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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:

Tracking Changes in Students’ Online Self-Regulated Learning Behaviors and Achievement Goals Using Trace Clustering and Process Mining
Michelle Taub, Allison Macey Banzon, Tom Zhang, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 20

Showing 20 citing articles:

The effectiveness of self‐regulated learning strategies in higher education blended learning: A five years systematic review
Renzhi Luo, Yueliang Zhou
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 6, pp. 3005-3029
Open Access | Times Cited: 6
Temporal learning analytics to explore traces of self-regulated learning behaviors and their associations with learning performance, cognitive load, and student engagement in an asynchronous online course
Jerry Chih‐Yuan Sun, Yiming Liu, Xi Lin, et al.
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 12
Concept drift and trace clustering: insights for managers from mining
Nikoo Ghourchian, Elham Akhondzadeh Noughabi
Management Decision (2025)
Closed Access
Opportunities and Challenges in Harnessing Digital Technology for Effective Teaching and Learning
Zhongzhou Chen, Chandralekha Singh
Trends in Higher Education (2025) Vol. 4, Iss. 1, pp. 6-6
Open Access
Who Did What to Succeed? Individual Differences in Which Learning Behaviors Are Linked to Achievement
Hannah Deininger, Cora Parrisius, Rosa Lavelle-Hill, et al.
(2025), pp. 771-782
Closed Access
Modeling Student Teachers’ Self-Regulated Learning of Complex Professional Knowledge: A Sequential and Clustering Analysis with Think-Aloud Protocols
Lingyun Huang
Computers & Education (2025), pp. 105310-105310
Closed Access
Predicting Problem-Solving Success in an Office Simulation Applying N-Grams and a Random Forest to Behavioral Process Data
Sabrina Ludwig, Andreas Rausch, Viola Deutscher, et al.
Computers & Education (2024) Vol. 218, pp. 105093-105093
Closed Access | Times Cited: 3
Sequence Analysis in Education: Principles, Technique, and Tutorial with R
Mohammed Saqr, Sonsoles López‐Pernas, Satu Helske, et al.
(2024), pp. 321-354
Open Access | Times Cited: 3
The Unspoken Aspect of Socially Shared Regulation in Collaborative Learning: AI-Driven Learning Analytics Unveiling ‘Silent Pauses’
Belle Dang, Andy Nguyen, Sanna Järvelä
(2024), pp. 231-240
Open Access | Times Cited: 2
Commonalities and differences in strategies for regulating motivation and emotion in academic settings: A within-person approach
Kristina Stockinger, Ulrike E. Nett, Markus Dresel
Learning and Instruction (2024) Vol. 95, pp. 102009-102009
Open Access | Times Cited: 2
Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing
Michelle Taub, Allison Macey Banzon, Sierra Outerbridge, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 749-782
Closed Access | Times Cited: 3
Female students’ responses to change
Maura Pilotti, Nouf Y. Faisal, Samia A. M. Hassan, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 3
Profile of Self-Regulated Learning on First-Year Students at Science Education Department in Online Learning
Evelina Astra Patriot, Pandu Jati Laksono
PAEDAGOGIA (2024) Vol. 27, Iss. 1, pp. 93-93
Open Access
Riding the VR Wave: A Closer Look at Teachers' Acceptance in the ESL Classroom
Tan Yan Lin, Melor Md Yunus, Nur Ehsan Mohd Said
International Journal of Academic Research in Progressive Education and Development (2024) Vol. 13, Iss. 3
Open Access
How Does a Data-Informed Deliberate Change in Learning Design Impact Students’ Self-Regulated Learning Tactics?
Zhongzhou Chen, Tom Zhang, Michelle Taub
Journal of Learning Analytics (2024) Vol. 11, Iss. 2, pp. 174-196
Open Access
Self-regulated learning with mathematics learning outcomes in terms of students' interest in learning mathematics
Muhammad Haikal Abror, Himmatul 'Ulya, Sintha Sih Dewanti
Acta Scientiarum Education (2024) Vol. 46, Iss. 1, pp. e66348-e66348
Open Access
Effect of pass/fail grading vs. letter grading on pharmacy students' achievement goal orientations
Juliette A. Miller, Russ Palmer, Beth Bryles Phillips, et al.
Currents in Pharmacy Teaching and Learning (2024) Vol. 17, Iss. 2, pp. 102200-102200
Closed Access
Commonalities and Differences in Strategies for Regulating Motivation and Emotion in Academic Settings: A Within-Person Approach
Kristina Stockinger, Ulrike E. Nett, Markus Dresel
(2023)
Open Access | Times Cited: 1
Investigating Aha Moment Through Process Mining
Wan-Hsuan Chiang, Usman Ahmad, Shenghui Wang, et al.
(2023), pp. 164-172
Open Access | Times Cited: 1
Contributions of Data Mining to University Education, in the Context of the Covid-19 Pandemic: A Systematic Review of the Literature
Martin Diaz, Omar Chamorro-Atalaya, Orlando Ortega-Galicio, et al.
International Journal of Online and Biomedical Engineering (iJOE) (2023) Vol. 19, Iss. 12, pp. 16-33
Open Access
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