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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:

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

Showing 1-25 of 54 citing articles:

The science of effective learning with spacing and retrieval practice
Shana K. Carpenter, Steven C. Pan, Andrew C. Butler
Nature Reviews Psychology (2022) Vol. 1, Iss. 9, pp. 496-511
Closed Access | Times Cited: 75
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
Students Can (Mostly) Recognize Effective Learning, So Why Do They Not Do It?
Stephany Duany Rea, Lisi Wang, Katherine Muenks, et al.
Journal of Intelligence (2022) Vol. 10, Iss. 4, pp. 127-127
Open Access | Times Cited: 40
Self-regulated digital game-based vocabulary learning: motivation, application of self-regulated learning strategies, EFL vocabulary knowledge development, and their interplay
Ruofei Zhang, Di Zou, Gary Cheng
Computer Assisted Language Learning (2024), pp. 1-43
Closed Access | Times Cited: 14
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
On the development of blockchain-based learning management system as a metacognitive tool to support self-regulation learning in online higher education
Zohreh Saadati, Canan Perkan Zeki, Reza Vatankhah Barenji
Interactive Learning Environments (2021) Vol. 31, Iss. 5, pp. 3148-3171
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
Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks
Julian Roelle, Tino Endres, Roman Abel, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 4
Open Access | Times Cited: 22
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
Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring
Tino Endres, Shana K. Carpenter, Alexander Renkl
Learning and Instruction (2024) Vol. 94, pp. 101974-101974
Open Access | Times Cited: 7
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
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
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
Die Unterstützung des Konsolidierens – eine zentrale, aber vernachlässigte Dimension von Unterrichtsqualität
Stefan Keller, Ursina Markwalder, Tino Endres, et al.
Unterrichtswissenschaft (2025)
Open Access
Can self-paced learning improve judgments of learning accuracy ? Evidence from paired materials learning
Peiyao Cong, Xiaojing Zhang, Yingjie Jiang
Learning and Motivation (2025) Vol. 91, pp. 102139-102139
Closed Access
Encouraging Students to Use Retrieval Practice: a Review of Emerging Research from Five Types of Interventions
Shana K. Carpenter
Educational Psychology Review (2023) Vol. 35, Iss. 4
Closed Access | Times Cited: 9
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
Knowledge of Learning Strategies and Motivation to Use Them: Similarities and Differences between School Levels
Eve Kikas, Ita Puusepp, Mikk Granström, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 10, pp. 889-889
Open Access | Times Cited: 3
Teachers’ Knowledge of Learning Strategies
Mikk Granström, Eliis Härma, Eve Kikas
Scandinavian Journal of Educational Research (2022) Vol. 67, Iss. 6, pp. 870-885
Closed Access | Times Cited: 12
Exploring Filipino preservice teachers' online self-regulated learning skills and strategies amid the COVID-19 pandemic
Aaron A. Funa, Renz Alvin E. Gabay, Evan Carlo B. Deblois, et al.
Social Sciences & Humanities Open (2023) Vol. 7, Iss. 1, pp. 100470-100470
Open Access | Times Cited: 7
After initial acquisition, problem-solving leads to better long-term performance than example study, even for complex tasks
Sterre K. Ruitenburg, Kevin Ackermans, Paul A. Kirschner, et al.
Learning and Instruction (2024) Vol. 95, pp. 102027-102027
Open Access | Times Cited: 2
Immediate Learning Benefits of Retrieval Tasks
Tino Endres, Veit Kubik, Kenneth Koslowski, et al.
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie (2023) Vol. 55, Iss. 2-3, pp. 49-66
Open Access | Times Cited: 6
Computer‐based scaffoldings influence students' metacognitive monitoring and problem‐solving efficiency in an intelligent tutoring system
Tingting Wang, Juan Zheng, Chengyi Tan, et al.
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 5, pp. 1652-1665
Open Access | Times Cited: 5
Motivation brought to the test: Successful retrieval practice is modulated by mastery goal orientation and external rewards
Tino Endres, Alexander Eitel
Applied Cognitive Psychology (2023) Vol. 38, Iss. 1
Open Access | Times Cited: 5
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