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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:

The interplay of g and mathematical abilities in large-scale assessments across grades
Steffani Saß, Nele Kampa, Olaf Köller
Intelligence (2017) Vol. 63, pp. 33-44
Open Access | Times Cited: 84

Showing 1-25 of 84 citing articles:

Do girls take school too seriously? Investigating gender differences in school burnout from a self-worth perspective
Julia Herrmann, Karoline Koeppen, Ursula Kessels
Learning and Individual Differences (2018) Vol. 69, pp. 150-161
Closed Access | Times Cited: 95
Bifactor Models for Predicting Criteria by General and Specific Factors: Problems of Nonidentifiability and Alternative Solutions
Michael Eid, Stefan Krumm, Tobias Koch, et al.
Journal of Intelligence (2018) Vol. 6, Iss. 3, pp. 42-42
Open Access | Times Cited: 88
How much do students’ scores in PISA reflect general intelligence and how much do they reflect specific abilities?
Artur Pokropek, Gary Marks, Francesca Borgonovi
Journal of Educational Psychology (2021) Vol. 114, Iss. 5, pp. 1121-1135
Open Access | Times Cited: 34
Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study
Alberto Quílez-Robres, Alejandro González-Andrade, Zaira Ortega, et al.
Studies In Educational Evaluation (2021) Vol. 70, pp. 101020-101020
Open Access | Times Cited: 31
Smart But Maladapted? Differences in the Psychological Functioning of Intellectually Gifted Students Compared With Average-Ability Students
Steffani Saß, Olaf Köller, Friederike Zimmermann
Gifted Child Quarterly (2025)
Closed Access
Exploring the interplay of general and specific academic achievement in predicting college performance
Khalid ALMamari, Mohamed Al Siyabi, Abdullah Al Shibli, et al.
Intelligence (2025) Vol. 109, pp. 101908-101908
Closed Access
Nonengagement and unsuccessful engagement with feedback in lower secondary education: The role of student characteristics
Jennifer Meyer, Thorben Jansen, Johanna Fleckenstein
Contemporary Educational Psychology (2025), pp. 102363-102363
Open Access
Reevaluating the Flynn effect, and the reversal: Temporal trends and measurement invariance in Norwegian armed forces intelligence scores
Morten Nordmo, Tore Nøttestad Norrøne, Ole Christian Lang-Ree
Intelligence (2025) Vol. 110, pp. 101909-101909
Open Access
Prediction of elementary mathematics grades by cognitive abilities
Sven Hilbert, Georg Bruckmaier, Karin Binder, et al.
European Journal of Psychology of Education (2018) Vol. 34, Iss. 3, pp. 665-683
Closed Access | Times Cited: 24
The Impact of Map Type on the Level of Student Map Skills
Lenka Havelková, Martin Hanuš
Cartographica The International Journal for Geographic Information and Geovisualization (2018) Vol. 53, Iss. 3, pp. 149-170
Closed Access | Times Cited: 23
Validating Test Score Interpretations Using Time Information
Lena Engelhardt, Frank Goldhammer
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 19
General or specific abilities? Evidence from 33 countries participating in the PISA assessments
Artur Pokropek, Gary Marks, Francesca Borgonovi, et al.
Intelligence (2022) Vol. 92, pp. 101653-101653
Open Access | Times Cited: 10
The Cambridge Handbook of the International Psychology of Women

Cambridge University Press eBooks (2020)
Closed Access | Times Cited: 16
Sex Differences in Early Life
Wang Ivy Wong, Doug P. VanderLaan
Cambridge University Press eBooks (2020), pp. 83-95
Closed Access | Times Cited: 12
The Not So Subtle and Status Quo Maintaining Nature of Everyday Sexism
Theresa K. Vescio, Natasza Kosakowska‐Berezecka
Cambridge University Press eBooks (2020), pp. 205-220
Closed Access | Times Cited: 10
Women and Suicidal Behavior
Silvia Sara Canetto, Jiashun Chen
Cambridge University Press eBooks (2020), pp. 497-513
Closed Access | Times Cited: 9
Continuous time models support the reciprocal relations between academic achievement and fluid intelligence over the course of a school year
Steffani Saß, Kerstin Schütte, Nele Kampa, et al.
Intelligence (2021) Vol. 87, pp. 101560-101560
Open Access | Times Cited: 8
The relation between science achievement and general cognitive abilities in large-scale assessments
Nele Kampa, Ronny Scherer, Steffani Saß, et al.
Intelligence (2021) Vol. 86, pp. 101529-101529
Open Access | Times Cited: 7
Intimate Relationships
Ahva Rashin Mozafari, Xiaomeng Xu
Cambridge University Press eBooks (2020), pp. 342-354
Closed Access | Times Cited: 7
General intelligence in middle school students from different Russian regions: Results of PISA-like tests
Никита Колачев, Galina Kovaleva
Intelligence (2023) Vol. 98, pp. 101756-101756
Closed Access | Times Cited: 2
MCA: It’s Implementation Based on Teachers’ Perspective
Agus Supramono, Heri Retnawati
Jurnal Ilmiah Sekolah Dasar (2023) Vol. 7, Iss. 1, pp. 122-132
Open Access | Times Cited: 2
Intelligenz‍(tests) verstehen und missverstehen
Jörn R. Sparfeldt, Nicolas Becker, Samuel Greiff, et al.
Psychologische Rundschau (2022) Vol. 73, Iss. 3, pp. 161-172
Open Access | Times Cited: 4
Cultural Influences on Body Image and Body Esteem
Elysia G. Sotiriou, Germine H. Awad
Cambridge University Press eBooks (2020), pp. 190-204
Closed Access | Times Cited: 5
Sex/Gender Differences in the Brain and their Relationship to Behavior
Lise Eliot
Cambridge University Press eBooks (2020), pp. 63-80
Closed Access | Times Cited: 4
Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science
Olesya Gladushyna, Rolf Strietholt, Isa Steinmann
Educational Assessment Evaluation and Accountability (2020) Vol. 33, Iss. 1, pp. 203-227
Open Access | Times Cited: 4
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