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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:

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

Showing 1-25 of 51 citing articles:

Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda
TuongVan Vu, Lucía Magis‐Weinberg, Brenda R. J. Jansen, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 1, pp. 39-71
Open Access | Times Cited: 141
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
Understanding effort regulation: Comparing ‘Pomodoro’ breaks and self‐regulated breaks
Felicitas Biwer, Wisnu Wiradhany, Mirjam G.A. oude Egbrink, et al.
British Journal of Educational Psychology (2023) Vol. 93, Iss. S2, pp. 353-367
Open Access | Times Cited: 34
Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework
Anique B. H. de Bruin, Felicitas Biwer, Luotong Hui, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 30
When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective
Axel Grund, Stefan Fries, Matthias Nückles, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 12
Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details
Alexander Eitel, Tino Endres, Alexander Renkl
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1073-1087
Closed Access | Times Cited: 57
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
Making an Effort Versus Experiencing Load
Melina Klepsch, Tina Seufert
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 48
Rubrics enhance accuracy and reduce cognitive load in self-assessment
Rebecca Krebs, Björn Rothstein, Julian Roelle
Metacognition and Learning (2022) Vol. 17, Iss. 2, pp. 627-650
Open Access | Times Cited: 30
How Does Cognitive Load Interact with Self-Regulated Learning? A Dynamic and Integrative Model
Tingting Wang, Susanne P. Lajoie
Educational Psychology Review (2023) Vol. 35, Iss. 3
Closed Access | Times Cited: 18
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
Why students do (or do not) choose retrieval practice: Their perceptions of mental effort during task performance matter
Luotong Hui, Anique B. H. de Bruin, Jeroen Donkers, et al.
Applied Cognitive Psychology (2022) Vol. 36, Iss. 2, pp. 433-444
Open Access | Times Cited: 18
Bird’s-Eye View of Cue Integration: Exposing Instructional and Task Design Factors Which Bias Problem Solvers
Rakefet Ackerman
Educational Psychology Review (2023) Vol. 35, Iss. 2
Closed Access | Times Cited: 10
Far Transfer of Metacognitive Regulation: From Cognitive Learning Strategy Use to Mental Effort Regulation
Joachim Wirth, Xenia-Lea Weber-Reuter, Corinna Schuster, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access
Initial Practice Performance Moderates the Distributed Practice Effect in Complex Procedural Knowledge
Sterre K. Ruitenburg, Pieter Guldemont, Paul A. Kirschner, et al.
Applied Cognitive Psychology (2025) Vol. 39, Iss. 1
Open Access
Are performance appraisals in the public sector fair? EXPLORING bias and best practices
Agustinus Rudolph Indra Malemna Tarigan, Aurik Gustomo, Yuni Ros Bangun
Cogent Business & Management (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
When Indigenous Canadians Take the Stand: The Influence of Age and Race on Mock-Juror Perceptions and Verdict Decisions
Alexia Vettese, Joanna Pozzulo
Journal of Police and Criminal Psychology (2025)
Closed Access
Metacognition and motivation in creativity: examining the roles of self-efficacy and values as cues for metacognitive judgments
Kamila Urban, Marek Urban
Metacognition and Learning (2025) Vol. 20, Iss. 1
Open Access
Judgments of effort and associated cues are influenced by stimulus context
Michelle Ashburner, Evan F. Risko
Consciousness and Cognition (2025) Vol. 132, pp. 103873-103873
Open Access
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
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
An exploration of low- and high-immersive virtual reality modalities for willingness to communicate in English as a second language
Anastassiya Yudintseva
Computers & Education X Reality (2024) Vol. 5, pp. 100076-100076
Closed Access | Times Cited: 3
Mind wandering increases linearly with text difficulty
Rebecca Kahmann, Yesim Ozuer, Claire M. Zedelius, et al.
Psychological Research (2021) Vol. 86, Iss. 1, pp. 284-293
Open Access | Times Cited: 20
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