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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:

Journal writing in science: Effects on comprehension, interest, and critical reflection
Kristin Wäschle, Anja Gebhard, Eva-Maria Oberbusch, et al.
Journal of Writing Research (2015) Vol. 7, Iss. 1, pp. 41-64
Open Access | Times Cited: 22

Showing 22 citing articles:

The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis
Steve Graham, Sharlene A. Kiuhara, Meade MacKay
Review of Educational Research (2020) Vol. 90, Iss. 2, pp. 179-226
Closed Access | Times Cited: 185
Trends in Research on Writing as a Learning Activity
Peter Klein, Pietro Boscolo
Journal of Writing Research (2016) Vol. 7, Iss. 3, pp. 311-350
Open Access | Times Cited: 174
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning
Matthias Nückles, Julian Roelle, Inga Glogger‐Frey, et al.
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1089-1126
Open Access | Times Cited: 164
Tracing the Development of Argumentive Writing in a Discourse-Rich Context
Deanna Kuhn, Laura Hemberger, Valerie Khait
Written Communication (2015) Vol. 33, Iss. 1, pp. 92-121
Closed Access | Times Cited: 80
Discovery Through Writing: Relationships with Writing Processes and Text Quality
Veerle Baaijen, David Galbraith
Cognition and Instruction (2018) Vol. 36, Iss. 3, pp. 199-223
Open Access | Times Cited: 64
Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring
Charlotte Dignath, Reyn van Ewijk, Franziska Perels, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 15
The impact of different types of self-regulation scaffolds on learning science with hypermedia
Alenka Gril, Anja Podlešek, Luka Komidar, et al.
Computers in Human Behavior (2025), pp. 108670-108670
Open Access
Mediators and Moderators in Individual and Collaborative Writing to Learn
Pascal Klein
Journal of Writing Research (2015) Vol. 7, Iss. 1, pp. 201-214
Open Access | Times Cited: 23
Writing as a Learning Activity
Perry D. Klein, Aartje van Dijk
Cambridge University Press eBooks (2019), pp. 266-291
Closed Access | Times Cited: 14
The Double-Edged Interactions of Prompts and Self-efficacy
Nadja M. Gentner, Tina Seufert
Metacognition and Learning (2020) Vol. 15, Iss. 2, pp. 261-289
Open Access | Times Cited: 13
Socio-Scientific Learning During the COVID-19 Pandemic: Comparing In-person and Virtual Science Learning Using Model-Evidence Link Diagrams
Nancy Gans, Vivian Zohery, Joshua B. Jaffe, et al.
Journal of Science Education and Technology (2023) Vol. 33, Iss. 2, pp. 251-262
Open Access | Times Cited: 4
Vernetzung professionellen Wissens angehender Lehrkräfte im Lehramtsstudium
Thilo Kleickmann, Ilonca Hardy
Unterrichtswissenschaft (2018) Vol. 47, Iss. 1, pp. 1-6
Open Access | Times Cited: 11
Introduction to the special issue on Writing-to-learn studies
Gert Rijlaarsdam, M.A.H. Braaksma
Journal of Writing Research (2015) Vol. 7, Iss. 1, pp. 1-4
Open Access | Times Cited: 9
Wie können Lehramtsstudierende beim Lernen durch Schreiben von Lernprotokollen unterstützt werden, dass die Kohärenz und Anwendbarkeit des erworbenen Professionswissens verbessert wird?
Martina Graichen, Elisabeth Wegner, Matthias Nückles
Unterrichtswissenschaft (2019) Vol. 47, Iss. 1, pp. 7-28
Closed Access | Times Cited: 9
Wie Sprache dem Verstehen hilft
Santina Wey
Springer eBooks (2022)
Closed Access | Times Cited: 5
Which types of instruction in writing‐to‐learn lead to insight and topic knowledge in different disciplines? A review of empirical studies
Aartje van Dijk, Amos van Gelderen, Folkert Kuiken
Review of Education (2022) Vol. 10, Iss. 2
Open Access | Times Cited: 5
Metacognitive components of writing: Construction and validation of the Metacognitive Components of Planning Writing Self-inventory (MCPW-I)
Dyanne Escorcia, Manuel Gimenes
European Review of Applied Psychology (2019) Vol. 70, Iss. 1, pp. 100515-100515
Open Access | Times Cited: 7
The Effect of Metalinguistic Sentence Combining on Eighth-Grade Students' Understanding and Written Expression of Comparison and Contrast in Science
Lynne Telesca, Barbara J. Ehren, Debbie L. Hahs‐Vaughn, et al.
Journal of Speech Language and Hearing Research (2020) Vol. 63, Iss. 9, pp. 3068-3083
Closed Access | Times Cited: 6
Writing to learn programming?
Ville Isomöttönen, Aletta Nylén, Ville Tirronen
(2016) Vol. 1, pp. 140-144
Closed Access | Times Cited: 2
Student definitions of ownership and perceived ways ownership influences writing in a biology laboratory class
Anqi Yang, Lisa McDonnell
Journal of Microbiology and Biology Education (2024) Vol. 25, Iss. 1
Open Access
Engaging in writing to learn – Increasing the motivation during a long-term self-regulated learning training
Nina Udvardi-Lakos, Tino Endres, Inga Glogger‐Frey, et al.
Frontiers in Education (2023) Vol. 7
Open Access | Times Cited: 1
Innovative Approaches in Teaching English Writing to Chinese Speakers
Mark Feng Teng
(2023)
Open Access
Prinzip zum Schreiben von Lernjournalen
Maik Philipp
Springer eBooks (2021), pp. 209-223
Closed Access
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