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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:

Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style
Nilson Genaro Valencia Vallejo, Omar López Vargas, Luis Bayardo Sanabria Rodríguez
The Journal of Educators Online (2018) Vol. 15, Iss. 1
Open Access | Times Cited: 40

Showing 1-25 of 40 citing articles:

Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning
Mohammadreza Farrokhnia, Abbas Taghizade, Roshan Ahmadi, et al.
The Internet and Higher Education (2025), pp. 100992-100992
Open Access | Times Cited: 1
Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance
Chi‐Cheng Chang, Szu‐Ting Yang
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 20
Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments
Nilson Genaro Valencia Vallejo, Omar López Vargas, Luis Bayardo Sanabria Rodríguez
Knowledge Management & E-Learning An International Journal (2019), pp. 1-19
Open Access | Times Cited: 45
Scaffolding in immersive virtual reality environments for learning English: an eye tracking study
Jorge Bacca‐Acosta, Julián Tejada, Ramón Fabregat, et al.
Educational Technology Research and Development (2021) Vol. 70, Iss. 1, pp. 339-362
Closed Access | Times Cited: 39
Schemes of Scaffolding in Online Education
Ni Komang Arie Suwastini, Ni Putu Dewi Ersani, Ni Nyoman Padmadewi, et al.
RETORIKA Jurnal Ilmu Bahasa (2021) Vol. 7, Iss. 1, pp. 10-18
Open Access | Times Cited: 36
Academic self-efficacy, online self-efficacy, and fixed and faded scaffolding in computer-based learning environments
Sonia Triana-Vera, Omar López Vargas
Contemporary Educational Technology (2025) Vol. 17, Iss. 2, pp. ep570-ep570
Closed Access
Autorregulación del aprendizaje en la Formación Profesional a Distancia: efectos de la gestión del tiempo
Cristian Jorge Garcia-Marcos, Omar López Vargas, Julio Cabero Almenara
Revista de Educación a Distancia (RED) (2020) Vol. 20, Iss. 62
Open Access | Times Cited: 22
The Effects of Using Scaffolding in Online Learning: A Meta-Analysis
Mingzhang Zuo, Sen Kong, Yuxia Ma, et al.
Education Sciences (2023) Vol. 13, Iss. 7, pp. 705-705
Open Access | Times Cited: 7
The effectiveness of blended learning-based scaffolding strategy assisted by google classroom toward the learning outcomes and students’ self-efficacy
Yeyen Suryani, Ainan Ningrum, Nadiya Lutviatul Hidayah, et al.
Journal of Physics Conference Series (2021) Vol. 1796, Iss. 1, pp. 012031-012031
Open Access | Times Cited: 16
Effects of integrating maternity VR-based situated learning into professional training on students’ learning performances
Ching‐Yi Chang, Patcharin Panjaburee, Shao‐Chen Chang
Interactive Learning Environments (2022), pp. 1-15
Closed Access | Times Cited: 10
Interactivity, the heart and soul of effective learning: The interlink between internet self-efficacy and the creation of an inclusive learning experience
Reuben Dlamini
South African Journal of Higher Education (2023) Vol. 37, Iss. 2
Open Access | Times Cited: 5
Propiedades psicométricas e invariancia de medida de una escala de autoeficacia académica en estudiantes universitarios de cinco países latinoamericanos
Sergio Domínguez‐Lara, Danitsa Alarcón Parco, Yolanda Campos-Uscanga, et al.
Ciencias Psicológicas (2023)
Open Access | Times Cited: 4
Predicting students’ E-retention in online learning during COVID pandemic: Evidence from the Students of Higher Education
Amna Masood, Noman Ahsan
Deleted Journal (2024) Vol. 4, Iss. 1, pp. 66-88
Open Access | Times Cited: 1
E-Textbooks and Their Application Levels, from the Perspective of Faculty Members at Ajman University, U.A.E.
Mohd. Elmagzoub Eltahir, Sami Al-Qatawneh, Najeh Rajeh Alsalhi
International Journal of Emerging Technologies in Learning (iJET) (2019) Vol. 14, Iss. 13, pp. 88-88
Open Access | Times Cited: 10
Efecto diferencial de un andamiaje metacognitivo en un ambiente e-learning sobre la carga cognitiva, el logro de aprendizaje y la habilidad metacognitiva
John Solórzano-Restrepo, Omar López Vargas
Suma Psicológica (2019) Vol. 24, Iss. 1
Open Access | Times Cited: 8
Developing Students’ Cognitive Abilities in E-Learning Environment
Svetlana Kurbakova, Zlata N. Volkova, Alexander Kurbakov
(2021), pp. 124-130
Closed Access | Times Cited: 7
Instructional Practices that Support Adaptive Motivation, Engagement, and Learning
Erika A. Patall, Lisa Linnenbrink‐Garcia, Pei Pei Liu, et al.
Oxford University Press eBooks (2022)
Closed Access | Times Cited: 4
Investigation of motivation theory on pedagogical agents design in the online learning environment
Ati Suci Dian Martha, Harry Budi Santoso
(2018), pp. 217-222
Closed Access | Times Cited: 4
Autoeficacia y logro de aprendizaje en estudiantes con diferente estilo cognitivo en un videojuego
Omar López Vargas, Mario Bermúdez-Martínez, Luis Bayardo Sanabria Rodríguez
Revista Colombiana de Educación (2022), Iss. 85, pp. 55-78
Open Access | Times Cited: 3
The Impact of a Mobile Application (Dr. Electron) on Science Attitudes and Self-Efficacy among Eighth-Grade Students
Sulaiman Al Balushi, Huda Al Hosni, Zahra Al Shukaili, et al.
The International Journal for Research in Education (2024) Vol. 48, Iss. 2, pp. 114-150
Open Access
Scaling High-Leverage Curriculum Scaffolding in Middle-School Mathematics
Rizwaan Malik, Dorna Abdi, Rose Wang, et al.
(2024), pp. 476-480
Closed Access
Motivation in online course design using self-determination theory: an action research study in a secondary mathematics course
Emily Shank, Hengtao Tang, William Morris
Educational Technology Research and Development (2024)
Open Access
Effectiveness of a scaffolded autonomous learning scheme in enhancing learners’ motivation in EFL classes
Nurah Alfares
Learning and Motivation (2024) Vol. 89, pp. 102084-102084
Closed Access
Autoeficacia y logro de aprendizaje en estudiantes con diferente estilo cognitivo en un ambiente m-learning
Omar López Vargas, Juliana Ortiz-Vásquez, Jaime Ibáñez-Ibáñez
Pensamiento Psicológico (2020) Vol. 18, Iss. 1, pp. 71-85
Open Access | Times Cited: 3
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