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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:

Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review
Svenja Hammerstein, Christoph König, Thomas Dreisörner, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 364

Showing 1-25 of 364 citing articles:

A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic
Bastian Andreas Betthäuser, Anders Malthe Bach‐Mortensen, Per Engzell
Nature Human Behaviour (2023) Vol. 7, Iss. 3, pp. 375-385
Open Access | Times Cited: 309
Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave
Johannes Schult, Nicole Mahler, Benjamin Fauth, et al.
School Effectiveness and School Improvement (2022) Vol. 33, Iss. 4, pp. 544-563
Closed Access | Times Cited: 133
The Impact of COVID‐19‐Related School Closures on Student Achievement—A Meta‐Analysis
Christoph König, Andreas Frey
Educational Measurement Issues and Practice (2022) Vol. 41, Iss. 1, pp. 16-22
Open Access | Times Cited: 90
Students’ Perceptions of Online Learning during COVID-19 Pandemic: A Qualitative Approach
Mihai Curelaru, Versavia Curelaru, Mioara Cristea
Sustainability (2022) Vol. 14, Iss. 13, pp. 8138-8138
Open Access | Times Cited: 79
The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis
Giorgio Di Pietro
Educational Research Review (2023) Vol. 39, pp. 100530-100530
Open Access | Times Cited: 73
Analysis of differences in physical fitness levels of extracurricular futsal students: Survey studies on urban and rural environments
Rubiyatno Rubiyatno, Rahmat Putra Perdana, Ilham Surya Fallo, et al.
Pedagogy of Physical Culture and Sports (2023) Vol. 27, Iss. 3, pp. 208-214
Open Access | Times Cited: 46
School Performance among Children and Adolescents during COVID-19 Pandemic: A Systematic Review
Eleni Panagouli, Androniki Stavridou, Christina Savvidi, et al.
Children (2021) Vol. 8, Iss. 12, pp. 1134-1134
Open Access | Times Cited: 90
Did Students Learn Less During the COVID-19 Pandemic? Reading and Mathematics Competencies Before and After the First Pandemic Wave
Johannes Schult, Nicole Mahler, Benjamin Fauth, et al.
(2021)
Closed Access | Times Cited: 85
Primary school mathematics during the COVID-19 pandemic: No evidence of learning gaps in adaptive practicing results
Martijn Meeter
Trends in Neuroscience and Education (2021) Vol. 25, pp. 100163-100163
Open Access | Times Cited: 68
K−12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review
Andrea Westphal, Eva Kalinowski, Clara Josepha Hoferichter, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 57
COVID-19 Pandemic and Student Reading Achievement: Findings From a School Panel Study
Ulrich Ludewig, Ruben Kleinkorres, Rahim Schaufelberger, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 52
No learning loss in Sweden during the pandemic: Evidence from primary school reading assessments
Anna Eva Hallin, Henrik Danielsson, Thomas Nordström, et al.
International Journal of Educational Research (2022) Vol. 114, pp. 102011-102011
Open Access | Times Cited: 51
Reading achievement declines during the COVID-19 pandemic: evidence from 5 million U.S. students in grades 3–8
Megan Kuhfeld, Karyn Lewis, Tiffany K Peltier
Reading and Writing (2022) Vol. 36, Iss. 2, pp. 245-261
Open Access | Times Cited: 51
Short- and long-term effects of COVID-related kindergarten and school closures on first- to eighth-grade students’ school readiness skills and mathematics, reading and science learning
Gyöngyvér Molnár, Zoltán Hermann
Learning and Instruction (2022) Vol. 83, pp. 101706-101706
Open Access | Times Cited: 39
The effectiveness of a school-based, universal mental health programme in six European countries
Carmel Cefai, Liberato Camilleri, Paul A. Bartolo, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 37
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?
Tim Fütterer, Emely Hoch, Andreas Lachner, et al.
Computers & Education (2023) Vol. 199, pp. 104788-104788
Open Access | Times Cited: 36
Association Between the COVID-19 Pandemic and Early Childhood Development
Koryu Sato, Taiyo Fukai, Keiko K. Fujisawa, et al.
JAMA Pediatrics (2023) Vol. 177, Iss. 9, pp. 930-930
Open Access | Times Cited: 31
The Impact of School Closures on Learning and Mental Health of Children: Lessons From the COVID-19 Pandemic
Deni Mazrekaj, Kristof De Witte
Perspectives on Psychological Science (2023) Vol. 19, Iss. 4, pp. 686-693
Open Access | Times Cited: 30
School closures during COVID-19: an overview of systematic reviews
Samuel Hume, Samuel Robert Brown, Kamal R Mahtani
BMJ evidence-based medicine (2023) Vol. 28, Iss. 3, pp. 164-174
Open Access | Times Cited: 28
A global analysis of the effectiveness of policy responses to COVID-19
Kwadwo Agyapon-Ntra, Patrick McSharry
Scientific Reports (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 25
Early Childhood Learning Losses during COVID-19: Systematic Review
Mustafa Uğraş, Erdal ZENGİN, Stamatios Papadakis, et al.
Sustainability (2023) Vol. 15, Iss. 7, pp. 6199-6199
Open Access | Times Cited: 24
Disparate Effects of Disruptive Events on Children
Florencia Torche, Jason M. Fletcher, Jennie E. Brand
RSF The Russell Sage Foundation Journal of the Social Sciences (2024) Vol. 10, Iss. 1, pp. 1-30
Open Access | Times Cited: 9
Parental Involvement, Academic Self-Efficacy, and Depression on Academic Performance Among Chinese Students During COVID-19 Pandemic
Lili Kang, Changle Li, Duohui Chen, et al.
Psychology Research and Behavior Management (2024) Vol. Volume 17, pp. 201-216
Open Access | Times Cited: 7
No evidence of a major learning slide 14 months into the COVID-19 pandemic in Denmark
Jesper Fels Birkelund, Kristian Bernt Karlson
European Societies (2022) Vol. 25, Iss. 3, pp. 468-488
Open Access | Times Cited: 34
Long-Term Consequences of Repeated School Closures During the COVID-19 Pandemic for Reading and Mathematics Competencies
Johannes Schult, Nicole Mahler, Benjamin Fauth, et al.
Frontiers in Education (2022) Vol. 13
Open Access | Times Cited: 33
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