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:
Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts
Tuike Iiskala, Simone Volet, Cheryl Jones, et al.
Instructional Science (2021) Vol. 49, Iss. 5, pp. 687-718
Open Access | Times Cited: 12
Tuike Iiskala, Simone Volet, Cheryl Jones, et al.
Instructional Science (2021) Vol. 49, Iss. 5, pp. 687-718
Open Access | Times Cited: 12
Showing 12 citing articles:
Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning
Eetu Haataja, Muhterem Dindar, Jonna Malmberg, et al.
Learning and Individual Differences (2022) Vol. 96, pp. 102146-102146
Open Access | Times Cited: 47
Eetu Haataja, Muhterem Dindar, Jonna Malmberg, et al.
Learning and Individual Differences (2022) Vol. 96, pp. 102146-102146
Open Access | Times Cited: 47
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning
Liesje De Backer, Hilde Van Keer, Fien De Smedt, et al.
Computers & Education (2021) Vol. 179, pp. 104421-104421
Open Access | Times Cited: 47
Liesje De Backer, Hilde Van Keer, Fien De Smedt, et al.
Computers & Education (2021) Vol. 179, pp. 104421-104421
Open Access | Times Cited: 47
Using learning design and learning analytics to promote, detect and support Socially-Shared Regulation of Learning: A systematic literature review
Cristina Villa-Torrano, Wannapon Suraworachet, Eduardo Gómez‐Sánchez, et al.
Computers & Education (2025), pp. 105261-105261
Closed Access
Cristina Villa-Torrano, Wannapon Suraworachet, Eduardo Gómez‐Sánchez, et al.
Computers & Education (2025), pp. 105261-105261
Closed Access
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning
Marko Telenius, Tuike Iiskala, Eero Laakkonen, et al.
Journal of Research in Science Teaching (2025)
Closed Access
Marko Telenius, Tuike Iiskala, Eero Laakkonen, et al.
Journal of Research in Science Teaching (2025)
Closed Access
“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era
N. Nurwidodo, Ibrohim Ibrohim, Sueb Sueb, et al.
Eurasia Journal of Mathematics Science and Technology Education (2023) Vol. 19, Iss. 2, pp. em2224-em2224
Open Access | Times Cited: 10
N. Nurwidodo, Ibrohim Ibrohim, Sueb Sueb, et al.
Eurasia Journal of Mathematics Science and Technology Education (2023) Vol. 19, Iss. 2, pp. em2224-em2224
Open Access | Times Cited: 10
‘Supporting socially shared regulation during collaborative task-oriented reading’
Jolique Kielstra, Inge Molenaar, Roel van Steensel, et al.
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 1, pp. 65-105
Open Access | Times Cited: 16
Jolique Kielstra, Inge Molenaar, Roel van Steensel, et al.
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 1, pp. 65-105
Open Access | Times Cited: 16
A Systematic Review of Group Metacognition Researches on Online and Face-to-Face Learning Environments
Gamze Türkmen
Journal of Learning and Teaching in Digital Age (2024) Vol. 9, Iss. 2, pp. 64-84
Open Access | Times Cited: 2
Gamze Türkmen
Journal of Learning and Teaching in Digital Age (2024) Vol. 9, Iss. 2, pp. 64-84
Open Access | Times Cited: 2
Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics
Liesje De Backer, Hilde Van Keer, Martin Valcke
International Journal of Educational Research (2021) Vol. 110, pp. 101892-101892
Closed Access | Times Cited: 10
Liesje De Backer, Hilde Van Keer, Martin Valcke
International Journal of Educational Research (2021) Vol. 110, pp. 101892-101892
Closed Access | Times Cited: 10
Integrating online partial pair programming and socially shared metacognitive regulation for the improvement of students’ learning
Chia‐Wen Tsai, Michael Yu-Ching Lin, Yih-Ping Cheng, et al.
Universal Access in the Information Society (2024)
Closed Access
Chia‐Wen Tsai, Michael Yu-Ching Lin, Yih-Ping Cheng, et al.
Universal Access in the Information Society (2024)
Closed Access
Capturing multi-layered regulated learning in collaboration
Suijing Yang, Jason M. Lodge, Cameron Brooks
Metacognition and Learning (2024) Vol. 20, Iss. 1
Closed Access
Suijing Yang, Jason M. Lodge, Cameron Brooks
Metacognition and Learning (2024) Vol. 20, Iss. 1
Closed Access
Effects of multilevel metacognition on group performance and regulation in collaborative learning
Lifang Qiao, Wei Zhao, Fengjuan Liu, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access
Lifang Qiao, Wei Zhao, Fengjuan Liu, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access
Computerunterstütztes kollaboratives Lernen: Neueste Erkenntnisse über Tools zur Unterstützung der Lerndynamik in Gruppen
Tai Tan, Marija Bezbradica, Martin Crane
Springer eBooks (2023), pp. 41-83
Closed Access
Tai Tan, Marija Bezbradica, Martin Crane
Springer eBooks (2023), pp. 41-83
Closed Access
