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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:

Distributed Scaffolding: Scaffolding Students in Classroom Environments
Sadhana Puntambekar
Educational Psychology Review (2021) Vol. 34, Iss. 1, pp. 451-472
Closed Access | Times Cited: 76

Showing 1-25 of 76 citing articles:

Optimizing student writing performance in higher education: A quantitative study of teacher feedback and classroom environment
Musril Zahari, Arita Marini, Desy Safitri, et al.
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101286-101286
Open Access | Times Cited: 1
Scaffolding Language Learning via Multi-modal Tutoring Systems with Pedagogical Instructions
Zhengyuan Liu, Stella Xin Yin, Carolyn Lee, et al.
(2024), pp. 1258-1265
Open Access | Times Cited: 6
Exploring Indonesian senior high school teachers’ perceptions of first language use in teaching English
Dodi Widia Nanda, Iris Duhn, Gingga Prananda, et al.
Journal of Education and Learning (EduLearn) (2024) Vol. 18, Iss. 2, pp. 371-381
Open Access | Times Cited: 4
Boosting Learners' Confidence in Learning English: Can Self‐Efficacy‐Based Intervention Make a Difference?
Jiajing Li, Chuang Wang, Yao Zhao, et al.
TESOL Quarterly (2023) Vol. 58, Iss. 4, pp. 1518-1547
Open Access | Times Cited: 10
Exploring the differences in response characteristics to teacher scaffolding between the high- and low-performing groups during collaborative problem solving
Rui Wang, Xiaoran Li, Wanqing Hu, et al.
Thinking Skills and Creativity (2025) Vol. 56, pp. 101753-101753
Closed Access
A scoping review and network analysis of the characteristics of peer collaboration in early educational settings from studies using diverse methodologies
Samantha Burns, Leah Brathwaite, Elaine Hoan, et al.
Educational Review (2025), pp. 1-23
Closed Access
Scaffolding as Critical Language Pedagogy for Bilingual Education
M. R. López, Isabel López Cirugeda, Raquel Sánchez Ruiz
IGI Global eBooks (2025), pp. 297-322
Closed Access
Transformed knowledge work infrastructures in times of forced remote work
Sami Paavola, Minna Lakkala, Liubov Folger, et al.
Information and Organization (2025) Vol. 35, Iss. 2, pp. 100563-100563
Open Access
The effects of artificial intelligence-based interactive scaffolding on secondary students’ speaking performance, goal setting, self-evaluation, and motivation in informal digital learning of English
Feifei Wang, Xiaohua Zhou, Kangxin Li, et al.
Interactive Learning Environments (2025), pp. 1-20
Open Access
Expanding sustainability learning in engineering education through emotional scaffolding
Johan Holmén, Johanna Lönngren
European Journal of Engineering Education (2025), pp. 1-27
Open Access
Empowering Pre-Service Teachers for Inclusive Education Through Technology
Esther Oluwayemi Jatto, Gboyega Ayodeji Aladesusi
IGI Global eBooks (2025), pp. 301-336
Closed Access
What students need from their teacher: Need satisfaction as mediator of the association between perceived cognitive adaptive support, and student outcomes
Afra Wilhelmina Maria Essen, Nienke Smit, Janneke van de Pol, et al.
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access
Critical Thinking as the Key to Transformative Education in Schools
David Rott, Marcus Kohnen, Christian S. Fischer
(2025), pp. 143-170
Closed Access
Synergizing the scaffolds from teacher and digital text tool for progressive inquiry
Feng Lin, Sadhana Puntambekar
Interactive Learning Environments (2025), pp. 1-19
Closed Access
The impact of different types of self-regulation scaffolds on learning science with hypermedia
Alenka Gril, Anja Podlešek, Luka Komidar, et al.
Computers in Human Behavior (2025), pp. 108670-108670
Open Access
Stepping out of the conversation: Exploring teacher fading dynamics in EFL classroom interactions
Jingya Li
System (2025) Vol. 132, pp. 103698-103698
Closed Access
Indication of Scaffolding in Mathematical Modeling
Zeynep Gürel
International Journal of Science and Mathematics Education (2025)
Open Access
Improving Chinese EFL learners’ engagement in online classes: the role of teacher scaffolding and teacher respect
Yuchao Sun, Wenshu Shi, L. Y. Fu
Journal of Multilingual and Multicultural Development (2023), pp. 1-16
Closed Access | Times Cited: 9
A Computational Model of School Achievement
Brendan A. Schuetze
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 3
Epistemic scaffolding: understanding and designing the support for epistemic growth in science
Feng Lin, Sadhana Puntambekar
International Journal of Science Education (2024), pp. 1-25
Closed Access | Times Cited: 3
Explaining the penetrating role of technology in online foreign language learning achievement
Fangwei Huang, Haijing Zhang
Foreign Language Annals (2024) Vol. 58, Iss. 1, pp. 10-39
Closed Access | Times Cited: 3
Lessons learned from designing an open-source automated feedback system for STEM education
Steffen Steinert, Lars Krupp, Karina E. Avila, et al.
Education and Information Technologies (2024)
Open Access | Times Cited: 3
Learning from errors and failure in educational contexts: New insights and future directions for research and practice
Susanne Narciss, Ecenaz Alemdağ
British Journal of Educational Psychology (2024) Vol. 95, Iss. 1, pp. 197-218
Open Access | Times Cited: 3
Tinkering the Teacher–Technology Nexus: The Case of Teacher- and Technology-Driven Personalisation
Rani Van Schoors, Jan Elen, Annelies Raes, et al.
Education Sciences (2023) Vol. 13, Iss. 4, pp. 349-349
Open Access | Times Cited: 8
Technology-scaffolded peer assessment for developing critical thinking in pre-service teacher training: the importance of giving feedback
Camila Barahona, Miguél Nussbaum, Vicente Martín, et al.
Educational Technology Research and Development (2022) Vol. 71, Iss. 2, pp. 667-688
Closed Access | Times Cited: 12
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