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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:

School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective
Ming‐Te Wang, Jacquelynne S. Eccles
Learning and Instruction (2013) Vol. 28, pp. 12-23
Closed Access | Times Cited: 858

Showing 1-25 of 858 citing articles:

School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes
Ming‐Te Wang, Jessica L. Degol
Educational Psychology Review (2015) Vol. 28, Iss. 2, pp. 315-352
Closed Access | Times Cited: 1072
Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields
Ming‐Te Wang, Jessica L. Degol
Developmental Review (2013) Vol. 33, Iss. 4, pp. 304-340
Open Access | Times Cited: 700
The Reciprocal Links Between School Engagement, Youth Problem Behaviors, and School Dropout During Adolescence
Ming‐Te Wang, Jennifer A. Fredricks
Child Development (2013) Vol. 85, Iss. 2, pp. 722-737
Open Access | Times Cited: 636
Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic
Thomas K. F. Chiu
Journal of Research on Technology in Education (2021) Vol. 54, Iss. sup1
Open Access | Times Cited: 576
Does Parental Involvement Matter for Student Achievement and Mental Health in High School?
Ming‐Te Wang, Salam Sheikh-Khalil
Child Development (2013) Vol. 85, Iss. 2, pp. 610-625
Open Access | Times Cited: 478
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement
Debora L. Roorda, Suzanne Jak, Marjolein Zee, et al.
School Psychology Review (2017) Vol. 46, Iss. 3, pp. 239-261
Open Access | Times Cited: 462
The Math and Science Engagement Scales: Scale development, validation, and psychometric properties
Ming‐Te Wang, Jennifer A. Fredricks, Feifei Ye, et al.
Learning and Instruction (2016) Vol. 43, pp. 16-26
Open Access | Times Cited: 430
The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis.
Michael M. Barger, Elizabeth Moorman Kim, Nathan R. Kuncel, et al.
Psychological Bulletin (2019) Vol. 145, Iss. 9, pp. 855-890
Open Access | Times Cited: 338
Learner Engagement in Blended Learning Environments: A Conceptual Framework
Lisa R. Halverson, Charles R. Graham
Online Learning (2019) Vol. 23, Iss. 2
Open Access | Times Cited: 329
Staying Engaged: Knowledge and Research Needs in Student Engagement
Ming‐Te Wang, Jessica L. Degol
Child Development Perspectives (2014) Vol. 8, Iss. 3, pp. 137-143
Open Access | Times Cited: 323
Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis
Ming‐Te Wang, Jessica L. Degol, Jamie Amemiya, et al.
Developmental Review (2020) Vol. 57, pp. 100912-100912
Closed Access | Times Cited: 314
The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis
Hao Lei, Yunhuo Cui, Ming Ming Chiu
Frontiers in Psychology (2018) Vol. 8
Open Access | Times Cited: 277
Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school
Janne Pietarinen, Tiina Soini, Kirsi Pyhältö
International Journal of Educational Research (2014) Vol. 67, pp. 40-51
Closed Access | Times Cited: 268
Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective.
Jiesi Guo, Philip D. Parker, Herbert W. Marsh, et al.
Developmental Psychology (2015) Vol. 51, Iss. 8, pp. 1163-1176
Closed Access | Times Cited: 264
The trajectories of student emotional engagement and school burnout with academic and psychological development: Findings from Finnish adolescents
Ming‐Te Wang, Angela Chow, Tara Hofkens, et al.
Learning and Instruction (2014) Vol. 36, pp. 57-65
Closed Access | Times Cited: 257
A Framework for Designing Scaffolds That Improve Motivation and Cognition
Brian R. Belland, ChanMin Kim, Michael J. Hannafin
Educational Psychologist (2013) Vol. 48, Iss. 4, pp. 243-270
Open Access | Times Cited: 244
Categorical Inequality: Schools As Sorting Machines
Thurston Domina, Andrew M. Penner, Emily K. Penner
Annual Review of Sociology (2017) Vol. 43, Iss. 1, pp. 311-330
Open Access | Times Cited: 237
Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis
Virginie Hospel, Benoît Galand
Learning and Instruction (2015) Vol. 41, pp. 1-10
Closed Access | Times Cited: 235
Student engagement as a function of environmental complexity in high school classrooms
David J. Shernoff, Sean Kelly, Stephen M. Tonks, et al.
Learning and Instruction (2016) Vol. 43, pp. 52-60
Open Access | Times Cited: 235
Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes
Jiesi Guo, Benjamin Nagengast, Herbert W. Marsh, et al.
AERA Open (2016) Vol. 2, Iss. 1
Open Access | Times Cited: 232
School burnout, depressive symptoms and engagement: Their combined effect on student achievement
Caterina Fiorilli, Simona De Stasio, Carlo Di Chiacchio, et al.
International Journal of Educational Research (2017) Vol. 84, pp. 1-12
Closed Access | Times Cited: 226
Peer and teacher supports in relation to motivation and effort: A multi-level study
Kathryn R. Wentzel, Katherine Muenks, Daniel McNeish, et al.
Contemporary Educational Psychology (2016) Vol. 49, pp. 32-45
Closed Access | Times Cited: 224
Educating the Whole Child: Improving School Climate to Support Student Success
Linda Darling‐Hammond, Channa Cook-Harvey
(2018)
Open Access | Times Cited: 224
Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging
Sarah M. Kiefer, Kathleen M. Alley, Cheryl R. Ellerbrock
RMLE Online (2015) Vol. 38, Iss. 8, pp. 1-18
Open Access | Times Cited: 206
STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go
Emily Q. Rosenzweig, Allan Wigfield
Educational Psychologist (2016) Vol. 51, Iss. 2, pp. 146-163
Closed Access | Times Cited: 205
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