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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:

Gender differences in young adults' mathematical performance: Examining the contribution of working memory, math anxiety and gender-related stereotypes
Helene De Vos, Mila Marinova, Sara C. De Léon, et al.
Learning and Individual Differences (2023) Vol. 102, pp. 102255-102255
Open Access | Times Cited: 24

Showing 24 citing articles:

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: 10
Bridging gaps: the role of gender and team composition in collective intelligence within STEM education
Francisca Beroíza-Valenzuela, Natalia Salas-Guzmán, David Huepe
Cogent Education (2025) Vol. 12, Iss. 1
Open Access | Times Cited: 1
Math anxiety mediates the association between gender and STEM-related attitudes: Evidence from a large-scale study
Ahmed M. Megreya, Elsayed Elshabrawy Ahmad Hassanein, Ahmed Al‐Emadi, et al.
Acta Psychologica (2025) Vol. 253, pp. 104689-104689
Closed Access | Times Cited: 1
Numerical Cognition Across the Lifespan: A Selective Review of Key Developmental Stages and Neural, Cognitive, and Affective Underpinnings
Mikael Skagenholt, Kenny Skagerlund, Ulf Träff
Cortex (2025)
Open Access | Times Cited: 1
Educational Research and Innovation
Andreas Schleicher, Koen Lieshout, Stéphan Vincent‐Lancrin, et al.
Educational research and innovation (2009)
Closed Access | Times Cited: 102
Gender stereotypes about math anxiety: Ability and emotional components
M. José Justicia‐Galiano, M. Eva Martín‐Puga, Rocío Linares, et al.
Learning and Individual Differences (2023) Vol. 105, pp. 102316-102316
Open Access | Times Cited: 13
Implicit gender stereotypes in STEM: measuring cognitive bias and group differences through reaction times
Francisca Beroíza-Valenzuela
International Journal of STEM Education (2025) Vol. 12, Iss. 1
Open Access
Confidence and Mastery of Grade-11 STEM Students in Solving Algebra-Related Problems
Nathaniel Gabuya, Jendylle Damayon, Earl Mikhale Sincioco, et al.
(2025) Vol. 35, Iss. 1, pp. 39-58
Open Access
The storage component of working memory mediates the relationship between mathematical anxiety and arithmetic performance
Wei Wei, Shiqiao Shen
Contemporary Educational Psychology (2025), pp. 102372-102372
Closed Access
The impact of online learning enablers and barriers on math anxiety and math performance: insights from Indonesian engineering students
Wirawan Setialaksana, Nurul Mukhlisah Abdal, Andi Yunarni Yusri, et al.
Journal of Applied Research in Higher Education (2025)
Closed Access
Female students and students from more affluent families benefit more from fear of failure in learning achievements: A study based on 77 economies
Yuyang Cai, Zheng Jiang
Learning and Individual Differences (2024) Vol. 111, pp. 102441-102441
Closed Access | Times Cited: 3
The S in STEM: gender differences in science anxiety and its relations with science test performance-related variables
Dmitri Rozgonjuk, Karin Täht, Regina Soobard, et al.
International Journal of STEM Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 2
The influence of physical fatigue on telephone-based neuropsychological test performance in COVID-19 survivors
Cristian O Mancilla-Corona, Manuel Sánchez-Alavez, Gisela Pineda-García, et al.
European Archives of Psychiatry and Clinical Neuroscience (2023)
Closed Access | Times Cited: 2
Differential Influence of Demographic Variables on Dyscalculia Dimensions
Stella Eteng-Uket, Vivian Chukwunonyenim Amaechi-Udogu
International Journal of Educational Spectrum (2023) Vol. 5, Iss. 2, pp. 146-166
Open Access | Times Cited: 1
Assessing the Causes of Students' Anxiety on Measurement and Evaluation in Institution of Higher Learning
Akujieze M.O.
SIASAT (2023) Vol. 8, Iss. 3, pp. 111-126
Open Access | Times Cited: 1
The association between children’s gender socialization and sex differences in mathematics
Lilas Gurgand, Alexandre Renac, Hugo Peyre, et al.
(2024)
Open Access
School Entry-Age Effect on Student’s Affective–Motivational Attitudes in German Elementary Schools
Saikat Ghosh, L. Kleine
Early Childhood Education Journal (2024)
Open Access
Caracterización de la memoria de trabajo, el estilo cognitivo y el rendimiento académico en matemáticas de estudiantes de 9-14 años, según su género y edad
Ana María Flórez Durango, Valentina Herrera Escudero, Carlos Andrés Toro, et al.
Journal of Neuroeducation (2024) Vol. 5, Iss. 1
Open Access
Affective and cognitive factors associated with Chinese and Italian children’s arithmetic performance
Wei Wei, Chang Xu, Sara Caviola, et al.
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access
Gender disparities in higher education: development and validation of the FACT-GÉN instrument
Francisca Beroíza-Valenzuela, Natalia Salas-Guzmán, David Huepe
Frontiers in Education (2024) Vol. 9
Open Access
Factors predicting the mathematics anxiety of adolescents: a structural equation modeling approach
Suman Ahmmed, Jashodhan Saha, Maruf Ahmed Tamal, et al.
Frontiers in Psychiatry (2024) Vol. 15
Open Access
Students’ propositional logic thinking in higher education from the perspective of disciplines
Zoltán Fehér, Ladislav Jaruska, Katarí­na Szarka, et al.
Frontiers in Education (2023) Vol. 8
Open Access
Teachers’ gender and disciplinary background contribute to early sex differences in mathematics
Lilas Gurgand, Hugo Peyre, Franck Ramus
(2023)
Open Access
Effect of working memory on student’s performance at secondary level
A. Khan, Noreen Ghazala
VFAST Transactions on Education and Social Sciences (2023) Vol. 11, Iss. 4, pp. 21-28
Open Access
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