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:
Mathematics interest, anxiety, self-efficacy and achievement: Examining reciprocal relations
Changhong Du, Kexin Qin, Yehui Wang, et al.
Learning and Individual Differences (2021) Vol. 91, pp. 102060-102060
Closed Access | Times Cited: 41
Changhong Du, Kexin Qin, Yehui Wang, et al.
Learning and Individual Differences (2021) Vol. 91, pp. 102060-102060
Closed Access | Times Cited: 41
Showing 1-25 of 41 citing articles:
Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance
Marija Živković, Sandra Pellizzoni, Eleonora Doz, et al.
Social Psychology of Education (2023) Vol. 26, Iss. 3, pp. 579-601
Open Access | Times Cited: 37
Marija Živković, Sandra Pellizzoni, Eleonora Doz, et al.
Social Psychology of Education (2023) Vol. 26, Iss. 3, pp. 579-601
Open Access | Times Cited: 37
Math anxiety and math achievement in primary school children: Longitudinal relationship and predictors
Monika Szczygieł, Dénes Szücs, Enrico Toffalini
Learning and Instruction (2024) Vol. 92, pp. 101906-101906
Open Access | Times Cited: 8
Monika Szczygieł, Dénes Szücs, Enrico Toffalini
Learning and Instruction (2024) Vol. 92, pp. 101906-101906
Open Access | Times Cited: 8
The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement
Lindsey Devers Basileo, Barbara Otto, Merewyn Elizabeth Lyons, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 5
Lindsey Devers Basileo, Barbara Otto, Merewyn Elizabeth Lyons, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 5
Differences in the longitudinal relationship between self-efficacy and interest across domains and student characteristics
Hyun Ji Lee, Yoonah Park, Mimi Bong
Learning and Individual Differences (2024) Vol. 113, pp. 102462-102462
Closed Access | Times Cited: 5
Hyun Ji Lee, Yoonah Park, Mimi Bong
Learning and Individual Differences (2024) Vol. 113, pp. 102462-102462
Closed Access | Times Cited: 5
The impact of math anxiety and self‐efficacy in middle school STEM choices: A 3‐year longitudinal study
Alessandro Cuder, Sandra Pellizzoni, Miriana Di Marco, et al.
British Journal of Educational Psychology (2024) Vol. 94, Iss. 4, pp. 1091-1108
Open Access | Times Cited: 5
Alessandro Cuder, Sandra Pellizzoni, Miriana Di Marco, et al.
British Journal of Educational Psychology (2024) Vol. 94, Iss. 4, pp. 1091-1108
Open Access | Times Cited: 5
Students’ mathematics self-efficacy: a scoping review
Karin Elisabeth Sørlie Street, Lars‐Erik Malmberg, Stanislaw Schukajlow
ZDM (2024) Vol. 56, Iss. 2, pp. 265-280
Open Access | Times Cited: 4
Karin Elisabeth Sørlie Street, Lars‐Erik Malmberg, Stanislaw Schukajlow
ZDM (2024) Vol. 56, Iss. 2, pp. 265-280
Open Access | Times Cited: 4
The effects of teacher persuasion on Chinese junior high school students’ math self-efficacy: the multiple mediation of intrinsic value and math anxiety
Yan Gan, Yi Yang, Yalan Wu, et al.
Current Psychology (2025)
Closed Access
Yan Gan, Yi Yang, Yalan Wu, et al.
Current Psychology (2025)
Closed Access
The Longitudinal Relationship Between Perceived Parental Growth Mindset and Children's Math‐Specific Grit: The Mediational Role of Growth Mindset and Self‐Efficacy
Meng Guo
Journal of Adolescence (2025)
Open Access
Meng Guo
Journal of Adolescence (2025)
Open Access
Attentional bias and math avoidance: insights from a developmental sample
Alessandro Cuder, Eleonora Doz, Orly Rubinsten, et al.
Psychological Research (2025) Vol. 89, Iss. 2
Open Access
Alessandro Cuder, Eleonora Doz, Orly Rubinsten, et al.
Psychological Research (2025) Vol. 89, Iss. 2
Open Access
An integrated approach to understanding negative math experiences
Anita A Grabowska, Richard J. Daker, Kin‐Yip Ho, et al.
Psychological Research (2025) Vol. 89, Iss. 2
Closed Access
Anita A Grabowska, Richard J. Daker, Kin‐Yip Ho, et al.
Psychological Research (2025) Vol. 89, Iss. 2
Closed Access
Mediation of mathematical self-efficacy in the relationship between teacher-student relationships and mathematics achievement by grade and academic level: a multi-group structural equation modeling
Yuting Tan, Tao Yang, Jianqiang Yang, et al.
Learning and Individual Differences (2025) Vol. 120, pp. 102696-102696
Closed Access
Yuting Tan, Tao Yang, Jianqiang Yang, et al.
Learning and Individual Differences (2025) Vol. 120, pp. 102696-102696
Closed Access
Beyond achievement gaps: inequalities in affective components of math learning
Mafalda Campos, Nurullah Eryılmaz, Rolf Strietholt
Large-scale Assessments in Education (2025) Vol. 13, Iss. 1
Open Access
Mafalda Campos, Nurullah Eryılmaz, Rolf Strietholt
Large-scale Assessments in Education (2025) Vol. 13, Iss. 1
Open Access
Children with and without dyscalculia: How mathematics anxiety and executive functions may (or may not) affect mental calculation
Rachele Lievore, Sara Caviola, Irene C. Mammarella
Learning and Individual Differences (2025) Vol. 121, pp. 102693-102693
Open Access
Rachele Lievore, Sara Caviola, Irene C. Mammarella
Learning and Individual Differences (2025) Vol. 121, pp. 102693-102693
Open Access
Foreign language anxiety and foreign language self-efficacy: a meta-analysis
Shuqi Zhou, Ming Ming Chiu, Zehua Dong, et al.
Current Psychology (2022) Vol. 42, Iss. 35, pp. 31536-31550
Closed Access | Times Cited: 17
Shuqi Zhou, Ming Ming Chiu, Zehua Dong, et al.
Current Psychology (2022) Vol. 42, Iss. 35, pp. 31536-31550
Closed Access | Times Cited: 17
Examining the dynamics of mathematics anxiety, perceived cost, and achievement: A control-value theory approach
Sherine Menella St Omer, Sufen Chen
Contemporary Educational Psychology (2023) Vol. 73, pp. 102169-102169
Closed Access | Times Cited: 7
Sherine Menella St Omer, Sufen Chen
Contemporary Educational Psychology (2023) Vol. 73, pp. 102169-102169
Closed Access | Times Cited: 7
Testing the CONIC model: The interplay of conscientiousness and interest in predicting academic effort
Laura Kehle, Detlef Urhahne
Learning and Instruction (2024) Vol. 95, pp. 102050-102050
Open Access | Times Cited: 2
Laura Kehle, Detlef Urhahne
Learning and Instruction (2024) Vol. 95, pp. 102050-102050
Open Access | Times Cited: 2
Searching for short-term motivational alignment and spillover effects: A random intercept cross-lagged analysis of students’ expectancies and task values in math-intensive study programs
Daria K. Benden, Fani Lauermann
Contemporary Educational Psychology (2023) Vol. 73, pp. 102166-102166
Closed Access | Times Cited: 6
Daria K. Benden, Fani Lauermann
Contemporary Educational Psychology (2023) Vol. 73, pp. 102166-102166
Closed Access | Times Cited: 6
Children's anxiety, academic self‐efficacy, and intergenerational transmission of worries regarding the transition to middle school
Cornelia Măirean, Simona Alexandra Zancu, Loredana R. Diaconu‐Gherasim
British Journal of Educational Psychology (2022) Vol. 92, Iss. 4, pp. 1638-1650
Closed Access | Times Cited: 8
Cornelia Măirean, Simona Alexandra Zancu, Loredana R. Diaconu‐Gherasim
British Journal of Educational Psychology (2022) Vol. 92, Iss. 4, pp. 1638-1650
Closed Access | Times Cited: 8
Strategies for remediating the impact of math anxiety on high school math performance
Rachel Pizzie, David J. M. Kraemer
npj Science of Learning (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 4
Rachel Pizzie, David J. M. Kraemer
npj Science of Learning (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 4
Motivación y autorregulación en el desempeño en matemáticas en estudiantes de Educación Secundaria
Daniel Trías, Helena Sastre Abreu, Olga Cuadros
Revista Colombiana de Educación (2024), Iss. 92, pp. 209-232
Open Access | Times Cited: 1
Daniel Trías, Helena Sastre Abreu, Olga Cuadros
Revista Colombiana de Educación (2024), Iss. 92, pp. 209-232
Open Access | Times Cited: 1
Influence of Availability of Instructional Resources on learning Mathematics in North-western Nigeria
Musa Sirajo, Umar Abdullahi
Journal of General Education and Humanities (2023) Vol. 2, Iss. 2, pp. 121-129
Open Access | Times Cited: 3
Musa Sirajo, Umar Abdullahi
Journal of General Education and Humanities (2023) Vol. 2, Iss. 2, pp. 121-129
Open Access | Times Cited: 3
How emotions are related to competence beliefs during mathematical problem solving: Differences between boys and girls
Jojanneke P. J. Van der Beek, Sanne H.G. van der Ven, Evelyn H. Kroesbergen, et al.
Learning and Individual Differences (2023) Vol. 109, pp. 102402-102402
Open Access | Times Cited: 2
Jojanneke P. J. Van der Beek, Sanne H.G. van der Ven, Evelyn H. Kroesbergen, et al.
Learning and Individual Differences (2023) Vol. 109, pp. 102402-102402
Open Access | Times Cited: 2
The Effect of Math Anxiety on Students' Mathematics Performance with The Mediating Role of Math Self-Efficacy
Andi Iqbal Burhanuddin, Ghozali Rusyid Affandi
(2024)
Open Access
Andi Iqbal Burhanuddin, Ghozali Rusyid Affandi
(2024)
Open Access
Mathematics Self-efficacy among Secondary Level Students
Krishna Chandra Paudel, Shree Prasad Ghimire
Pragyaratna प्रज्ञारत्न (2024) Vol. 6, Iss. 1, pp. 123-130
Open Access
Krishna Chandra Paudel, Shree Prasad Ghimire
Pragyaratna प्रज्ञारत्न (2024) Vol. 6, Iss. 1, pp. 123-130
Open Access
Is academic anxiety good or bad for students? Investigating the moderating effects of anxiety on the reciprocal relations between self-efficacy and achievement in mathematics
Shuling Peng, Biing-Lin Cherng, Li–Yun Chang
Motivation and Emotion (2024) Vol. 48, Iss. 3, pp. 484-503
Closed Access
Shuling Peng, Biing-Lin Cherng, Li–Yun Chang
Motivation and Emotion (2024) Vol. 48, Iss. 3, pp. 484-503
Closed Access
