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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:

Strengthening Executive Function and Self-Regulation Through Teacher-Student Interaction in Preschool and Primary School Children: A Systematic Review
Simona Sankalaite, Mariëtte Huizinga, Jolien Dewandeleer, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 31

Showing 1-25 of 31 citing articles:

Computerized cognitive training in attention-deficit/hyperactivity disorder (ADHD): a meta-analysis of randomized controlled trials with blinded and objective outcomes
Samuel J. Westwood, Valeria Parlatini, Katya Rubia, et al.
Molecular Psychiatry (2023) Vol. 28, Iss. 4, pp. 1402-1414
Open Access | Times Cited: 41
Development and socialization of self-regulation from infancy to adolescence: A meta-review differentiating between self-regulatory abilities, goals, and motivation
Christiane Wesarg-Menzel, Rutmer Ebbes, Maud Hensums, et al.
Developmental Review (2023) Vol. 69, pp. 101090-101090
Open Access | Times Cited: 27
Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review
Rosalyn A. Muir, Steven J. Howard, Lisa Kervin
Educational Psychology Review (2023) Vol. 35, Iss. 1
Open Access | Times Cited: 26
The Association Between Classroom Descriptive Norms, Relationship Quality and the Development of Adolescents’ Executive Functioning: A Longitudinal Perspective
Nikki Lee, Verena Hofmann, Christoph Michael Müller, et al.
The Journal of Early Adolescence (2025)
Closed Access
Improving executive function during toddlerhood: A systematic review and meta-analysis of parent-led interventions
Fionnuala O’Reilly, Sylvia U. Gattas, Gaia Scerif
Developmental Review (2025) Vol. 76, pp. 101198-101198
Open Access
Teachers’ insights into preschoolers’ executive function difficulties: Perceived causes and supportive strategies
Ersin Kara
Teaching and Teacher Education (2025) Vol. 160, pp. 105019-105019
Closed Access
The impact of student-generative artificial intelligence interaction on educational interaction in Chinese nursing students: the mediating role of self-regulated learning
Ruirui Huang, Ershan Xu, Lijuan Huang, et al.
(2025)
Closed Access
Teacher-student interactions as a pathway to strengthen working memory in primary school students: a microtrial study protocol
Sophie Pollé, Simona Sankalaite, Mariëtte Huizinga, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Teacher- and student-related factors supporting primary school students' self-regulated learning
Jovita Matulaitienė, Lina Kaminskienė, Ona Monkevičienė, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Motor development-focused exercise training enhances gross motor skills more effectively than ordinary physical activity in healthy preschool children: an updated meta-analysis
Xinchen Wang, Bo Zhou
Frontiers in Public Health (2024) Vol. 12
Open Access | Times Cited: 3
Examining teacher-child relationship profiles in forecasting children's self-regulation and social-emotional skills: A multilevel latent profile approach
Jing Li, Barry Bai
Journal of Applied Developmental Psychology (2024) Vol. 94, pp. 101697-101697
Closed Access | Times Cited: 3
Funcionamiento ejecutivo en estudiantes universitarios. Nuevos enfoques y perspectivas para su estudio
Diego Díaz Guerra, Marena de la C. Hernández-Lugo, Alejandra Hidalgo, et al.
Pedagogical Constellation (2024) Vol. 3, Iss. 1, pp. 146-164
Closed Access | Times Cited: 2
The association between working memory, teacher-student relationship, and academic performance in primary school children
Simona Sankalaite, Mariëtte Huizinga, Petra Warreyn, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 5
Effects of classroom‐based social problem‐solving training on elementary school children: Investigating the moderating role of executive function
Yoshiko Hatakeyama, Haruo Fujino, Tomoka Yamamoto, et al.
Psychology in the Schools (2024) Vol. 61, Iss. 4, pp. 1630-1645
Closed Access | Times Cited: 1
Enhancing executive functions in children: a comprehensive review of interventions via digital technologies and future directions
Vana Gkora, Athanasios Drigas
Scientific Electronic Archives (2024) Vol. 17, Iss. 5
Open Access | Times Cited: 1
A Qualitative Study into Teacher–Student Interaction Strategies Employed to Support Primary School Children’s Working Memory
Simona Sankalaite, Mariëtte Huizinga, Sophie Pollé, et al.
Education Sciences (2023) Vol. 13, Iss. 11, pp. 1149-1149
Open Access | Times Cited: 4
Editorial: Executive Function and Education, volume II: Considerations for Academic Success - Across Contexts and Populations
Mariëtte Huizinga, Jacob A. Burack, Dieter Baeyens
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis
Canmei Xu, Mariëtte Huizinga, Daniale Tekelia Ekubagewargies, et al.
Educational Psychologist (2024) Vol. 59, Iss. 3, pp. 195-215
Open Access | Times Cited: 1
Effect of Summer Holiday Programs on Children’s Mental Health and Well-Being: Systematic Review and Meta-Analysis
Emily Eglitis, Catherine Simpson, Ben Singh, et al.
Children (2024) Vol. 11, Iss. 8, pp. 887-887
Open Access | Times Cited: 1
Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning
Jenni Latva‐aho, Piia Näykki, Saara Pyykkönen, et al.
Teaching and Teacher Education (2024) Vol. 149, pp. 104719-104719
Open Access | Times Cited: 1
Enhancing Preschool Executive Function: A Systematic Review and Meta-Analysis of Parent-Led Interventions
Fionnuala O’Reilly, Gaia Scerif, Sylvia Gattas
(2024)
Open Access | Times Cited: 1
The impact of an interaction-based classroom program on executive function development in low-SES preschoolers: first support for effectiveness
Silke Kellens, Fren Dieusaert, Johan De Wilde, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 2
Investing in family-centered early childhood education: A conceptual model for preventing firearm homicide among Black male youth in the United States
Allison Lind, Susan M. Mason, Sonya S. Brady
Preventive Medicine (2024) Vol. 181, pp. 107917-107917
Closed Access
Influência dos jogos e brincadeiras ativos na cognição de crianças: uma revisão sistemática
Tárcio Amancio do Nascimento, Juliane Camila de Oliveira Ribas, Isabela Almeida Ramos, et al.
Journal of Physical Education (2024) Vol. 34, Iss. 1
Open Access
The role of child gender and age in teacher-child relationship, self-regulation, social emotions and academic achievement in preschool: A multi-group structural equation modeling approach
Barry Bai, Jing Li, Yong Jiang Yu
Authorea (Authorea) (2024)
Open Access
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