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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:

The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under COVID-19: A Cross-Sectional and Longitudinal Analysis
Nicole Casali, Marta Ghisi, Chiara Meneghetti
Education Sciences (2022) Vol. 12, Iss. 2, pp. 101-101
Open Access | Times Cited: 11

Showing 11 citing articles:

Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
Nicole Casali, Chiara Meneghetti, Carla Tinti, et al.
Journal of Learning Disabilities (2023) Vol. 57, Iss. 1, pp. 16-29
Closed Access | Times Cited: 14
Trait Emotional Intelligence and Self-regulated Learning in University Students during the COVID-19 pandemic: the mediation role of Intolerance of Uncertainty and COVID-19 Perceived Stress
Alessandra Albani, Federica Ambrosini, Giacomo Mancini, et al.
Personality and Individual Differences (2022) Vol. 203, pp. 111999-111999
Open Access | Times Cited: 21
The relationship between self-regulated learning, mindful agency, and psychological resilience in Chinese master of nursing specialists: A cross-sectional study
Rui Yang, Yufang Gao, ZiTong Ji
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 5
Soft Skills and Study-Related Factors: Direct and Indirect Associations with Academic Achievement and General Distress in University Students
Nicole Casali, Chiara Meneghetti
Education Sciences (2023) Vol. 13, Iss. 6, pp. 612-612
Open Access | Times Cited: 4
Intolerance of uncertainty and mental health in China “Post-pandemic” age: The mediating role of difficulties in emotion regulation
Zihao Gao, Jun Li
PLoS ONE (2024) Vol. 19, Iss. 2, pp. e0298044-e0298044
Open Access | Times Cited: 1
Beyond the Acronym: Entwining STEAM Education, Self-Regulation, and Mindfulness
Christopher Dignam, Danyell Taylor
Journal of STEAM Education (2024) Vol. 7, Iss. 2, pp. 159-190
Open Access | Times Cited: 1
Curiosity promotes self-regulated learning and achievement in online courses for students with varying self-efficacy levels
Dajung Diane Shin
Educational Psychology (2024) Vol. 44, Iss. 4, pp. 455-474
Closed Access | Times Cited: 1
Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction
Gerardo Pellegrino, Nicole Casali, Chiara Meneghetti, et al.
Learning Disabilities Research and Practice (2023) Vol. 38, Iss. 4, pp. 274-284
Open Access | Times Cited: 2
Special Education Law: How the COVID-19 Pandemic Has Impacted FAPE, Child Find, and FERPA Laws
Eric E. Pierson, Keldyn L. Young, Suzanne K. Pierson
Journal of Pediatric Neuropsychology (2024) Vol. 10, Iss. 1, pp. 91-98
Closed Access
Special Education Law: How the COVID-19 Pandemic Has Impacted FAPE, Child Find, and FERPA Laws
Eric E. Pierson, Keldyn L. Young, Suzanne K. Pierson
Journal of Pediatric Neuropsychology (2024) Vol. 10, Iss. 3, pp. 213-220
Closed Access
A concept analysis on academic psychological distress: implications for clinical practice
Cristiano Scandurra, Rosa Pizzo, Maria Francesca Freda
Current Psychology (2024)
Closed Access
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