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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 86 citing articles:

Family socio‐economic status and children’s academic achievement: The different roles of parental academic involvement and subjective social mobility
Feng Zhang, Ying Jiang, Hua Ming, et al.
British Journal of Educational Psychology (2020) Vol. 90, Iss. 3, pp. 561-579
Closed Access | Times Cited: 80
Exploring the interplay between socioeconomic status and reading achievement: An expectancy‐value perspective
Susanna Siu‐sze Yeung, Ronnel B. King, Ma. Jenina N. Nalipay, et al.
British Journal of Educational Psychology (2022) Vol. 92, Iss. 3, pp. 1196-1214
Closed Access | Times Cited: 45
A Meta-Analysis: The Relationship Between the Parental Expectations Component of Parental Involvement with Students’ Academic Achievement
William H. Jeynes
Urban Education (2022) Vol. 59, Iss. 1, pp. 63-95
Closed Access | Times Cited: 39
The relationship between physical fitness and academic performance among Chinese college students
Xiangyu Zhai, Ye Mei, Qian Gu, et al.
Journal of American College Health (2020) Vol. 70, Iss. 2, pp. 395-403
Closed Access | Times Cited: 61
Parental Involvement in Adolescents’ Learning and Academic Achievement: Cross-lagged Effect and Mediation of Academic Engagement
Yuke Xiong, Xingna Qin, Quanquan Wang, et al.
Journal of Youth and Adolescence (2021) Vol. 50, Iss. 9, pp. 1811-1823
Closed Access | Times Cited: 48
Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom
Michelle R. Ellefson, Antonia Zachariou, Florrie Fei‐Yin Ng, et al.
Journal of Experimental Child Psychology (2020) Vol. 194, pp. 104734-104734
Open Access | Times Cited: 34
Maternal education and cognitive development in 15 European very-preterm birth cohorts from the RECAP Preterm platform
Mariane Sentenac, Valérie Benhammou, Ulrika Ådén, et al.
International Journal of Epidemiology (2021) Vol. 50, Iss. 6, pp. 1824-1839
Open Access | Times Cited: 28
Mission Possible? Institutional Family-School-Community Partnership Practices and Parental Involvement in Hungarian Majority and Minority Schools in Three Central and Eastern European Countries
Gabriella Pusztai, Katinka Bacskai, Tímea Ceglédi, et al.
Social Sciences (2025) Vol. 14, Iss. 2, pp. 107-107
Open Access
The Longitudinal Pathways Linking SES to Reading Comprehension
Liyan Yu, Yang Hou, Yilin Yu, et al.
Journal of Literacy Research (2025)
Closed Access
Factors Affecting Reading Level, Comprehension Skills, and Academic Performance of Intermediate Pupils: Basis for Enhancement Plan
Keren Grace Rodriguez
(2025) Vol. 33, Iss. 10, pp. 1176-1189
Open Access
‘Crises, chaos and contemplations’: the impact of economic downturn on academic performance: a study of undergraduate students in private universities in Colombo, Sri Lanka
Shalika Thennakoon, K. Wijesinghe, Ranitha Sachinthana Weerarathna, et al.
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
The relationship between parental involvement in education and children's academic/emotion profiles: A person-centered approach
Bo Lv, Lijie Lv, Zhonglian Yan, et al.
Children and Youth Services Review (2019) Vol. 100, pp. 175-182
Closed Access | Times Cited: 34
Family Socioeconomic Status and Learning Engagement in Chinese Adolescents: The Multiple Mediating Roles of Resilience and Future Orientation
Jingjing Chen, Ting-Na Jiang, Ming-Fei Liu
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 26
Socioeconomic status and problem behaviors in young Chinese children: A moderated mediation model of parenting styles and only children
Xunyi Lin, Yifan Zhang, Yutong Liao, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 10
More is not always better: Profiles of perceived frequency of parental involvement among Chinese students and associations with resilience and academic achievement
Tianxue Cui, Yuanfang Guo, Ke Shen, et al.
Learning and Individual Differences (2024) Vol. 113, pp. 102464-102464
Closed Access | Times Cited: 3
Parents’ and adolescents’ perceptions of parental involvement and their relationships with depression among Chinese middle school students during the COVID-19 pandemic
Keqiao Liu, Yang Yang, Miao Li, et al.
Children and Youth Services Review (2021) Vol. 129, pp. 106190-106190
Open Access | Times Cited: 23
Family Socioeconomic Status, Parental Involvement, and Academic Achievement: The Moderating Role of Adolescents’ Subjective Social Mobility
Feng Zhang, Ying Jiang, Silin Huang, et al.
The Journal of Early Adolescence (2021) Vol. 41, Iss. 9, pp. 1425-1454
Closed Access | Times Cited: 21
Adolescent problematic Internet use and parental involvement: The chain mediating effects of parenting stress and parental expectations across early, middle, and late adolescence
Sihan Liu, Xinyi Wang, Shengqi Zou, et al.
Family Process (2022) Vol. 61, Iss. 4, pp. 1696-1714
Closed Access | Times Cited: 15
Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education
Mari Manu, Minna Torppa, Kati Vasalampi, et al.
Reading Research Quarterly (2023) Vol. 58, Iss. 4, pp. 505-538
Open Access | Times Cited: 8
Carrying the Burden Into the Pandemic – Effects of Social Disparities on Elementary Students’ Parents’ Perception of Supporting Abilities and Emotional Stress During the COVID-19 Lockdown
Markus Vogelbacher, Manja Attig
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 12
Links between Chinese vocational school students’ perception of parents’ emotional support and school cooperation climate and their academic performance: The mediating role of school belonging
Yunbo Liu, Xiaoyu Hou, Bin‐Bin Chen
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 12
Factors Associated with Reading Comprehension of Secondary School Students
Lin Wu, Martin Valcke, Hilde Van Keer
Educational Sciences Theory & Practice (2019) Vol. 19, Iss. 4, pp. 34-47
Closed Access | Times Cited: 19
Family SES and Self-Regulated Learning in Chinese Preschoolers: A Mediation Analysis of Parental Educational Expectation and Home-based Involvement
Li Luo, Miao Gao
Early Education and Development (2021) Vol. 33, Iss. 3, pp. 452-468
Closed Access | Times Cited: 15
More Parental Guan, More Academic Engagement? Examining the Moderating Roles of Adolescents’ Gender and Reciprocal Filial Piety
Chen Wang, Yi-Zi Nie, Chunhua Ma, et al.
The Journal of Genetic Psychology (2021) Vol. 183, Iss. 1, pp. 78-90
Closed Access | Times Cited: 15
Parental Involvement and Academic Achievement: A Meta-analysis
Arumi Savitri Fatimaningrum
Psychological Research and Intervention (2022) Vol. 4, Iss. 2, pp. 57-67
Open Access | Times Cited: 10
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