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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:

Interpreting Effect Sizes of Education Interventions
Matthew A. Kraft
Educational Researcher (2020) Vol. 49, Iss. 4, pp. 241-253
Closed Access | Times Cited: 854

Showing 1-25 of 854 citing articles:

Small Effects: The Indispensable Foundation for a Cumulative Psychological Science
Friedrich M. Götz, Samuel D. Gosling, Peter J. Rentfrow
Perspectives on Psychological Science (2021) Vol. 17, Iss. 1, pp. 205-215
Open Access | Times Cited: 346
Learning Loss Due to School Closures During the COVID-19 Pandemic
Per Engzell, Arun Frey, Mark D. Verhagen
(2020)
Open Access | Times Cited: 326
Financial education affects financial knowledge and downstream behaviors
Tim Kaiser, Annamaria Lusardi, Lukas Menkhoff, et al.
Journal of Financial Economics (2021) Vol. 145, Iss. 2, pp. 255-272
Open Access | Times Cited: 295
Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn’t Work
David S. Yeager, Jamie M. Carroll, Jenny Buontempo, et al.
Psychological Science (2021) Vol. 33, Iss. 1, pp. 18-32
Open Access | Times Cited: 259
The impact of a poverty reduction intervention on infant brain activity
Sonya V. Troller‐Renfree, Molly A. Costanzo, Greg J. Duncan, et al.
Proceedings of the National Academy of Sciences (2022) Vol. 119, Iss. 5
Open Access | Times Cited: 226
Sample Size Justification
Daniël Lakens
(2021)
Open Access | Times Cited: 197
Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019
Heng Luo, Gege Li, Qinna Feng, et al.
Journal of Computer Assisted Learning (2021) Vol. 37, Iss. 3, pp. 887-901
Closed Access | Times Cited: 196
Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions
Drew H. Bailey, Greg J. Duncan, Flávio Cunha, et al.
Psychological Science in the Public Interest (2020) Vol. 21, Iss. 2, pp. 55-97
Open Access | Times Cited: 186
A values-alignment intervention protects adolescents from the effects of food marketing
Christopher J. Bryan, David S. Yeager, Cintia Hinojosa
Nature Human Behaviour (2019) Vol. 3, Iss. 6, pp. 596-603
Open Access | Times Cited: 164
Education in Africa: What Are We Learning?
David K. Evans, Amina Mendez Acosta
Journal of African Economies (2020) Vol. 30, Iss. 1, pp. 13-54
Open Access | Times Cited: 142
The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions
Christina Cipriano, Michael J. Strambler, Lauren H. Naples, et al.
Child Development (2023) Vol. 94, Iss. 5, pp. 1181-1204
Closed Access | Times Cited: 142
A synergistic mindsets intervention protects adolescents from stress
David S. Yeager, Christopher J. Bryan, James J. Gross, et al.
Nature (2022) Vol. 607, Iss. 7919, pp. 512-520
Open Access | Times Cited: 109
Energization and Direction Are Both Essential Parts of Motivation
Andrew J. Elliot
Motivation Science (2023), pp. 10-14
Closed Access | Times Cited: 85
Routine Outcome Monitoring (ROM) and Feedback: Research Review and Recommendations
Michael Barkham, Kim de Jong, Jaime Delgadillo, et al.
Psychotherapy Research (2023) Vol. 33, Iss. 7, pp. 841-855
Open Access | Times Cited: 80
Experimental evidence on learning using low-tech when school is out
Noam Angrist, Peter Bergman, Moitshepi Matsheng
Nature Human Behaviour (2022) Vol. 6, Iss. 7, pp. 941-950
Open Access | Times Cited: 78
A digital literacy model to narrow the digital literacy skills gap
Pritika Reddy, Kaylash Chaudhary, Shamina Hussein
Heliyon (2023) Vol. 9, Iss. 4, pp. e14878-e14878
Open Access | Times Cited: 78
How Big Are Effect Sizes in International Education Studies?
David K. Evans, Fei Yuan
Educational Evaluation and Policy Analysis (2022) Vol. 44, Iss. 3, pp. 532-540
Open Access | Times Cited: 69
Power to Detect What? Considerations for Planning and Evaluating Sample Size
Roger Giner‐Sorolla, Amanda Kay Montoya, Alan Reifman, et al.
Personality and Social Psychology Review (2024) Vol. 28, Iss. 3, pp. 276-301
Open Access | Times Cited: 69
Where and with whom does a brief social-belonging intervention promote progress in college?
Gregory M. Walton, Mary C. Murphy, Christine Logel, et al.
Science (2023) Vol. 380, Iss. 6644, pp. 499-505
Closed Access | Times Cited: 60
Evidence for Social and Emotional Learning in Schools
Mark T. Greenberg
(2023)
Open Access | Times Cited: 49
The dynamics of Islamic education policies in Indonesia
Mohammad Kosim, Faqihul Muqoddam, Faidol Mubarok, et al.
Cogent Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 46
Artificial Intelligence Supporting Independent Student Learning: An Evaluative Case Study of ChatGPT and Learning to Code
Kendall Hartley, ‪Merav Hayak‬‏, Un Hyeok Ko
Education Sciences (2024) Vol. 14, Iss. 2, pp. 120-120
Open Access | Times Cited: 21
The Cronbach’s Alpha of Domain-Specific Knowledge Tests Before and After Learning: A Meta-Analysis of Published Studies
Peter A. Edelsbrunner, Bianca A. Simonsmeier, Michael Schneider
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access | Times Cited: 2
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load
Juan C. Castro-Alonso, Björn B. de Koning, Logan Fiorella, et al.
Educational Psychology Review (2021) Vol. 33, Iss. 4, pp. 1379-1407
Open Access | Times Cited: 102
Teacher Professional Development around the World: The Gap between Evidence and Practice
Anna Popova, David K. Evans, Mary E. Breeding, et al.
The World Bank Research Observer (2021) Vol. 37, Iss. 1, pp. 107-136
Open Access | Times Cited: 100
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