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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 1-25 of 163 citing articles:

Activity Achievement Emotions and Academic Performance: A Meta-analysis
Jesús Camacho-Morles, Gavin R. Slemp, Reinhard Pekrun, et al.
Educational Psychology Review (2021) Vol. 33, Iss. 3, pp. 1051-1095
Open Access | Times Cited: 278
Stress, coping strategies and academic achievement in teacher education students
Josep Gustems Carnicer, Caterina Calderón, Diego Calderón-Garrido
European Journal of Teacher Education (2019) Vol. 42, Iss. 3, pp. 375-390
Open Access | Times Cited: 194
A prospective investigation of students’ academic achievement and dropout in higher education: a Self-Determination Theory approach
Lucas M. Jeno, Anne G. Danielsen, Arild Raaheim
Educational Psychology (2018) Vol. 38, Iss. 9, pp. 1163-1184
Closed Access | Times Cited: 98
Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses
Benjamin J. England, Jennifer R. Brigati, Elisabeth E. Schussler, et al.
CBE—Life Sciences Education (2019) Vol. 18, Iss. 2, pp. ar21-ar21
Open Access | Times Cited: 88
Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout.
Robin Samuel, Klaus Burger
Journal of Educational Psychology (2019) Vol. 112, Iss. 5, pp. 973-986
Open Access | Times Cited: 84
A motivation perspective on achievement appraisals, emotions, and performance in an online learning environment
Patti C. Parker, Raymond P. Perry, Jeremy M. Hamm, et al.
International Journal of Educational Research (2021) Vol. 108, pp. 101772-101772
Open Access | Times Cited: 64
Student dropout at university: a phase-orientated view on quitting studies and changing majors
Lisa Bäulke, Carola Grunschel, Markus Dresel
European Journal of Psychology of Education (2021) Vol. 37, Iss. 3, pp. 853-876
Open Access | Times Cited: 62
A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education
Anne Scheunemann, Theresa Schnettler, Julia Bobe, et al.
European Journal of Psychology of Education (2021) Vol. 37, Iss. 4, pp. 1141-1164
Open Access | Times Cited: 60
School adjustment in adolescence explained by social support, resilience and positive affect
Lorea Azpiazu, Iratxe Antonio‐Agirre, Iker Izar-de-la-Funte, et al.
European Journal of Psychology of Education (2024) Vol. 39, Iss. 4, pp. 3709-3728
Open Access | Times Cited: 8
Autonomy Supportive Contexts, Autonomous Motivation, and Self-Efficacy Predict Academic Adjustment of First-Year University Students
Laura Girelli, Fabio Alivernini, Fabio Lucidi, et al.
Frontiers in Education (2018) Vol. 3
Open Access | Times Cited: 71
Trajectory of University Dropout: Investigating the Cumulative Effect of Academic Vulnerability and Proximity to Family Support
Edward Sosu, Pichyada Pheunpha
Frontiers in Education (2019) Vol. 4
Open Access | Times Cited: 65
Elements of Success: Supporting at-risk student resilience through learning analytics
J. M. Russell, Anna Marie Smith, Russell G. Larsen
Computers & Education (2020) Vol. 152, pp. 103890-103890
Closed Access | Times Cited: 64
Interrelations between motivational regulation, procrastination and college dropout intentions
Lisa Bäulke, Nicole Eckerlein, Markus Dresel
Unterrichtswissenschaft (2018) Vol. 46, Iss. 4, pp. 461-479
Open Access | Times Cited: 62
Do motivational regulation strategies contribute to university students' academic success?
Olena Kryshko, Jens Fleischer, Julia Waldeyer, et al.
Learning and Individual Differences (2020) Vol. 82, pp. 101912-101912
Open Access | Times Cited: 59
Dimensionality and reliability of a screening instrument for students at-risk of dropping out from Higher Education
Joana R. Casanova, Cristiano Mauro Assis Gomes, Ana Bernardo, et al.
Studies In Educational Evaluation (2020) Vol. 68, pp. 100957-100957
Closed Access | Times Cited: 56
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents
Francesca Borgonovi, Magdalena Pokropek, Artur Pokropek
Computers & Education (2023) Vol. 200, pp. 104807-104807
Open Access | Times Cited: 18
Poe or Gemini for fostering writing skills in Japanese upper‐intermediate learners: Uncovering the consequences on positive emotions, boredom to write, academic self‐efficacy and writing development
Qiong Wu, Anfeng Xu
British Educational Research Journal (2025)
Open Access
Cyberloafing behaviors among university students: Their relationships with positive and negative affect
Irem Metin-Orta, Dilek Demirtepe-Saygılı
Current Psychology (2021) Vol. 42, Iss. 13, pp. 11101-11114
Open Access | Times Cited: 37
Self-regulated learning self-efficacy, motivation, and intention to drop-out: The moderating role of friendships at University
Mara Morelli, Antonio Chirumbolo, Roberto Baiocco, et al.
Current Psychology (2022) Vol. 42, Iss. 18, pp. 15589-15599
Open Access | Times Cited: 27
Anxiety, Boredom, and Burnout Among EFL Teachers: The Mediating Role of Emotion Regulation
Shen Guo-rong
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 23
Predictive model of the dropout intention of Chilean university students
Yaranay López-Angulo, Fabiola Sáez-Delgado, Javier Mella-Norambuena, et al.
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 14
Dropout Intentions in Higher Education: Systematic Literature Review
José Velíz, Ana M. Ortega
Journal on Efficiency and Responsibility in Education and Science (2023) Vol. 16, Iss. 2, pp. 149-158
Open Access | Times Cited: 13
First‐year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment
Stephen R. Earl, Daniel Bishop, Kirsty Miller, et al.
British Journal of Educational Psychology (2024) Vol. 94, Iss. 2, pp. 367-386
Open Access | Times Cited: 4
A Proposed MIMIC Structural Equation Model for Assessing Factors Affecting Time to Degree—The Case of the Greek Tertiary System
Dimitrios Kalamaras, Laura Maska, Fani Nasika
Education Sciences (2025) Vol. 15, Iss. 2, pp. 187-187
Open Access
The effects of academic emotions on learning outcomes: A three-level meta-analysis of research conducted between 2000 and 2024
Jianling Xie, Kit W. Cho, Tianlan Wei, et al.
Learning and Motivation (2025) Vol. 90, pp. 102109-102109
Closed Access
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