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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:

Dynamic Interplay between Modes of Regulation During Motivationally Challenging Episodes in Collaboration
Aishah Bakhtiar, Allyson F. Hadwin
Frontline Learning Research (2020) Vol. 8, Iss. 2, pp. 1-34
Open Access | Times Cited: 25

Showing 25 citing articles:

Temporally-focused analytics of self-regulated learning: A systematic review of literature
Saint John, Yizhou Fan, Dragan Gašević, et al.
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100060-100060
Open Access | Times Cited: 74
Predicting challenge moments from students' discourse: A comparison of GPT-4 to two traditional natural language processing approaches
Wannapon Suraworachet, Jennifer Seon, Mutlu Cukurova
(2024)
Open Access | Times Cited: 10
Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL
Sanna Järvelä, Allyson F. Hadwin
Learning and Individual Differences (2024) Vol. 115, pp. 102526-102526
Open Access | Times Cited: 7
Examining Student Regulation of Collaborative, Computational, Problem-Solving Processes in Open-Ended Learning Environments
Mona Emara, Nicole Hutchins, Shuchi Grover, et al.
Journal of Learning Analytics (2021) Vol. 8, Iss. 1, pp. 49-74
Open Access | Times Cited: 40
Sequential Patterns in Social Interaction States for Regulation in Collaborative Learning
Eija Vuorenmaa, Sanna Järvelä, Muhterem Dindar, et al.
Small Group Research (2022) Vol. 54, Iss. 4, pp. 512-550
Open Access | Times Cited: 21
Using learning design and learning analytics to promote, detect and support Socially-Shared Regulation of Learning: A systematic literature review
Cristina Villa-Torrano, Wannapon Suraworachet, Eduardo Gómez‐Sánchez, et al.
Computers & Education (2025), pp. 105261-105261
Closed Access
Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning
Hanna Järvenoja, Tiina Törmänen, Emma Lehtoaho, et al.
British Journal of Educational Psychology (2025)
Closed Access
Validating the concept of immediacy of strategy use for the regulation of collaborative learning: Results from an expert study
Laura Spang, Martin Greisel, Ingo Kollar
New Ideas in Psychology (2025) Vol. 78, pp. 101155-101155
Open Access
Academic Coaches’ Perceptions of Coaching Students Enrolled in Introductory STEM Courses: An Exploratory Study
Marc A. Howlett, Michael Berro, Kimberly Abels, et al.
Journal of College Reading and Learning (2025), pp. 1-18
Closed Access
All for one and one for all – How are students’ affective states and group-level emotion regulation interconnected in collaborative learning?
Tiina Törmänen, Hanna Järvenoja, Kristiina Mänty
International Journal of Educational Research (2021) Vol. 109, pp. 101861-101861
Open Access | Times Cited: 23
Motivation From a Self-Regulated Learning Perspective: Application to School Psychology
Aishah Bakhtiar, Allyson F. Hadwin
Canadian Journal of School Psychology (2021) Vol. 37, Iss. 1, pp. 93-116
Closed Access | Times Cited: 20
The Unspoken Aspect of Socially Shared Regulation in Collaborative Learning: AI-Driven Learning Analytics Unveiling ‘Silent Pauses’
Belle Dang, Andy Nguyen, Sanna Järvelä
(2024), pp. 231-240
Open Access | Times Cited: 2
The Sequential Composition of Collaborative Groups’ Emotion Regulation in Negative Socio-emotional Interactions
Kristiina Mänty, Hanna Järvenoja, Tiina Törmänen
European Journal of Psychology of Education (2022) Vol. 38, Iss. 1, pp. 203-224
Open Access | Times Cited: 11
Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning
Katharina Maag Merki, Andrea Wullschleger, Beat Rechsteiner
Journal of Educational Change (2022) Vol. 24, Iss. 3, pp. 583-604
Open Access | Times Cited: 11
Investigating the relation of higher education students’ situational self-efficacy beliefs to participation in group level regulation of learning during a collaborative task
Sara Ahola, Jonna Malmberg, Hanna Järvenoja
Cogent Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 6
Clustering Deliberation Sequences Through Regulatory Triggers in Collaborative Learning
Belle Dang, Andy Nguyen, Sanna Järvelä
(2023)
Closed Access | Times Cited: 4
Forms of collaboration matters: CSCL across the contexts
Sanna Järvelä, Carolyn Penstein Rosé
International Journal of Computer-Supported Collaborative Learning (2021) Vol. 16, Iss. 2, pp. 145-149
Open Access | Times Cited: 6
Social regulation of learning in interdisciplinary groupwork
Michael T. O’Connell, Christian Stöhr, Patric Wallin, et al.
European Journal of Engineering Education (2023), pp. 1-17
Open Access | Times Cited: 2
Reciprocal Path Model of Autonomous Motivation and Motivational Regulation: Socially Shared Regulation in Intellectual Group Activities
Takamichi Ito, Takatoyo Umemoto, Motoyuki Nakaya
Journal of Educational and Developmental Psychology (2024) Vol. 14, Iss. 1, pp. 93-93
Open Access
How do social interaction and group-level regulation shape task perceptions in collaborative learning task?
Eija Vuorenmaa, Andy Nguyen, Sanna Järvelä
Scandinavian Journal of Educational Research (2024), pp. 1-17
Open Access
Investigating upper-secondary school learners' contributions in co-regulation and socially shared regulation during collaborative learning
Sara Ahola, Jonna Malmberg, Hanna Järvenoja
Learning Culture and Social Interaction (2024) Vol. 49, pp. 100870-100870
Open Access
Capturing multi-layered regulated learning in collaboration
Suijing Yang, Jason M. Lodge, Cameron Brooks
Metacognition and Learning (2024) Vol. 20, Iss. 1
Closed Access
Effects of multilevel metacognition on group performance and regulation in collaborative learning
Lifang Qiao, Wei Zhao, Fengjuan Liu, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access
Leveraging Regulative Learning Facilitators to Foster Student Agency and Knowledge (Co-)Construction Activities in CSCL Environments
Tayebeh Sadegh
International Journal of Online Pedagogy and Course Design (2022) Vol. 12, Iss. 1, pp. 1-15
Closed Access | Times Cited: 2
Embodied Interaffectivity in the Emergence and Maintenance of Group Cohesion
Cheryl B. Jones, Deborah Pino‐Pasternak, Simone Volet
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 2
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