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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:

When first-generation students succeed at university: On the link between social class, academic performance, and performance-avoidance goals
Mickaël Jury, Annique Smeding, Martine Court, et al.
Contemporary Educational Psychology (2014) Vol. 41, pp. 25-36
Open Access | Times Cited: 54

Showing 1-25 of 54 citing articles:

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap
Sébastien Goudeau, Camille Sanrey, Arnaud Stanczak, et al.
Nature Human Behaviour (2021) Vol. 5, Iss. 10, pp. 1273-1281
Open Access | Times Cited: 290
The Experience of Low‐SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social‐Class Inequality
Mickaël Jury, Annique Smeding, Nicole M. Stephens, et al.
Journal of Social Issues (2017) Vol. 73, Iss. 1, pp. 23-41
Open Access | Times Cited: 225
Do Student Mindsets Differ by Socioeconomic Status and Explain Disparities in Academic Achievement in the United States?
Mesmin Destin, Paul Hanselman, Jenny Buontempo, et al.
AERA Open (2019) Vol. 5, Iss. 3
Open Access | Times Cited: 110
First-generation students’ underperformance at university: the impact of the function of selection
Mickaël Jury, Annique Smeding, Céline Darnon
Frontiers in Psychology (2015) Vol. 6
Open Access | Times Cited: 86
Achievement Goals: A Social Influence Cycle
Fabrizio Butera, Benoît Dompnier, Céline Darnon
Annual Review of Psychology (2023) Vol. 75, Iss. 1, pp. 527-554
Open Access | Times Cited: 20
Integration in the Achievement Motivation Literature and the Hierarchical Model of Achievement Motivation
Andrew J. Elliot, Nicolas Sommet
Educational Psychology Review (2023) Vol. 35, Iss. 3
Closed Access | Times Cited: 19
Levers of change: a review of contemporary interventions to enhance diversity in medical schools in the USA
Alexis Danielle Vick, Aaron Baugh, Julie Lambert, et al.
Advances in Medical Education and Practice (2018) Vol. Volume 9, pp. 53-61
Open Access | Times Cited: 55
Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators
Madeleine Pownall, Richard Harris, Pam Blundell-Birtill
Psychology Learning & Teaching (2021) Vol. 21, Iss. 1, pp. 3-18
Open Access | Times Cited: 40
“No matter what your story is, there is a place for you in science”: Students’ Ability to Relate to Scientists Positively Shifts after Scientist Spotlight Assignments, Especially for First-Generation Students and Women
Kelsey J. Metzger, Molly J. Dingel, Ethan Brown
CBE—Life Sciences Education (2023) Vol. 22, Iss. 1
Open Access | Times Cited: 16
Mediating effects of motivation and socioeconomic status on reading achievement: a secondary analysis of PISA 2018
Demos Michael, Leōnidas Kyriakidēs
Large-scale Assessments in Education (2023) Vol. 11, Iss. 1
Open Access | Times Cited: 15
Who benefits from mastery-approach and performance-approach goals in college? Students’ social class as a moderator of the link between goals and grade
Céline Darnon, Mickaël Jury, Cristina Aelenei
European Journal of Psychology of Education (2017) Vol. 33, Iss. 4, pp. 713-726
Open Access | Times Cited: 40
‘Where there is a will, there is a way’: Belief in school meritocracy and the social‐class achievement gap
Céline Darnon, Virginie Wiederkehr, Benoît Dompnier, et al.
British Journal of Social Psychology (2017) Vol. 57, Iss. 1, pp. 250-262
Open Access | Times Cited: 38
Etudier, Mesurer et Manipuler la Classe Sociale en Psychologie Sociale: Approches Economiques, Symboliques et Culturelles [Studying, Measuring and Manipulating Social Class in Social Psychology: Economic, Symbolic and Cultural Approaches]
Sébastien Goudeau, Frédérique Autin, Jean‐Claude Croizet
International review of social psychology (2017) Vol. 30, Iss. 1, pp. 1-1
Open Access | Times Cited: 35
Identifying "At-Risk" Students: An AI-based Prediction Approach
Ghazanfar Latif, Runna Alghazo, Maura Pilotti, et al.
International Journal of Computing and Digital Systems (2022) Vol. 11, Iss. 1, pp. 1051-1059
Open Access | Times Cited: 17
Knowing One’s Place: Parental Educational Background Influences Social Identification with Academia, Test Anxiety, and Satisfaction with Studying at University
Stefan Janke, Selma C. Rudert, Tamara Marksteiner, et al.
Frontiers in Psychology (2017) Vol. 8
Open Access | Times Cited: 29
The student-institution fit at university: interactive effects of academic competition and social class on achievement goals
Nicolas Sommet, Alain Quiamzade, Mickaël Jury, et al.
Frontiers in Psychology (2015) Vol. 6
Open Access | Times Cited: 27
Concern about experiencing downward socioeconomic mobility generates precarious types of motivation among students of color
Ivan A. Hernandez, David M. Silverman, R. Josiah Rosario, et al.
Social Psychology of Education (2023) Vol. 26, Iss. 3, pp. 761-792
Open Access | Times Cited: 6
The Importance of the Premedical Experience in Diversifying the Health Care Workforce
Helen Morgan, Adrianne Haggins, Monica L. Lypson, et al.
Academic Medicine (2016) Vol. 91, Iss. 11, pp. 1488-1491
Open Access | Times Cited: 15
Self‐enhancement values and academic achievement: An interaction with students' parental level of education and gender?
Cristina Aelenei, Mickaël Jury, Céline Darnon, et al.
British Journal of Educational Psychology (2022) Vol. 93, Iss. 2, pp. 626-640
Open Access | Times Cited: 9
Doing better (or worse) than one's parents: Social status, mobility, and performance‐avoidance goals
Mickaël Jury, Alisée Bruno, Céline Darnon
British Journal of Educational Psychology (2018) Vol. 88, Iss. 4, pp. 659-674
Open Access | Times Cited: 13
Higher and lower status individuals’ performance goals: The role of hierarchy stability.
Mickaël Jury, Alain Quiamzade, Céline Darnon, et al.
Motivation Science (2018) Vol. 5, Iss. 1, pp. 52-65
Open Access | Times Cited: 13
Are performance–avoidance goals always deleterious for academic achievement in college? The moderating role of social class
Alisée Bruno, Mickaël Jury, Marie-Christine Toczek-Capelle, et al.
Social Psychology of Education (2019) Vol. 22, Iss. 3, pp. 539-555
Closed Access | Times Cited: 13
“Nobody Told Me”: First-Generation Music Educators’ Soundtracks to Navigating the Academy
Stacey Garrepy, Cara Faith Bernard
Journal of Music Teacher Education (2024)
Closed Access | Times Cited: 1
Rendimiento académico y autopercepción de inteligencias múltiples e inteligencia emocional en universitarios de primera generación
René Barraza López, Mauricio González
Actualidades Investigativas en Educación (2016) Vol. 16, Iss. 2
Open Access | Times Cited: 9
Positioning the self
Brita Ytre-Arne
Feminist Media Studies (2012) Vol. 14, Iss. 2, pp. 237-252
Closed Access | Times Cited: 9
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