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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:

Improving Lifelong Learning by Fostering Students’ Learning Strategies at University
Tino Endres, Jasmin Leber, Cornelius Böttger, et al.
Psychology Learning & Teaching (2020) Vol. 20, Iss. 1, pp. 144-160
Open Access | Times Cited: 50

Showing 1-25 of 50 citing articles:

Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework
Anique B. H. de Bruin, Felicitas Biwer, Luotong Hui, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 28
When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective
Axel Grund, Stefan Fries, Matthias Nückles, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 12
Enhancing Academic Performance Through Self-Explanation in Digital Learning Environments (DLEs): A Three-Level Meta-Analysis
Liping Tan, Shaoying Gong, Yu‐Jie Wang, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Closed Access | Times Cited: 1
Study smart – impact of a learning strategy training on students’ study behavior and academic performance
Felicitas Biwer, Anique B. H. de Bruin, Adam M. Persky
Advances in Health Sciences Education (2022) Vol. 28, Iss. 1, pp. 147-167
Open Access | Times Cited: 31
Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks
Julian Roelle, Tino Endres, Roman Abel, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 4
Open Access | Times Cited: 20
The regression models for lifelong learning competencies for teacher trainers
Win Phyu Thwe, Anikó Kálmán
Heliyon (2023) Vol. 9, Iss. 2, pp. e13749-e13749
Open Access | Times Cited: 18
Influencing factors of self-regulated learning of medical-related students in a traditional Chinese medical university: a cross-sectional study
Ling Li, Ming-ling Zhu, Yuqing Shi, et al.
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 17
Employee sensemaking in organizational change via knowledge management: leadership role as a moderator
Imran Saeed, Jawad Khan, Muhammad Zada, et al.
Current Psychology (2023) Vol. 43, Iss. 7, pp. 6657-6671
Closed Access | Times Cited: 16
Boosting self-regulated learning with mobile interventions: Planning and prompting help children maintain a regular study routine
Jasmin Breitwieser, Lea Nobbe, Daniel Biedermann, et al.
Computers & Education (2023) Vol. 205, pp. 104879-104879
Open Access | Times Cited: 14
The influence of multimodal learning strategies on prospective biology teachers' literacy-numeracy learning outcomes
Kasman Arifin, Muhammad Sirih, Asmawati Munir, et al.
Eurasia Journal of Mathematics Science and Technology Education (2025) Vol. 21, Iss. 1, pp. em2563-em2563
Open Access
Forming innovative work behavior prospective police investigator through self-efficacy and job crafting in the post-COVID-19
Girindra Wardana Akbar Ramadhani, Fendy Suhariadi, Bagong Suyanto, et al.
Discover Sustainability (2025) Vol. 6, Iss. 1
Open Access
Psychology of Planning
Peter M. Gollwitzer, Paschal Sheeran
Annual Review of Psychology (2025) Vol. 76, Iss. 1, pp. 303-328
Closed Access
Financial Capability, Behavior, Well‐Being, and Stress Among Financial Advisors
Mustafa Nourallah, Ree Chan Ho, Chia‐Li Chien, et al.
Financial Planning Review (2025) Vol. 8, Iss. 2
Open Access
Training College Students to Use Learning Strategies: A Framework and Pilot Course
Mark A. McDaniel, Gilles O. Einstein, Emily Een
Psychology Learning & Teaching (2021) Vol. 20, Iss. 3, pp. 364-382
Closed Access | Times Cited: 25
Factors mitigating the decline of motivation during the first academic year: a latent change score analysis
Steffen Wild, Sebastian Rahn, Thomas Meyer
Motivation and Emotion (2023) Vol. 48, Iss. 1, pp. 36-50
Open Access | Times Cited: 9
The Influence of Website-Based Learning Media on Science Learning Outcomes in Elementary School Students in the Era of Society 5.0
Rosa Ardiana Ningrum, Wahono Wıdodo, Elok Sudibyo
IJORER International Journal of Recent Educational Research (2024) Vol. 5, Iss. 1, pp. 12-28
Open Access | Times Cited: 3
Effectiveness of Collaborative and Individualized Learning on the Learners’ Achievement in Science Among Pupils
Acil L. Almonia
Integrated Science Education Journal (2024) Vol. 5, Iss. 2, pp. 115-124
Open Access | Times Cited: 3
Transforming Education Through Technology and School Leadership
Hosam R. I. Badawy, Fatma Mohamed Al Ali, Asma Gul Yousaf Khan, et al.
Advances in educational technologies and instructional design book series (2024), pp. 182-194
Closed Access | Times Cited: 2
An Investigation of Direct and Indirect Learning Strategies in Learning Foreign Languages
Hui Zanne Seng, Norliza Che Mustafa, Hazlina Abdul Halim, et al.
International Journal of Academic Research in Business and Social Sciences (2023) Vol. 13, Iss. 3
Open Access | Times Cited: 6
PLAT 20(1) 2021: Enhancing Student Learning in Research and Educational Practice: The Power of Retrieval Practice and Feedback
Veit Kubik, Robert Gaschler, Hannah Hausman
Psychology Learning & Teaching (2021) Vol. 20, Iss. 1, pp. 1-20
Closed Access | Times Cited: 13
Do upfront reading assignments aid learning beyond practice with feedback?
Paulo F. Carvalho, Michael W. Asher, Faria Sana, et al.
(2024)
Open Access | Times Cited: 1
Impact of Embedded Learning Strategy Activities: Student Engagement and Performance
Alan da Silveira Fleck, Tingting Zhu
Technology Knowledge and Learning (2024) Vol. 29, Iss. 3, pp. 1475-1498
Closed Access | Times Cited: 1
Utility value is key. Exploring factors that contribute to student motivation for effective cognitive learning strategies in higher education
Marloes Broeren, Peter P. J. L. Verkoeijen, Lidia R. Arends, et al.
Applied Cognitive Psychology (2024) Vol. 38, Iss. 4
Open Access | Times Cited: 1
Integrating effective learning strategies in basic physics lectures: A thematic analysis
Vegard Gjerde, Bodil Holst, Stein Dankert Kolstø
Physical Review Physics Education Research (2021) Vol. 17, Iss. 1
Open Access | Times Cited: 8
The Covid-19 shutdown: when studying turns digital, students want more structure
Vegard Gjerde, Robert Gray, Bodil Holst, et al.
Physics Education (2021) Vol. 56, Iss. 5, pp. 055004-055004
Open Access | Times Cited: 8
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