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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:

Analytics of self-regulated learning scaffolding: effects on learning processes
Tongguang Li, Yizhou Fan, Yuanru Tan, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 13

Showing 13 citing articles:

Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance
Yizhou Fan, Luzhen Tang, Huixiao Le, et al.
British Journal of Educational Technology (2024)
Closed Access | Times Cited: 8
Self-regulated Learning Processes in Secondary Education: A Network Analysis of Trace-based Measures
Yixin Cheng, Rui Guan, Tongguang Li, et al.
(2025), pp. 260-271
Open Access
The Effect of Sequential Transition of Self-Regulated Learning Processes on Performance: Insights from Ordered Network Analysis
Linxuan Zhao, Mladen Raković, Elizabeth B. Cloude, et al.
(2025), pp. 516-526
Closed Access
Turning Real-Time Analytics into Adaptive Scaffolds for Self-Regulated Learning Using Generative Artificial Intelligence
Tongguang Li, Debarshi Nath, Yixin Cheng, et al.
(2025), pp. 667-679
Closed Access
Secondary School Students’ Enacted Self-Regulated Learning Strategies in a Computer-Based Writing Task–Insights from Digital Trace Data and Interviews
Olli Aksela, Joni Lämsä, Sanna Järvelä
Technology Knowledge and Learning (2024)
Open Access | Times Cited: 1
Impacts of generative AI on student teachers' task performance and collaborative knowledge construction process in mind mapping-based collaborative environment
Shuowen An, Si Zhang, Tongyu Guo, et al.
Computers & Education (2024), pp. 105227-105227
Closed Access | Times Cited: 1
Network Analytics to Unveil Links of Learning Strategies, Time Management, and Academic Performance in a Flipped Classroom
Mladen Raković, Nora’ayu Ahmad Uzir, Wannisa Matcha, et al.
Journal of Learning Analytics (2023) Vol. 10, Iss. 3, pp. 64-86
Open Access | Times Cited: 2
Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms
Jonathan Fernandez, Jessica Guilbert
Metacognition and Learning (2024) Vol. 19, Iss. 3, pp. 1091-1135
Open Access
Examining self-regulation models of programming students in visual environments: A bottom-up analysis of learning behaviour
Zhaojun Duo, Jianan Zhang, Yonggong Ren, et al.
Education and Information Technologies (2024)
Closed Access
Humanistic data art visualization for analyzing learner growth in Challenge Based Learning programs
Domenico Tangredi, Giselle Katics, Stefano Perna
Frontiers in Psychology (2024) Vol. 15
Open Access
Unpacking student engagement in higher education learning analytics: a systematic review
Nina Bergdahl, Melissa Bond, Jeanette Sjöberg, et al.
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access
Subtopic-specific heterogeneity in computer-based learning behaviors
HaeJin Lee, Nigel Bosch
International Journal of STEM Education (2024) Vol. 11, Iss. 1
Open Access
In Conversation: Bannert, Molenaar, & Winne – Multiple Perspectives on Researching and Supporting Self-Regulated Learning via Analytics
Mladen Raković, Maria Bannert, Inge Molenaar, et al.
(2024), pp. 57-69
Closed Access
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