowledge and Perceptions of the Effect of Exercise during Pregnancy: A Cross-Sectional Study
Vilma Dudonienė, Raija Kuisma
International Journal of Environmental Research and Public Health (2023) Vol. 20, Iss. 3, pp. 1822-1822
Open Access | Times Cited: 14
Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality
Ivar Bråten, Natalia Latini, Ymkje E. Haverkamp
Reading and Writing (2021) Vol. 35, Iss. 3, pp. 687-711
Open Access | Times Cited: 29
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
How do intellectually curious and interested people learn and attain knowledge? A focus on behavioral traces of information seeking
Aki Schumacher, Yvonne Kammerer, Christian Scharinger, et al.
European Journal of Personality (2025)
Open Access
Explicit Video-Based Instruction Enhanced Students’ Online Credibility Evaluation Skills: Did Storifying Instruction Matter?
Carita Kiili, Kristian Kiili, Eija Räikkönen, et al.
Computers & Education (2025), pp. 105252-105252
Open 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
To Clarity and Beyond: Situating Higher-Order, Critical, and Critical-Analytic Thinking in the Literature on Learning from Multiple Texts
Alexandra List, Yuting Sun
Educational Psychology Review (2023) Vol. 35, Iss. 2
Closed Access | Times Cited: 10
Sourcing on the internet: Examining the relations among different phases of online inquiry
Carita Kiili, Elena Forzani, Eva Wennås Brante, et al.
Computers and Education Open (2021) Vol. 2, pp. 100037-100037
Open Access | Times Cited: 22
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
Constraints and Affordances of Online Engagement With Scientific Information—A Literature Review
Friederike Hendriks, Elisabeth Mayweg-Paus, Mark Felton, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 21
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
Exploring Adolescents’ Critical Reading of Socioscientific Topics Using Multimodal Texts
Xavier Fazio, Tiffany L. Gallagher, Collen DeKlerk
International Journal of Science and Mathematics Education (2022) Vol. 20, Iss. S1, pp. 93-116
Open Access | Times Cited: 12
Enhancing socio-scientific reasoning of elementary school students through educational comics: a comprehensive exploration across diverse domain of knowledge
Fadhlan Muchlas Abrori, Zsolt Lavicza, Branko Anđić
Education 3-13 (2023), pp. 1-22
Open Access | Times Cited: 4
How do Intellectually Curious and Interested People Learn and Attain Knowledge? A Focus on Behavioral Traces of Information Seeking
Aki Schumacher, Yvonne Kammerer, Christian Scharinger, et al.
(2024)
Open Access | Times Cited: 1
Evidence-based scientific thinking and decision-making in everyday life
Caitlin Dawson, Hanna Julku, Milla Pihlajamäki, et al.
Cognitive Research Principles and Implications (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 1
Pre-service teachers evaluating online texts about learning styles: there is room for improvement in justifying the credibility
Pirjo Kulju, Elina K. Hämäläinen, Marita Mäkinen, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Promotion of the Critical-Reflective Use of Online Media Among Medical Students in Final Clinical Year
Anika Kohmer, Olga Zlatkin‐Troitschanskaia, Sigrid Harendza, et al.
(2024), pp. 151-174
Closed Access | Times Cited: 1
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