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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:

Sociocognitive Conflict Regulation: How to Make Sense of Diverging Ideas
Fabrizio Butera, Nicolas Sommet, Céline Darnon
Current Directions in Psychological Science (2019) Vol. 28, Iss. 2, pp. 145-151
Open Access | Times Cited: 35

Showing 1-25 of 35 citing articles:

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)
Sascha Schneider, Maik Beege, Steve Nebel, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 1, pp. 1-38
Open Access | Times Cited: 136
Achievement Goals: A Social Influence Cycle
Fabrizio Butera, Benoît Dompnier, Céline Darnon
Annual Review of Psychology (2023) Vol. 75, Iss. 1, pp. 527-554
Open Access | Times Cited: 19
Learning With Jigsaw: A Systematic Review Gathering All the Pieces of the Puzzle More Than 40 Years Later
Eva Vives, Céline Poletti, Anaïs Robert, et al.
Review of Educational Research (2024)
Open Access | Times Cited: 4
Bridging the relevancy gap in higher education via project-based learning: The significance of the personal experience of learning from conflict
Line Alexandersen, Lars Klemsdal, Lars Erik Kjekshus
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101451-101451
Open Access
Vocal participation and attentive listening in teacher-led classroom discussions: The role of prior achievement level, situational experiences and motivation
Christa S. C. Asterhan, Dina Yosef, Yael Malin, et al.
International Journal of Educational Research (2025) Vol. 131, pp. 102602-102602
Open Access
Certainty in holistic thinking and responses to contradiction: Dialectical proverbs, counter‐attitudinal change and ambivalence
David Santos, Blanca Requero, Lorena Moreno, et al.
British Journal of Social Psychology (2024) Vol. 64, Iss. 1
Open Access | Times Cited: 3
A Three-Stage Psychosocial Engineering-Based Method to Support Controversy and Promote Mutual Understanding between Stakeholders: The Case of CO2 Geological Storage
Kévin Nadarajah, Laurent Brun, Stéphanie Bordel, et al.
Energies (2024) Vol. 17, Iss. 5, pp. 1014-1014
Open Access | Times Cited: 2
Immersive Learning in Management Accounting Education
Jean-Yves Le Corre, Shaozhe Xu
Advances in finance, accounting, and economics book series (2024), pp. 108-125
Closed Access | Times Cited: 2
Competition in Education
Fabrizio Butera, Wojciech Świątkowski, Benoît Dompnier
Oxford University Press eBooks (2021), pp. 569-597
Open Access | Times Cited: 17
Which Group Dynamics Matter: Social Predictors of Student Achievement in Team-Based Undergraduate Science Classrooms
Joshua Premo, Brittney N. Wyatt, Matthew Horn, et al.
CBE—Life Sciences Education (2022) Vol. 21, Iss. 3
Open Access | Times Cited: 9
A Testbed for a Classroom-as-Organization Program Assisted by Virtual Reality and Learning Management Systems
Gokul Talele, Punit Pathak, Reshma Shaikh, et al.
Advances in educational technologies and instructional design book series (2024), pp. 173-190
Closed Access | Times Cited: 1
Estudios de episodios argumentativos en aprendizajes académicos
Nadia Soledad Peralta, María Agustina Tuzinkievicz, Mariano Castellaro
Revista Iberoamericana de Argumentación (2024), Iss. Monográfico 3, pp. 138-149
Open Access | Times Cited: 1
Improving argumentation quality on MOOC discussion forums: does learning to identify components of arguments help?
Kenzo Nera, Mariane Frenay, Magali Paquot
Research and Practice in Technology Enhanced Learning (2024) Vol. 20, pp. 017-017
Open Access | Times Cited: 1
Cooperative learning reduces the gender gap in perceived social competences: A large-scale nationwide longitudinal experiment.
Ocyna Rudmann, Anatolia Batruch, Emilio Paolo Visintin, et al.
Journal of Educational Psychology (2024) Vol. 116, Iss. 6, pp. 903-920
Open Access | Times Cited: 1
Managers’ sociocognitive conflicts in collaborative learning
Markku Laajala, Raija Hämäläinen, Tiina Lämsä, et al.
Studies in Continuing Education (2024), pp. 1-18
Open Access | Times Cited: 1
Studying Alignment in a Collaborative Learning Activity via Automatic Methods: The Link Between What We Say and Do
Utku Norman, Tanvi Dinkar, Barbara Bruno, et al.
Dialogue & Discourse (2022) Vol. 13, Iss. 2, pp. 1-48
Open Access | Times Cited: 7
Confirmation as coping with competition
Fabrizio Butera, Nicolas Sommet, Claudia Toma
European Review of Social Psychology (2018) Vol. 29, Iss. 1, pp. 299-339
Open Access | Times Cited: 9
“Are we both right?” relations between theory of mind and epistemic humility in dyadic cooperative problem-solving in 5- to 9-year-old children
Karine M. P. Viana, Imac Maria Zambrana, Evalill Bølstad, et al.
Journal of Applied Developmental Psychology (2023) Vol. 87, pp. 101548-101548
Open Access | Times Cited: 3
A transdisciplinary model for teaching and learning for sustainability science in a rapidly warming world
Orla Kelly, Peta White, Fabrizio Butera, et al.
Sustainability Science (2023) Vol. 18, Iss. 6, pp. 2707-2722
Closed Access | Times Cited: 3
Argumentación en jóvenes universitarios: revisión de investigaciones realizadas desde el socioconstructivismo
Nadia Soledad Peralta, Mariano Castellaro, María Agustina Tuzinkievicz, et al.
Revista Latinoamericana de Ciencias Sociales Niñez y Juventud (2023) Vol. 21, Iss. 2, pp. 1-23
Open Access | Times Cited: 2
The effect of collaboration on farmers’ pro-environmental behaviors – A systematic review
Estelle Milliet, Céline Plancherel, Alexandre Roulin, et al.
Journal of Environmental Psychology (2023) Vol. 93, pp. 102223-102223
Open Access | Times Cited: 2
Managerial Control in an Online Constructivist Learning Environment: A Teacher’s Perspective
Jean-Yves Le Corre, Thierry Burger‐Helmchen
Knowledge (2022) Vol. 2, Iss. 4, pp. 572-586
Open Access | Times Cited: 3
Clasificación y descripción de sistemas categoriales sobre interacción sociocognitiva entre pares
Romina Leguizamón, Macarena Rondini, Mariano Castellaro, et al.
Propósitos y Representaciones (2020) Vol. 8, Iss. 2
Open Access | Times Cited: 4
Émotions en formation des adultes: la dimension émotionnelle des dynamiques d'engagement
Alessio Garrizzo, Nathalie Delobbe
Revue pluridisciplinaire d Education par et pour les Doctorant-e-s (2024) Vol. 1, Iss. 2
Open Access
La argumentación dialógica: Tres ejemplos en diferentes momentos de desarrollo
Nadia Soledad Peralta, Florencia Mareovich, Mariano Castellaro
Revista Iberoamericana de Psicología (2024) Vol. 17, Iss. 1, pp. 25-36
Open Access
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