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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:

Impact of the Interactive Learning Environments in Children’s Prosocial Behavior
Lourdes Villardón-Gallego, Rocío García-Carrión, Lara Yáñez-Marquina, et al.
Sustainability (2018) Vol. 10, Iss. 7, pp. 2138-2138
Open Access | Times Cited: 93

Showing 1-25 of 93 citing articles:

Trends in artificial intelligence-supported e-learning: a systematic review and co-citation network analysis (1998–2019)
Kai–Yu Tang, Ching‐Yi Chang, Gwo‐Jen Hwang
Interactive Learning Environments (2021) Vol. 31, Iss. 4, pp. 2134-2152
Closed Access | Times Cited: 215
Children and Adolescents Mental Health: A Systematic Review of Interaction-Based Interventions in Schools and Communities
Rocío García-Carrión, Beatriz Villarejo-Carballido, Lourdes Villardón-Gallego
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 158
Implications for Social Impact of Dialogic Teaching and Learning
Rocío García-Carrión, Garazi López de Aguileta, María Padrós Cuxart, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 93
Is Sustainable Online Learning Possible with Gamification?—The Effect of Gamified Online Learning on Student Learning
Sungjin Park, Sang‐Kyun Kim
Sustainability (2021) Vol. 13, Iss. 8, pp. 4267-4267
Open Access | Times Cited: 77
Developing an AI-Based Learning System for L2 Learners’ Authentic and Ubiquitous Learning in English Language
Fenglin Jia, Daner Sun, Qing Ma, et al.
Sustainability (2022) Vol. 14, Iss. 23, pp. 15527-15527
Open Access | Times Cited: 39
Progress in mentalizing ability among people with psychosis through dialogic literary gatherings
Aitana Fernández-Villardón, Alfonso Sáez de Ibarra, Ana I. Domínguez-Panchón, et al.
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access | Times Cited: 1
Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19
Esther Roca-Campos, Patricia Melgar, Regina Gairal‐Casadó, et al.
Sustainability (2020) Vol. 12, Iss. 11, pp. 4685-4685
Open Access | Times Cited: 61
Implementation of a Model-Based Programme to Promote Personal and Social Responsibility and Its Effects on Motivation, Prosocial Behaviours, Violence and Classroom Climate in Primary and Secondary Education
David Manzano-Sánchez, Alfonso Valero Valenzuela
International Journal of Environmental Research and Public Health (2019) Vol. 16, Iss. 21, pp. 4259-4259
Open Access | Times Cited: 57
Communicative Methodology: Contributions to Social Impact Assessment in Psychological Research
Gisela Redondo-Sama, Javier Díez-Palomar, Roger Campdepadrós, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 50
Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools
Rocío García-Carrión, Silvia Molina, Esther Roca-Campos
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 55
Extracurricular Activities in Higher Education and the Promotion of Reflective Learning for Sustainability
Ariane Díaz-Iso, Almudena Eizaguirre, Ana María García Olalla
Sustainability (2019) Vol. 11, Iss. 17, pp. 4521-4521
Open Access | Times Cited: 50
Interventions stimulating prosocial helping behavior: A systematic review
Mariola Łaguna, Zofia Mazur‐Socha, Michał Kędra, et al.
Journal of Applied Social Psychology (2020) Vol. 50, Iss. 11, pp. 676-696
Closed Access | Times Cited: 43
The emergence of the language of desire toward nonviolent relationships during the dialogic literary gatherings
Garazi López de Aguileta, Elisabeth Torras-Gómez, Rocío García-Carrión, et al.
Language and Education (2020) Vol. 34, Iss. 6, pp. 583-598
Open Access | Times Cited: 41
Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities
Laura Ruiz-Eugenio, Marta Soler, Sandra Racionero-Plaza, et al.
Educational Research Review (2023) Vol. 39, pp. 100534-100534
Open Access | Times Cited: 16
Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings
Garazi López de Aguileta
International Journal of Educational Psychology (2019) Vol. 8, Iss. 1, pp. 51-51
Open Access | Times Cited: 36
Egalitarian Dialogue Enriches Both Social Impact and Research Methodologies
Esther Roca-Campos, Guiomar Merodio, Aitor Gómez, et al.
International Journal of Qualitative Methods (2022) Vol. 21
Open Access | Times Cited: 21
Analysis of stress, attention, interest, and engagement in onsite and online higher education: A neurotechnological study
David Juárez Varón, Isabel Bellido-García, Brij B. Gupta
Comunicar (2023) Vol. 31, Iss. 76
Open Access | Times Cited: 12
Teacher-Student Relationships in Childhood as a Protective Factor against Adolescent Delinquency up to Age 17: A Propensity Score Matching Approach
Ingrid Obsuth, Aja Louise Murray, Monja Knoll, et al.
Crime & Delinquency (2021) Vol. 69, Iss. 4, pp. 727-755
Open Access | Times Cited: 25
A research synthesis of the impacts of successful educational actions on student outcomes
Teresa Morlà Folch, Ana Inés Renta Davids, María Padrós Cuxart, et al.
Educational Research Review (2022) Vol. 37, pp. 100482-100482
Open Access | Times Cited: 18
Transforming the educational experiences of marginalized students in Ghana through dialogic literary gatherings
Eugenia Allotey, Rocío García-Carrión, Lourdes Villardón-Gallego, et al.
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 8
Creating Learning Environments Free of Violence in Special Education Through the Dialogic Model of Prevention and Resolution of Conflicts
Elena Duque, Sara Carbonell, Lena De Botton, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 18
Creating Interactive Learning Environments through the Use of Information and Communication Technologies Applied to Learning of Social Values: An Approach from Neuro-Education
Luis Espino-Díaz, José L. Castillo, Hugo González González, et al.
Social Sciences (2020) Vol. 9, Iss. 5, pp. 72-72
Open Access | Times Cited: 19
Improving students’ academic performance and reducing conflicts through family involvement in primary school learning activities: a Mexican case study
Alfonso Rodríguez-Oramas, Teresa Morlà Folch, María Vieites Casado, et al.
Cambridge Journal of Education (2021) Vol. 52, Iss. 2, pp. 235-254
Closed Access | Times Cited: 17
Promoting Emotional and Social Well-Being and a Sense of Belonging in Adolescents through Participation in Volunteering
Mónica Luque-Suárez, María del Carmen Olmos-Gómez, María Castán-García, et al.
Healthcare (2021) Vol. 9, Iss. 3, pp. 359-359
Open Access | Times Cited: 16
Dialogic literary gatherings in out-of-home care to overcome educational inequalities by improving school academic performance
Marifa Salceda, Ana Vidu, Adriana Aubert, et al.
Children and Youth Services Review (2022) Vol. 133, pp. 106368-106368
Closed Access | Times Cited: 11
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