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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:

Mediation Relationships Among Gender, Spatial Ability, Math Anxiety, and Math Achievement
Lu Wang
Educational Psychology Review (2019) Vol. 32, Iss. 1, pp. 1-15
Closed Access | Times Cited: 50

Showing 1-25 of 50 citing articles:

Gender Differences in Spatial Ability: a Critical Review
Kristin A. Bartlett, Jorge D. Camba
Educational Psychology Review (2023) Vol. 35, Iss. 1
Closed Access | Times Cited: 42
The relationship between mathematics interest and mathematics achievement: mediating roles of self-efficacy and mathematics anxiety
Di Zhang, Chan Wang
International Journal of Educational Research (2020) Vol. 104, pp. 101648-101648
Closed Access | Times Cited: 59
An exploration of gendered differences in cognitive, motivational and emotional aspects of game‐based math learning
Lu Zhang, Lei Yue, Tim Pelton, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 6, pp. 2633-2649
Closed Access | Times Cited: 5
Math anxiety is more closely associated with math performance in female students than in male students
Xiaodan Yu, Huimin Zhou, Panpan Sheng, et al.
Current Psychology (2023) Vol. 43, Iss. 2, pp. 1381-1394
Closed Access | Times Cited: 11
The relationship between cognitive activation and mathematics achievement: mediating roles of self-efficacy and mathematics anxiety
Siyu Zuo, Qi Huang, Chunxia Qi
Current Psychology (2024)
Closed Access | Times Cited: 4
Tracing students’ practice behavior in an adaptive math learning program: Does it mediate the math anxiety–performance link?
Anna Hilz, Abe Dirk Hofman, Brenda R. J. Jansen, et al.
Learning and Instruction (2025) Vol. 98, pp. 102113-102113
Open Access
Socioeconomic status and wellbeing as predictors of students’ academic achievement: evidence from a developing country
Cahit Erdem, Metin Kaya
Journal of Psychologists and Counsellors in Schools (2021) Vol. 33, Iss. 2, pp. 202-220
Closed Access | Times Cited: 27
Relationships Between Mathematics Performance and Attitude to Mathematics: Influences of Gender, Test Anxiety, and Working Memory
Ann Dowker, Hannah Sheridan
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 16
Exploring the Impact of An Augmented Reality-Integrated Mathematics Curriculum on Students’ Spatial Skills in Elementary School
L. Y. Wang, Qiaoping Zhang, Daner Sun
International Journal of Science and Mathematics Education (2024)
Closed Access | Times Cited: 2
Can (perceived) mental-rotation performance mediate gender differences in math anxiety in adolescents and young adults?
Martina Rahe, Claudia Quaiser‐Pohl
Mathematics Education Research Journal (2021) Vol. 35, Iss. 1, pp. 255-279
Open Access | Times Cited: 15
Review of spatial disability in individuals with attention deficit-hyperactivity disorder: Toward spatial cognition theory
Vahid Nejati, Saba Khoshroo, Fatemeh Mirikaram
Clinical Child Psychology and Psychiatry (2023) Vol. 29, Iss. 1, pp. 312-337
Closed Access | Times Cited: 6
The relationship between students' gender and their confidence in the correctness of their solutions to complex and difficult mathematics problems
Meaghan McMurran, David Weisbart, Kinnari Atit
Learning and Individual Differences (2023) Vol. 107, pp. 102349-102349
Open Access | Times Cited: 6
The Impact of Parents' Intelligence Mindset on Math Anxiety of Boys and Girls and the Role of Parents' Failure Beliefs and Evaluation of Child's Math Performance as Mediators
Fang Xie, Xiangfei Duan, Xuelian Ni, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 9
Math anxiety as an independent psychological construct among social‐emotional attitudes: An exploratory factor analysis
Dazhi Cheng, Bingqian Ren, Xiaodan Yu, et al.
Annals of the New York Academy of Sciences (2022) Vol. 1517, Iss. 1, pp. 191-202
Closed Access | Times Cited: 9
The role of students' mathematics perception and self‐efficacy toward their mathematics achievement
Enkosa Terefe Shone, Fisseha Mikre Weldemeskel, Berhanu Nigussie Worku
Psychology in the Schools (2023) Vol. 61, Iss. 1, pp. 103-122
Closed Access | Times Cited: 5
Effects of collaboration and informing students about overconfidence on metacognitive judgment in conceptual learning
Svjetlana Kolić‐Vehovec, Rosanda Pahljina-Reinić, Barbara Rončević Zubković
Metacognition and Learning (2021) Vol. 17, Iss. 1, pp. 87-116
Closed Access | Times Cited: 12
Developmental relations between mathematics anxiety, symbolic numerical magnitude processing and arithmetic skills from first to second grade
Riikka Mononen, Markku Niemivirta, Johan Korhonen, et al.
Cognition & Emotion (2021) Vol. 36, Iss. 3, pp. 452-472
Open Access | Times Cited: 12
The mathematical flexibility of college students: The role of cognitive and affective factors
Stacy T. Shaw, Anahit A. Pogossian, Gerardo Ramirez
British Journal of Educational Psychology (2020) Vol. 90, Iss. 4, pp. 981-996
Closed Access | Times Cited: 12
A Math Digital Game and Multiple-Try Use in Primary Students: A Gender Analysis on Motivation and Performance
Claudio Cubillos, Silvana Roncagliolo, Daniel Cabrera‐Paniagua, et al.
(2024)
Open Access | Times Cited: 1
Sex differences in large-scale brain network connectivity for mental rotation performance
Kaijie Zhang, Haifeng Fang, Zheng Li, et al.
NeuroImage (2024) Vol. 298, pp. 120807-120807
Open Access | Times Cited: 1
A three‐step model for the gamification of training and automaticity acquisition
Hossein Jamshidifarsani, Paul Tamayo‐Serrano, Samir Garbaya, et al.
Journal of Computer Assisted Learning (2021) Vol. 37, Iss. 4, pp. 994-1014
Closed Access | Times Cited: 10
Do I belong in my math class? The importance of perceived racial/ethnic context and math course sequence
Jessica Morales‐Chicas, Sandra Graham
Contemporary Educational Psychology (2021) Vol. 67, pp. 102012-102012
Open Access | Times Cited: 9
Learning and Motivation When Using Multiple-Try in a Digital Game for Primary Students in Chile
Claudio Cubillos, Silvana Roncagliolo, Daniel Cabrera‐Paniagua
Education Sciences (2023) Vol. 13, Iss. 11, pp. 1119-1119
Open Access | Times Cited: 3
Study on Influencing Factors and Interventions of Adolescent Mathematics Anxiety
Xiangting Liu
Lecture Notes in Education Psychology and Public Media (2023) Vol. 2, Iss. 1, pp. 684-697
Closed Access | Times Cited: 2
Promoting Effective Math Learning with Educational Robots
Maria Cristina Popa, Diana Bîclea
Educatia 21 (2023), Iss. 25, pp. 38-47
Open Access | Times Cited: 2
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