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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 grades and students’ emotions: Longitudinal models of within-person reciprocal effects
Reinhard Pekrun, Herbert W. Marsh, Felix Suessenbach, et al.
Learning and Instruction (2022) Vol. 83, pp. 101626-101626
Open Access | Times Cited: 57

Showing 1-25 of 57 citing articles:

Emotions and motivation in mathematics education: Where we are today and where we need to go
Stanislaw Schukajlow, Katrin Rakoczy, Reinhard Pekrun
ZDM (2023) Vol. 55, Iss. 2, pp. 249-267
Open Access | Times Cited: 59
Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions
Jennifer Meyer, Thorben Jansen, Ronja Schiller, et al.
Computers and Education Artificial Intelligence (2023) Vol. 6, pp. 100199-100199
Open Access | Times Cited: 56
Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions
Reinhard Pekrun
Educational Psychology Review (2024) Vol. 36, Iss. 3
Open Access | Times Cited: 19
Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning
Kaiqi Shao, Kristina Stockinger, Herbert W. Marsh, et al.
Language Teaching Research (2023)
Open Access | Times Cited: 37
The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study
Ali Derakhshan, Javad Zare
Brain Sciences (2023) Vol. 13, Iss. 3, pp. 458-458
Open Access | Times Cited: 33
Students’ emotion regulation and school-related well-being: Longitudinal models juxtaposing between- and within-person perspectives.
Joanna Beaumont, David W. Putwain, Diahann Gallard, et al.
Journal of Educational Psychology (2023) Vol. 115, Iss. 7, pp. 932-950
Open Access | Times Cited: 13
Student well-being, perceived teacher error management, and perceived teacher justice
Tina Hascher, Julia Mori
Learning and Instruction (2024) Vol. 92, pp. 101901-101901
Closed Access | Times Cited: 5
Identificando el rol de la inteligencia emocional en las emociones de logro y en sus efectos sobre las estrategias de aprendizaje profundo en estudiantes universitarios
Ana María Nieto, Javier Sánchez-Rosas, Consolación Gómez Íñiguez
Revista de Psicodidáctica (2024) Vol. 29, Iss. 1, pp. 47-56
Open Access | Times Cited: 4
Independent and joint effects of perceived teacher support and math self-efficacy on math achievement in primary school student: Variable-oriented and person-oriented analyses
Hongxiang Zhu, Jiajia Zhang, Hongxia Li, et al.
Learning and Individual Differences (2024) Vol. 112, pp. 102445-102445
Closed Access | Times Cited: 4
Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering
Herbert W. Marsh, Jiesi Guo, Reinhard Pekrun, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 4
Mathematics-related achievement emotions – Interaction between learning environment and students' mathematics performance
Anni Sydänmaanlakka, Jokke Häsä, Marja Eliisa Holm, et al.
Learning and Individual Differences (2024) Vol. 113, pp. 102486-102486
Open Access | Times Cited: 4
The connection between distance learning profiles and achievement emotions in secondary mathematics education
Anni Sydänmaanlakka, Jokke Häsä, Marja Eliisa Holm, et al.
European Journal of Psychology of Education (2025) Vol. 40, Iss. 1
Open Access
Does motivation lead to academic success, or conversely? Reciprocal relations between autonomous and controlled motivation, and mathematics achievement
Elisa Santana‐Monagas, Fernando Núñez‐Regueiro, Juan Luis Núñez Alonso
British Journal of Educational Psychology (2025)
Open Access
Stress and anxiety in schools: a multilevel analysis of individual and class-level effects of achievement and competitiveness
Saskia Jasmin Becker, Moritz Börnert-Ringleb
Frontiers in Education (2025) Vol. 9
Open Access
Inter‐ and Intraindividual Relations Between Agentic, Communal Self‐Enhancement and Hedonic, Eudaimonic Well‐Being: Feedback and Mediation Mechanisms
J.-G. LI, Huaiyuan Qi, Huiqing Huang, et al.
Journal of Personality (2025)
Closed Access
A within-person perspective for investigating transitional students’ academic learning and adjustment during the first university semester
Chun Cao, Lin Tang
Studies in Higher Education (2025), pp. 1-17
Closed Access
Investigating the situational impact of academic language demands on university students’ boredom with an instructional video
Lina Wirth, Burak Aydın, Timo Ehmke, et al.
European Journal of Psychology of Education (2025) Vol. 40, Iss. 1
Open Access
Profiles of control, value and achievement emotions in primary school mathematics lessons
Wendy Symes, Stephanie Lichtenfeld, Peter Wood, et al.
British Journal of Educational Psychology (2025)
Closed Access
Teacher empathy messages: The role of teacher enthusiasm and student outcomes
Elisa Santana‐Monagas, Juan Luis Núñez Alonso, Jaime León
British Journal of Educational Psychology (2025)
Closed Access
Relationships between inter- and intra-individual emotions and learning outcomes of vocational students
Tanja Held, Mathias Mejeh, David W. Putwain, et al.
Learning and Individual Differences (2025) Vol. 120, pp. 102682-102682
Open Access
How do positive and negative emotions influence children’s and adolescents’ arithmetic performance?
Nurit Viesel-Nordmeyer, Patrick Lemaire
PLoS ONE (2025) Vol. 20, Iss. 4, pp. e0309573-e0309573
Open Access
Complex dynamics: Investigation of within- and between-person relationships between achievement emotions and emotion regulation during exam preparation through dynamic network modeling.
Martin Daumiller, David W. Putwain, Ulrike E. Nett
Journal of Educational Psychology (2024) Vol. 116, Iss. 7, pp. 1267-1282
Open Access | Times Cited: 3
Scaffolding Matters? Investigating Its Role in Motivation, Engagement and Learning Achievements in Higher Education
Elizabeth Acosta Gonzaga, Aldo Ramírez-Arellano
Sustainability (2022) Vol. 14, Iss. 20, pp. 13419-13419
Open Access | Times Cited: 16
Students’ regulation of anxiety and hope—A multilevel latent profile analysis.
Anna-Lena Rottweiler, Kristina Stockinger, Ulrike E. Nett
Emotion (2023) Vol. 23, Iss. 7, pp. 1891-1903
Open Access | Times Cited: 9
School leaders’ self-efficacy and job satisfaction over nine annual waves: A substantive-methodological synergy juxtaposing competing models of directional ordering
Herbert W. Marsh, Oliver Lüdtke, Reinhard Pekrun, et al.
Contemporary Educational Psychology (2023) Vol. 73, pp. 102170-102170
Open Access | Times Cited: 8
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