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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:

Unpacking the intertemporal impact of self-regulation in a blended mathematics environment
Bart Rienties, Dirk Tempelaar, Quan Nguyen, et al.
Computers in Human Behavior (2019) Vol. 100, pp. 345-357
Open Access | Times Cited: 56

Showing 1-25 of 56 citing articles:

Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics
Gwo‐Jen Hwang, Shengyuan Wang, Chiu‐Lin Lai
Computers & Education (2020) Vol. 160, pp. 104031-104031
Closed Access | Times Cited: 221
Subjective data, objective data and the role of bias in predictive modelling: Lessons from a dispositional learning analytics application
Dirk Tempelaar, Bart Rienties, Quan Nguyen
PLoS ONE (2020) Vol. 15, Iss. 6, pp. e0233977-e0233977
Open Access | Times Cited: 97
The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks
Tamara van Gog, Vincent Hoogerheide, Milou van Harsel
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 1055-1072
Open Access | Times Cited: 91
Explainable AI for Data-Driven Feedback and Intelligent Action Recommendations to Support Students Self-Regulation
Muhammad Afzaal, Jalal Nouri, Aayesha Zia, et al.
Frontiers in Artificial Intelligence (2021) Vol. 4
Open Access | Times Cited: 70
An investigation of barriers to Hong Kong K-12 schools incorporating Artificial Intelligence in education
Tianchong Wang, Eric C. K. Cheng
Computers and Education Artificial Intelligence (2021) Vol. 2, pp. 100031-100031
Open Access | Times Cited: 65
The longitudinal trajectories of online engagement over a full program
Mohammed Saqr, Sonsoles López‐Pernas
Computers & Education (2021) Vol. 175, pp. 104325-104325
Open Access | Times Cited: 65
Towards a fuller picture: Triangulation and integration of the measurement of self‐regulated learning based on trace and think aloud data
Yizhou Fan, Mladen Raković, Joep van der Graaf, et al.
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 4, pp. 1303-1324
Open Access | Times Cited: 35
The temporal dynamics of online problem-based learning: Why and when sequence matters
Mohammed Saqr, Sonsoles López‐Pernas
International Journal of Computer-Supported Collaborative Learning (2023) Vol. 18, Iss. 1, pp. 11-37
Open Access | Times Cited: 29
Defining the Boundaries Between Artificial Intelligence in Education, Computer-Supported Collaborative Learning, Educational Data Mining, and Learning Analytics: A Need for Coherence
Bart Rienties, Henrik Køhler Simonsen, Christothea Herodotou
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 70
Educational Data Mining versus Learning Analytics: A Review of Publications From 2015 to 2019
Clare Baek, Tenzin Doleck
Interactive Learning Environments (2021) Vol. 31, Iss. 6, pp. 3828-3850
Closed Access | Times Cited: 50
Strategies for enhancing self-regulation in e-learning: a review of selected journal publications from 2010 to 2020
Chiu‐Lin Lai, Gwo‐Jen Hwang
Interactive Learning Environments (2021) Vol. 31, Iss. 6, pp. 3757-3779
Closed Access | Times Cited: 43
Emotions in self-regulated learning: A critical literature review and meta-analysis
Juan Zheng, Susanne P. Lajoie, Shan Li
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 17
Usingeye‐movementmodelling examples to improve critical reading of multiple webpages on a conflicting topic
Ladislao Salmerón, Pablo Delgado, Lucia Masón
Journal of Computer Assisted Learning (2020) Vol. 36, Iss. 6, pp. 1038-1051
Open Access | Times Cited: 39
Towards convergence of mobile and psychological theories of learning
Matthew L. Bernacki, Helen Crompton, Jeffrey A. Greene
Contemporary Educational Psychology (2019) Vol. 60, pp. 101828-101828
Closed Access | Times Cited: 37
Student Profiles of Change in a University Course: A Complex Dynamical Systems Perspective
Oleksandra Poquet, Jelena Jovanović, Abelardo Pardo
(2023), pp. 197-207
Closed Access | Times Cited: 10
Investigating Self-Regulated Learning Measurement Based on Trace Data: A Systematic Literature Review
Amine Boulahmel, Fahima Djelil, Grégory Smits
Technology Knowledge and Learning (2025)
Closed 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
Individual differences in the preference for worked examples: Lessons from an application of dispositional learning analytics
Dirk Tempelaar, Bart Rienties, Quan Nguyen
Applied Cognitive Psychology (2020) Vol. 34, Iss. 4, pp. 890-905
Open Access | Times Cited: 24
A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics
George Kinnear, Ian Jones, Chris Sangwin, et al.
International Journal of Research in Undergraduate Mathematics Education (2022) Vol. 10, Iss. 1, pp. 201-231
Open Access | Times Cited: 14
A scoping review of empirical studies on theory-driven learning analytics
Qin Wang, Amin Mousavi, Chang Lu
Distance Education (2022) Vol. 43, Iss. 1, pp. 6-29
Closed Access | Times Cited: 13
Multidisciplinary innovations and technologies for facilitation of self-regulated learning
Omid Noroozi, Sanna Järvelä, Paul A. Kirschner
Computers in Human Behavior (2019) Vol. 100, pp. 295-297
Open Access | Times Cited: 21
The relationship between self-regulated student use of a virtual learning environment for algebra and student achievement: An examination of the role of teacher orchestration
Walter L. Leite, Huan Kuang, Zeyuan Jing, et al.
Computers & Education (2022) Vol. 191, pp. 104615-104615
Closed Access | Times Cited: 11
Effective usage of learning analytics: what do practitioners want and where should distance learning institutions be going?
Bart Rienties, Tom Olney, Mark Nichols, et al.
Open Learning The Journal of Open Distance and e-Learning (2019) Vol. 35, Iss. 2, pp. 178-195
Open Access | Times Cited: 16
Formation of Organizational Competence of Future Engineers By Means of Blended Learning
L. Obukhova, Olga V. Galustyan, I.O. Baklanov, et al.
International Journal of Engineering Pedagogy (iJEP) (2020) Vol. 10, Iss. 2, pp. 119-119
Open Access | Times Cited: 16
Rethinking time-on-task estimation with outlier detection accounting for individual, time, and task differences
Quan Nguyen
(2020), pp. 376-381
Closed Access | Times Cited: 15
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