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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 45 citing articles:

Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education
Ana Manzano León, Pablo Camacho-Lazarraga, Miguel Ángel Gallegos Guerrero, et al.
Sustainability (2021) Vol. 13, Iss. 4, pp. 2247-2247
Open Access | Times Cited: 361
Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students
Guillermo M. Chans, May Portuguez Castro
Computers (2021) Vol. 10, Iss. 10, pp. 132-132
Open Access | Times Cited: 112
The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time
Gaetana Affuso, Anna Zannone, Concetta Esposito, et al.
European Journal of Psychology of Education (2022) Vol. 38, Iss. 1, pp. 1-23
Closed Access | Times Cited: 108
A review of recent research in EFL motivation: Research trends, emerging methodologies, and diversity of researched populations
Hana Voňková, Jane Jones, Angie Moore, et al.
System (2021) Vol. 103, pp. 102622-102622
Closed Access | Times Cited: 41
The Influence of Motivation, Emotions, Cognition, and Metacognition on Students’ Learning Performance: A Comparative Study in Higher Education in Blended and Traditional Contexts
Elizabeth Acosta Gonzaga, Aldo Ramírez-Arellano
SAGE Open (2021) Vol. 11, Iss. 2
Open Access | Times Cited: 35
The mediating role of English learning motivation between socioeconomic status and pragmatic awareness
Xu Hui, Yuqing Chen
Frontiers in Psychology (2025) Vol. 15
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
Metacognitive awareness of pharmacists at different stages of the educational continuum: a comparative study
S. P. Zavadskiy, Maria Materenchuk, Susanna S. Sologova, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Teacher Leadership and Student Satisfaction: A Full Latent Growth Approach to Moderated Mediation Using Soft Skills and Motivation
Oussama Moussaoui, Najib Bouhout, Sanae Mamnoun
European Journal of Education (2025) Vol. 60, Iss. 2
Closed Access
Identifying Students at Risk to Academic Dropout in Higher Education
María Gómez Gallego, Alfonso Palazón Pérez de los Cobos, Juan Cándido Gómez Gallego
Education Sciences (2021) Vol. 11, Iss. 8, pp. 427-427
Open Access | Times Cited: 23
Problem-based learning and pedagogies of play: Active approaches towards Self-Directed Learning
Amane Oueriagli, Amit Dhakulkar, Aubrey Golightly, et al.
NWU self-directed learning series (2023)
Open Access | Times Cited: 10
The Influence of Emotions, Motivation and Habits in the Academic Performance of Primary Education Students in French as a Foreign Language
Cristina Méndez-Aguado, José M. Aguilar-Parra, Joaquín Álvarez Hernández, et al.
Sustainability (2020) Vol. 12, Iss. 6, pp. 2531-2531
Open Access | Times Cited: 26
Using a Cooperative Educational Game to Promote Pro-Environmental Engagement in Future Teachers
Mercedes Vázquez-Vílchez, Dalia Garrido-Rosales, Beatriz Pérez-Fernández, et al.
Education Sciences (2021) Vol. 11, Iss. 11, pp. 691-691
Open Access | Times Cited: 20
Frustración de las necesidades psicológicas básicas y emociones en la intención comunicativa en inglés como lengua extranjera
Carmen Fernandez-Ortega, Rubén Trigueros, Antonio Fernández
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2024), Iss. 42, pp. 197-214
Open Access | Times Cited: 2
What factors can support students' deep learning in the online environment: The mediating role of learning self-efficacy and positive academic emotions?
Jingxian Zhao, Liu En-yun
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 12
Changes in self-regulated learning profiles during an undergraduate peer-based intervention: A latent profile transition analysis
Soojeong Jeong, David F. Feldon
Learning and Instruction (2022) Vol. 83, pp. 101710-101710
Closed Access | Times Cited: 11
Education for sustainable development: Secondary school teacher's awareness and perception of integration
Muhammad Saifullah Khalid, QI Zhan-yong, Mussarat Iqbal, et al.
Sustainable Development (2022) Vol. 31, Iss. 3, pp. 1515-1525
Closed Access | Times Cited: 11
Emotions, metacognition and online learning readiness are powerful predictors of online student engagement: A moderated mediation analysis
Ayça FİDAN, Yasemin Koçak Usluel
Education and Information Technologies (2023) Vol. 29, Iss. 1, pp. 459-481
Closed Access | Times Cited: 6
Gamification in Education and Its Impact on Student Motivation—A Critical Review
Mifzala Ansar, Ginu George
Lecture notes in networks and systems (2022), pp. 161-170
Closed Access | Times Cited: 9
The role of students' mathematics perception and self‐efficacy toward their mathematics achievement
Enkosa Terefe Shone, Fisseha Mikre Weldemeskel, Berhanu Nigussie Worku
Psychology in the Schools (2023) Vol. 61, Iss. 1, pp. 103-122
Closed Access | Times Cited: 5
Set the Controls for the Heart of the Maths. The Protective Factor of Resilience in the Face of Mathematical Anxiety
Rubén Trigueros, José M. Aguilar-Parra, Isabel Mercader, et al.
Mathematics (2020) Vol. 8, Iss. 10, pp. 1660-1660
Open Access | Times Cited: 13
Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning
Sophie Hall, Ross Morrison McGill, Steven Puttick, et al.
British Journal of Educational Psychology (2022) Vol. 92, Iss. 3, pp. 1215-1238
Open Access | Times Cited: 8
Enhancing problem-solving skills through physical education learning: a comprehensive analysis
Eko Purnomo, Nina Jermaina, Eddy Marheni, et al.
Retos (2024) Vol. 58, pp. 435-444
Open Access | Times Cited: 1
The Effect of Gamification on Students’ Learning
Roszi Naszariah Nasni Naseri, Raja Nazim Abdullah, Maryam Mohd Esa
International Journal of Academic Research in Progressive Education and Development (2023) Vol. 12, Iss. 1
Open Access | Times Cited: 3
Testing the Factorial Validity of the Classroom Engagement Inventory with Spanish Students
Ana Manzano León, José M. Rodríguez-Ferrer, José M. Aguilar-Parra, et al.
Psychology Research and Behavior Management (2021) Vol. Volume 14, pp. 1011-1018
Open Access | Times Cited: 6
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