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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:

The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks
Tamara van Gog, Vincent Hoogerheide, Milou van Harsel
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1055-1072
Open Access | Times Cited: 91

Showing 1-25 of 91 citing articles:

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load
Juan C. Castro-Alonso, Björn B. de Koning, Logan Fiorella, et al.
Educational Psychology Review (2021) Vol. 33, Iss. 4, pp. 1379-1407
Open Access | Times Cited: 106
ChatGPT improves creative problem-solving performance in university students: An experimental study
Marek Urban, Filip Děchtěrenko, Jiří Lukavský, et al.
Computers & Education (2024) Vol. 215, pp. 105031-105031
Open Access | Times Cited: 73
Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda
Anique B. H. de Bruin, Julian Roelle, Shana K. Carpenter, et al.
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 903-915
Open Access | Times Cited: 116
Developing the Mental Effort and Load–Translingual Scale (MEL-TS) as a Foundation for Translingual Research in Self-Regulated Learning
Tino Endres, Lisa Bender, Stoo Sepp, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access | Times Cited: 1
Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving
Yu Song, Lihui Huang, Lanqin Zheng, et al.
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access | Times Cited: 1
Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences
Shana K. Carpenter, Tino Endres, Luotong Hui
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1029-1054
Closed Access | Times Cited: 54
Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?
Katharina Scheiter, Rakefet Ackerman, Vincent Hoogerheide
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1003-1027
Open Access | Times Cited: 51
Comparing Mental Effort, Difficulty, and Confidence Appraisals in Problem-Solving: A Metacognitive Perspective
Emely Hoch, Yael Sidi, Rakefet Ackerman, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 17
Building Bridges Between Self-Regulation and Cognitive Load—an Invitation for a Broad and Differentiated Attempt
Tina Seufert
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1151-1162
Open Access | Times Cited: 49
To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights
Anja Prinz, Stefanie Golke, Jörg Wittwer
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 917-949
Open Access | Times Cited: 49
Educational Psychology
Brett Puterbaugh, Amy Rogers, Meg Swanson, et al.
(2021), pp. 65-95
Open Access | Times Cited: 41
How can we measure metacognition in creative problem-solving? Standardization of the MCPS scale
Kamila Urban, Marek Urban
Thinking Skills and Creativity (2023) Vol. 49, pp. 101345-101345
Open Access | Times Cited: 15
Cultivating Creativity and Improving Coding Skills in Primary School Students via Domain-General and Domain-Specific Learning Scaffoldings
Shih‐Wen Su, Li‐Xian Chen, Shyan‐Ming Yuan, et al.
Education Sciences (2024) Vol. 14, Iss. 7, pp. 695-695
Open Access | Times Cited: 6
Metacognitive strategy use in foreign language learning fluctuates from both ends towards the middle: Longitudinal evidence for the Island Ridge Curve
Yuyang Cai
System (2024) Vol. 123, pp. 103324-103324
Open Access | Times Cited: 5
Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing
Roman Abel, Anique B. H. de Bruin, Erdem Onan, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 5
PROSES BERPIKIR KOMPUTASIONAL SISWA DALAM MENYELESAIKAN SOAL PISA KONTEN CHANGE AND RELATIONSHIP BERDASARKAN SELF-REGULATED LEARNING
M. Gunawan Supiarmo, Turmudi Turmudi, Elly Susanti
Numeracy Journal (2021) Vol. 8, Iss. 1, pp. 58-72
Open Access | Times Cited: 27
Epistemic activities and epistemic emotions: The necessary yet insufficient conditions to generate, evaluate, and select creative ideas
Rogelio Puente‐Díaz, Lizbeth Puerta‐Sierra
Thinking Skills and Creativity (2025), pp. 101756-101756
Closed Access
Impact of an adaptive environment based on learning analytics on pre-service science teacher behavior and self-regulation
Yousri Attia Mohamed Abouelenein, Shaimaa Abdul Salam Selim, Tahani Aldosemani
Smart Learning Environments (2025) Vol. 12, Iss. 1
Open Access
Self-regulation of Flow: Creating “Seemingly Effortless” Learning Among Higher Education Students
Luotong Hui, Sanne F. E. Rovers, Jeroen J. G. van Merriënboer, et al.
International Journal of Educational Research (2025) Vol. 131, pp. 102573-102573
Open Access
Conceptual framework design for STEM-integrated project-based learning (PjBL-STEM) for elementary schools
Raras Setyo Retno, Purnomo Purnomo, Arif Hidayat, et al.
Asian Education and Development Studies (2025)
Closed Access
Does increasing social presence enhance the effectiveness of writing explanations?
Leonie Jacob, Andreas Lachner, Katharina Scheiter
PLoS ONE (2021) Vol. 16, Iss. 4, pp. e0250406-e0250406
Open Access | Times Cited: 23
ChatGPT Improves Creative Problem-Solving Performance in University Students: An Experimental Study
Marek Urban, Filip Děchtěrenko, Jiří Lukavský, et al.
(2023)
Open Access | Times Cited: 8
Estrategias de autorregulación y gestión del aprendizaje en estudiantes de maestría
Gerardo Armando Picón
Revista Andina de Educación (2024) Vol. 7, Iss. 1, pp. 000714-000714
Open Access | Times Cited: 3
Optimizing self-organized study orders: combining refutations and metacognitive prompts improves the use of interleaved practice
Erdem Onan, Felicitas Biwer, Roman Abel, et al.
npj Science of Learning (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 3
The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis
Louise David, Felicitas Biwer, Martine Baars, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 3
Open Access | Times Cited: 3
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