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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:

Academic Emotions and Student Engagement
Reinhard Pekrun, Lisa Linnenbrink‐Garcia
Springer eBooks (2012), pp. 259-282
Closed Access | Times Cited: 867

Showing 1-25 of 867 citing articles:

The Challenges of Defining and Measuring Student Engagement in Science
Gale M. Sinatra, Benjamin C. Heddy, Doug Lombardi
Educational Psychologist (2015) Vol. 50, Iss. 1, pp. 1-13
Closed Access | Times Cited: 844
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects
Reinhard Pekrun, Stephanie Lichtenfeld, Herbert W. Marsh, et al.
Child Development (2017) Vol. 88, Iss. 5, pp. 1653-1670
Open Access | Times Cited: 840
Measuring student engagement in technology-mediated learning: A review
Curtis R. Henrie, Lisa R. Halverson, Charles R. Graham
Computers & Education (2015) Vol. 90, pp. 36-53
Closed Access | Times Cited: 780
Student engagement in the educational interface: understanding the mechanisms of student success
Ella Kahu, Karen Nelson
Higher Education Research & Development (2017) Vol. 37, Iss. 1, pp. 58-71
Closed Access | Times Cited: 704
Mapping research in student engagement and educational technology in higher education: a systematic evidence map
Melissa Bond, Katja Buntins, Svenja Bedenlier, et al.
International Journal of Educational Technology in Higher Education (2020) Vol. 17, Iss. 1
Open Access | Times Cited: 638
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice
Michael A. Lawson, Hal A. Lawson
Review of Educational Research (2013) Vol. 83, Iss. 3, pp. 432-479
Closed Access | Times Cited: 612
Development of Achievement Motivation and Engagement
Allan Wigfield, Jacquelynne S. Eccles, Jennifer A. Fredricks, et al.
(2015), pp. 1-44
Closed Access | Times Cited: 535
Exploring Engagement in Tasks in the Language Classroom
Jenefer Philp, Susan Duchesne
Annual Review of Applied Linguistics (2016) Vol. 36, pp. 50-72
Open Access | Times Cited: 496
Students’ emotions and academic engagement: Introduction to the special issue
Lisa Linnenbrink‐Garcia, Reinhard Pekrun
Contemporary Educational Psychology (2010) Vol. 36, Iss. 1, pp. 1-3
Closed Access | Times Cited: 417
Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz
Derya Orhan Göksün, Gülden Gürsoy
Computers & Education (2019) Vol. 135, pp. 15-29
Closed Access | Times Cited: 361
Learner Engagement in Blended Learning Environments: A Conceptual Framework
Lisa R. Halverson, Charles R. Graham
Online Learning (2019) Vol. 23, Iss. 2
Open Access | Times Cited: 329
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes
Jean–Marc Dewaele, Chengchen Li
Language Teaching Research (2021) Vol. 25, Iss. 6, pp. 922-945
Open Access | Times Cited: 313
Advanced, Analytic, Automated (AAA) Measurement of Engagement During Learning
Sidney K. D’Mello, Ed Dieterle, Angela Duckworth
Educational Psychologist (2017) Vol. 52, Iss. 2, pp. 104-123
Open Access | Times Cited: 289
Facilitating student engagement through the flipped learning approach in K-12: A systematic review
Melissa Bond
Computers & Education (2020) Vol. 151, pp. 103819-103819
Open Access | Times Cited: 289
Four Ways of Considering Emotion in Cognitive Load Theory
Jan L. Plass, Slava Kalyuga
Educational Psychology Review (2019) Vol. 31, Iss. 2, pp. 339-359
Closed Access | Times Cited: 279
An attributional theory of motivation
Sandra Graham
Contemporary Educational Psychology (2020) Vol. 61, pp. 101861-101861
Closed Access | Times Cited: 269
Translating the ICAP Theory of Cognitive Engagement Into Practice
T. H. Michelene, Joshua Adams, Emily B. Bogusch, et al.
Cognitive Science (2018) Vol. 42, Iss. 6, pp. 1777-1832
Open Access | Times Cited: 268
Learner-generated content and engagement in second language task performance
Craig Lambert, Jenefer Philp, Sachiko Nakamura
Language Teaching Research (2016) Vol. 21, Iss. 6, pp. 665-680
Open Access | Times Cited: 266
Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework
Melissa Bond, Svenja Bedenlier
Journal of Interactive Media in Education (2019) Vol. 2019, Iss. 1
Open Access | Times Cited: 265
Learning with serious games: Is fun playing the game a predictor of learning success?
Nina Iten, Dominik Petko
British Journal of Educational Technology (2014) Vol. 47, Iss. 1, pp. 151-163
Open Access | Times Cited: 263
The four pillars of tertiary student engagement and success: a holistic measurement approach
Jana Bowden, Leonie Tickle, Kay Naumann
Studies in Higher Education (2019) Vol. 46, Iss. 6, pp. 1207-1224
Open Access | Times Cited: 257
The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning
Krista R. Muis, Reinhard Pekrun, Gale M. Sinatra, et al.
Learning and Instruction (2015) Vol. 39, pp. 168-183
Closed Access | Times Cited: 243
Investigating student engagement in blended learning settings using experience sampling and structural equation modeling
Kristine C. Manwaring, Ross Larsen, Charles R. Graham, et al.
The Internet and Higher Education (2017) Vol. 35, pp. 21-33
Closed Access | Times Cited: 231
Adaptive Motivation and Emotion in Education
Lisa Linnenbrink‐Garcia, Erika A. Patall, Reinhard Pekrun
Policy Insights from the Behavioral and Brain Sciences (2016) Vol. 3, Iss. 2, pp. 228-236
Open Access | Times Cited: 230
Reading Into the Future: Competence for the 21st Century
Patricia A. Alexander, The Disciplined Reading and Learnin
Educational Psychologist (2012) Vol. 47, Iss. 4, pp. 259-280
Closed Access | Times Cited: 229
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