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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:

Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement
Norman B. Mendoza, Zi Yan, Ronnel B. King
European Journal of Psychology of Education (2022) Vol. 38, Iss. 2, pp. 607-630
Open Access | Times Cited: 19

Showing 19 citing articles:

Higher Education Students’ Task Motivation in the Generative Artificial Intelligence Context: The Case of ChatGPT
Mohammad Hmoud, Hadeel Swaity, Nardin Hamad, et al.
Information (2024) Vol. 15, Iss. 1, pp. 33-33
Open Access | Times Cited: 46
Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance
Norman B. Mendoza, Zi Yan, Ronnel B. King
Computers & Education (2022) Vol. 193, pp. 104663-104663
Closed Access | Times Cited: 57
A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement
Norman B. Mendoza, Artem Zadorozhnyy, John Ian Wilzon T. Dizon
British Journal of Educational Psychology (2025)
Open Access | Times Cited: 1
Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures
Joseph Y. Haw, Ronnel B. King
Learning and Individual Differences (2022) Vol. 97, pp. 102161-102161
Closed Access | Times Cited: 29
Perceived need-supportive leadership, perceived need-supportive teaching, and student engagement: A self-determination perspective
Joseph Y. Haw, Ronnel B. King
Social Psychology of Education (2023) Vol. 26, Iss. 5, pp. 1289-1319
Closed Access | Times Cited: 11
Possibilities for evaluation to foster the soft skills of critical thinking, creativity, and communication in higher education
Stanislav Dadelo
Creativity Studies (2025) Vol. 18, Iss. 1, pp. 13-29
Open Access
Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement
Élizabeth Olivier, Benoît Galand, Jessica Bélanger, et al.
Learning and Individual Differences (2025) Vol. 118, pp. 102631-102631
Open Access
Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis
Alexandra Patzak, Xiaorong Zhang
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access
From classroom goal structures to academic outcomes: The mediating role of expectancy-value beliefs in adolescent learning
Linjia Zhang, Norman B. Mendoza, Yi Jiang
European Journal of Psychology of Education (2025) Vol. 40, Iss. 2
Closed Access
Effect of English Learning Motivation on Academic Performance Among English Majors in China: The Moderating Role of Certain Personality Traits
Yongjun Zhang, Huijun Wang
Psychology Research and Behavior Management (2023) Vol. Volume 16, pp. 2187-2199
Open Access | Times Cited: 10
Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement
Norman B. Mendoza, Zi Yan
Studies In Educational Evaluation (2023) Vol. 77, pp. 101249-101249
Closed Access | Times Cited: 5
What is The Relationship between Burnout and Motivation to Learn?
Nur Asyikin Nazri, Fadiatul Hasinah Muhammad, Siti Nur Yasmin Sheikh Suhaimi, et al.
International Journal of Academic Research in Business and Social Sciences (2023) Vol. 13, Iss. 8
Open Access | Times Cited: 5
The Collaborative Effort and Efficiency of Inquiry-Based Learning
Mahadi Hasan Miraz, Ferdoush Saleheen, Abu Sadat Muhammad Ashif, et al.
International Journal of Online Pedagogy and Course Design (2023) Vol. 13, Iss. 1, pp. 1-23
Open Access | Times Cited: 2
Assessing the Influence of Peer Collaboration, Classroom Management, and Assessment Practices on Student Motivation in Secondary Education
Miftachul Amri, Joko Prasetyo, Chandra Halim, et al.
International Journal of Business Law and Education (2024) Vol. 5, Iss. 2
Open Access
The Role of Perceived Need-Supportive Teaching in Promoting Willingness to Communicate in EFL: Variable-and Person-Centered Examinations of Self-Determination Theory among Chinese High School Students
Yan Jin, Ning Luo, Meihui He, et al.
The Asia-Pacific Education Researcher (2024)
Closed Access
A Mixed Methods Study on Character Traits of Nursing Students and Faculty Influencing a 100% Passing Rate in the Nursing Licensure Exam in the Philippines
Rudena A Madayag, Maria Fe M Mallari, Doroteo S. Dizon, et al.
Cureus (2024)
Open Access
The effect of self-perceived learning needs on self-regulated learning and learning outcomes in an EFL listening course
Hongwen Cai, Yu Qian
System (2024) Vol. 127, pp. 103503-103503
Closed Access
Implementation Differentiated Learning to Improve Student Learning Outcomes CNC Machine Subjects Class XI TPM1 SMK Negeri 3Tanjungpinang
Fitrinaldi Fitrinaldi, Suharyanto Suharyanto, Rachmi Rachmi, et al.
SHS Web of Conferences (2024) Vol. 205, pp. 05001-05001
Open Access
Motivation of Learning English: A Case Study of Junior High School Students
Khafifa Fuji Lestari, Kamariah Kamariah
Education and Human Development Journal (2023) Vol. 8, Iss. 2, pp. 41-48
Open Access
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