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 Mediating Effects of Specific Types of Self-Efficacy on the Relationship between Math Anxiety and Performance
Molly M. Jameson, Celeste M. Dierenfeld, Julia Ybarra
Education Sciences (2022) Vol. 12, Iss. 11, pp. 789-789
Open Access | Times Cited: 5
Molly M. Jameson, Celeste M. Dierenfeld, Julia Ybarra
Education Sciences (2022) Vol. 12, Iss. 11, pp. 789-789
Open Access | Times Cited: 5
Showing 5 citing articles:
Examining the Effectiveness of Non-Digital Game-Based Learning Among University Computer Science Students on the Topic of Improper Integrals
Szilvia Szilágyi, Enikő Palencsár, Attila Körei, et al.
Education Sciences (2025) Vol. 15, Iss. 2, pp. 132-132
Open Access
Szilvia Szilágyi, Enikő Palencsár, Attila Körei, et al.
Education Sciences (2025) Vol. 15, Iss. 2, pp. 132-132
Open Access
Integrating Self-Regulated Cognitive Strategies in Preclass Learning of Mathematics Flipped Classroom: Effects on Students’ Self-Efficacy and Anxiety
Lilong Han, Guangjiao Hu, Zheng Chen, et al.
TechTrends (2025)
Closed Access
Lilong Han, Guangjiao Hu, Zheng Chen, et al.
TechTrends (2025)
Closed Access
Quantifying the Relationship Between Self-Efficacy and Mathematical Creativity: A Meta-Analysis
H. HERIANTO, Anastasia Sofroniou, Muh Fitrah, et al.
Education Sciences (2024) Vol. 14, Iss. 11, pp. 1251-1251
Open Access | Times Cited: 1
H. HERIANTO, Anastasia Sofroniou, Muh Fitrah, et al.
Education Sciences (2024) Vol. 14, Iss. 11, pp. 1251-1251
Open Access | Times Cited: 1
Changing habits of mind: A phenomenological view of how a computational geology course affected students’ geologic numeracy
Meghan L. Cook, Victor J. Ricchezza, Jeffrey G. Ryan, et al.
Journal of Geoscience Education (2024) Vol. 72, Iss. 3, pp. 245-257
Closed Access
Meghan L. Cook, Victor J. Ricchezza, Jeffrey G. Ryan, et al.
Journal of Geoscience Education (2024) Vol. 72, Iss. 3, pp. 245-257
Closed Access
How is the conceptual level of students associated with learning outcomes in math? Testing the mediating role of math anxiety and the moderating role of motivating style
X. Jessie Yang, Zhongqi Chen, Jia Dong, et al.
Current Psychology (2024) Vol. 43, Iss. 21, pp. 19548-19561
Closed Access
X. Jessie Yang, Zhongqi Chen, Jia Dong, et al.
Current Psychology (2024) Vol. 43, Iss. 21, pp. 19548-19561
Closed Access
How mathematical dispositions of adult learners play a role in their STEM choices
Molly M. Jameson
New Directions for Adult and Continuing Education (2024) Vol. 2024, Iss. 181, pp. 41-49
Closed Access
Molly M. Jameson
New Directions for Adult and Continuing Education (2024) Vol. 2024, Iss. 181, pp. 41-49
Closed Access
