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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:

Reading achievement and reading self-concept – Testing the reciprocal effects model
Jan Retelsdorf, Olaf Köller, Jens Møller
Learning and Instruction (2013) Vol. 29, pp. 21-30
Closed Access | Times Cited: 148

Showing 1-25 of 148 citing articles:

A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation
Geneviève Taylor, Tomas Jungert, Geneviève A. Mageau, et al.
Contemporary Educational Psychology (2014) Vol. 39, Iss. 4, pp. 342-358
Closed Access | Times Cited: 716
Dimensional comparison theory.
Jens Møller, Herbert W. Marsh
Psychological Review (2013) Vol. 120, Iss. 3, pp. 544-560
Closed Access | Times Cited: 315
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement
Huimin Wu, Yiqun Guo, Yingkai Yang, et al.
Educational Psychology Review (2021) Vol. 33, Iss. 4, pp. 1749-1778
Closed Access | Times Cited: 153
Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda
TuongVan Vu, Lucía Magis‐Weinberg, Brenda R. J. Jansen, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 1, pp. 39-71
Open Access | Times Cited: 141
“Michael can’t read!” Teachers’ gender stereotypes and boys’ reading self-concept.
Jan Retelsdorf, Katja Schwartz, Frank Asbrock
Journal of Educational Psychology (2014) Vol. 107, Iss. 1, pp. 186-194
Closed Access | Times Cited: 159
Gender-specific teacher expectations in reading—The role of teachers’ gender stereotypes
Francesca Muntoni, Jan Retelsdorf
Contemporary Educational Psychology (2018) Vol. 54, pp. 212-220
Closed Access | Times Cited: 128
Reciprocal effects between self-efficacy and achievement in mathematics and reading
Christian Schöber, Kerstin Schütte, Olaf Köller, et al.
Learning and Individual Differences (2018) Vol. 63, pp. 1-11
Open Access | Times Cited: 117
How teacher professional development regarding classroom dialogue affects students' higher-order learning
Ann-Kathrin Pehmer, Alexander Gröschner, Tina Seidel
Teaching and Teacher Education (2015) Vol. 47, pp. 108-119
Closed Access | Times Cited: 98
On the effects of social, temporal, and dimensional comparisons on academic self-concept.
Fabian Wolff, Friederike Helm, Friederike Zimmermann, et al.
Journal of Educational Psychology (2018) Vol. 110, Iss. 7, pp. 1005-1025
Closed Access | Times Cited: 92
Self-Concept: Determinants and Consequences of Academic Self-Concept in School Contexts
Ulrich Trautwein, Jens Møller
Plenum series on human exceptionality (2016), pp. 187-214
Closed Access | Times Cited: 86
Can reading fluency and self-efficacy of reading fluency be enhanced with an intervention targeting the sources of self-efficacy?
Tuija Aro, Helena Viholainen, T. Koponen, et al.
Learning and Individual Differences (2018) Vol. 67, pp. 53-66
Closed Access | Times Cited: 80
The reciprocal internal/external frame of reference model using grades and test scores
Jens Møller, Friederike Zimmermann, Olaf Köller
British Journal of Educational Psychology (2014) Vol. 84, Iss. 4, pp. 591-611
Open Access | Times Cited: 76
The Effect of Motivation on Student Achievement
Sevil Orhan Özen
Springer eBooks (2017), pp. 35-56
Closed Access | Times Cited: 71
The developmental interplay of academic self-concept and achievement within and across domains among primary school students
Daniel Sewasew, Ulrich Schroeders
Contemporary Educational Psychology (2019) Vol. 58, pp. 204-212
Closed Access | Times Cited: 63
Cross‐Domain Trajectories of Students’ Ability Self‐Concepts and Intrinsic Values in Math and Language Arts
Hanna Gaspard, Fani Lauermann, Norman Rose, et al.
Child Development (2019) Vol. 91, Iss. 5, pp. 1800-1818
Open Access | Times Cited: 63
At their children's expense: How parents' gender stereotypes affect their children's reading outcomes
Francesca Muntoni, Jan Retelsdorf
Learning and Instruction (2018) Vol. 60, pp. 95-103
Open Access | Times Cited: 61
The developmental trajectory of intrinsic reading motivation: Measurement invariance, group variations, and implications for reading proficiency
Ai Miyamoto, Kou Murayama, Clemens M. Lechner
Contemporary Educational Psychology (2020) Vol. 63, pp. 101921-101921
Open Access | Times Cited: 53
A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy
Jiangping Chen, Chin‐Hsi Lin, Gaowei Chen
Computers & Education (2021) Vol. 175, pp. 104322-104322
Closed Access | Times Cited: 48
The reciprocity between various motivation constructs and academic achievement: a systematic review and multilevel meta-analysis of longitudinal studies
TuongVan Vu, Aurelia Lilly Scharmer, Elise van Triest, et al.
Educational Psychology (2024) Vol. 44, Iss. 2, pp. 136-170
Open Access | Times Cited: 8
Academic self-concept, achievement, and goal orientations in different learning environments
Olga Steinberg, Stefan Kulakow, Diana Raufelder
European Journal of Psychology of Education (2024)
Open Access | Times Cited: 7
Pathways to digital reading literacy among secondary school students: A multilevel analysis using data from 31 economies
Xueliang Chen, Ya Xiao
Computers & Education (2024) Vol. 218, pp. 105090-105090
Closed Access | Times Cited: 7
A new instrument for measuring pre‐service biology teachers' pedagogical content knowledge: The PCK‐IBI
Jörg Großschedl, Virginia Deborah Elaine Welter, Ute Harms
Journal of Research in Science Teaching (2018) Vol. 56, Iss. 4, pp. 402-439
Open Access | Times Cited: 52
Analyzing the developmental relation of academic self-concept and achievement in elementary school children: Alternative models point to different results.
Jan-Henning Ehm, Marcus Hasselhorn, Florian Schmiedek
Developmental Psychology (2019) Vol. 55, Iss. 11, pp. 2336-2351
Closed Access | Times Cited: 49
Preservice Teachers’ Professional Knowledge and Its Relation to Academic Self-Concept
Isabell Paulick, Jörg Großschedl, Ute Harms, et al.
Journal of Teacher Education (2016) Vol. 67, Iss. 3, pp. 173-182
Closed Access | Times Cited: 48
Dimensional Comparison Theory
Friederike Helm, Hanno Mueller-Kalthoff, Nicole Nagy, et al.
AERA Open (2016) Vol. 2, Iss. 2
Open Access | Times Cited: 48
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