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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.

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Showing 21 citing articles:

A Systematic Literature Review of Empirical Research on Epistemic Network Analysis in Education
Ramy Elmoazen, Mohammed Saqr, Matti Tedre, et al.
IEEE Access (2022) Vol. 10, pp. 17330-17348
Open Access | Times Cited: 46
Eye-tracking research on teacher professional vision: A meta-analytic review
Özün Keskin, Tina Seidel, Kathleen Stürmer, et al.
Educational Research Review (2023) Vol. 42, pp. 100586-100586
Closed Access | Times Cited: 16
Guiding attention in the classroom: An eye‐tracking study on the associations between preservice teachers' goals and noticing of student interactions
Martin Daumiller, Ricardo Böheim, Aldin Alijagic, et al.
British Journal of Educational Psychology (2025)
Open Access
Mediating Effect of Teacher’s Educational Practices on the Relationship between Workplace Spirituality and Intercultural Effectiveness
Junery B. Tabal, Celso L. Tagadiad
(2025) Vol. 34, Iss. 4, pp. 421-436
Open Access
Analysis of Teachers’ Visual Behaviour in Classes: A Systematic Review
Rodrigo Mendes, Mário Pereira, Paulo Nobre, et al.
European Journal of Investigation in Health Psychology and Education (2025) Vol. 15, Iss. 4, pp. 54-54
Open Access
Keeping track in classroom discourse: Comparing in-service and pre-service teachers' visual attention to students’ hand-raising behavior
Christian Kosel, Ricardo Böheim, Katharina Schnitzler, et al.
Teaching and Teacher Education (2023) Vol. 128, pp. 104142-104142
Open Access | Times Cited: 11
Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics
Christian Kosel, Doris Holzberger, Tina Seidel
Frontiers in Education (2021) Vol. 5
Open Access | Times Cited: 25
Teacher perceptions of student motivation and engagement: longitudinal associations with student outcomes
Cornelius Brandmiller, Katharina Schnitzler, Hanna Dumont
European Journal of Psychology of Education (2023) Vol. 39, Iss. 2, pp. 1397-1420
Open Access | Times Cited: 9
Teachers' visual focus of attention in relation to students' basic academic skills and teachers' individual support for students: An eye-tracking study
Saswati Chaudhuri, Heli Muhonen, Eija Pakarinen, et al.
Learning and Individual Differences (2022) Vol. 98, pp. 102179-102179
Open Access | Times Cited: 13
Multidimensional research on university engagement using a mixed method approach
Helena Benito Mundet, Esther Llop, Marta Verdaguer, et al.
Educación XX1 (2021) Vol. 24, Iss. 2
Open Access | Times Cited: 17
An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis
Meg Farrell, Monika Martin, Alexander Renkl, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 12
Where experience makes a difference: teachers’ judgment accuracy and diagnostic reasoning regarding student learning characteristics
Christian Kosel, Elisabeth Bauer, Tina Seidel
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension
Janneke van de Pol, Eleanor Rowan, Eva M. Janssen, et al.
Metacognition and Learning (2024) Vol. 19, Iss. 2, pp. 635-659
Open Access | Times Cited: 1
Academic engagement and management of personalised active learning in higher education digital ecosystems
Rafael Alé-Ruiz, Fernando Martínez Abad, María Teresa Del Moral-Marcos
Education and Information Technologies (2023) Vol. 29, Iss. 10, pp. 12289-12304
Open Access | Times Cited: 4
Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning
Janneke van de Pol, Selia Neeske van den Boom-Muilenburg, Tamara van Gog
Metacognition and Learning (2021) Vol. 16, Iss. 3, pp. 769-799
Open Access | Times Cited: 10
Exploring the diagnostic process of pre-service teachers using a simulation – A latent profile approach
Anika Radkowitsch, Daniel Sommerhoff, Michael Nickl, et al.
Teaching and Teacher Education (2023) Vol. 130, pp. 104172-104172
Open Access | Times Cited: 3
Relations between pre-service teacher gaze, teacher attitude, and student ethnicity
Özün Keskin, Sylvia Gabel, Ingo Kollar, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 2
TURKISH PRIMARY SCHOOL STUDENTS’ INVOLVEMENT IN CLASSROOM ACTIVITIES
Havva Erdem, Tuğçe Akyol
Problems of Education in the 21st Century (2024) Vol. 82, Iss. 1, pp. 66-84
Open Access
Eye tracking in a teaching context: comparative study of the professional vision of university supervisor trainers and pre-service teachers in initial training for secondary education in French-speaking Belgium
Valérie Duvivier, Antoine Derobertmasure, Marc Demeuse
Frontiers in Education (2024) Vol. 9
Open Access
Guiding Attention in the Classroom: An Eye-Tracking Study on the Associations Between Preservice Teachers’ Goals and Noticing of Student Interactions
Martin Daumiller, Ricardo Böheim, Aldin Alijagic, et al.
(2024)
Open Access
Opening the Gateway to Oral Participation: Exploring Facilitative Contextual Factors in the Association Between Student Shyness and Hand Raising
Lukas Mundelsee, Susanne Jurkowski
American Educational Research Journal (2024)
Closed Access
Appearing Smart, Confident and Motivated: A Lens Model Approach to Teacher Judgment Accuracy
Caroline V. Bhowmik, Mitja D. Back, Steffen Nestler, et al.
(2023)
Closed Access
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