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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:

Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach
Yuyang Cai, Chunzhi Zhao
System (2023) Vol. 117, pp. 103099-103099
Closed Access | Times Cited: 18

Showing 18 citing articles:

Exploring factors affecting foreign language achievement: The role of growth mindset, self-efficacy, and L2 grit
Jalil Fathi, Mirosław Pawlak, Abdulbaset Saeedian, et al.
Language Teaching Research (2024)
Closed Access | Times Cited: 22
Growth mindset, self-efficacy, and self-regulation: A symphony of success in L2 speaking
Ali Derakhshan, Jalil Fathi
System (2024) Vol. 123, pp. 103320-103320
Closed Access | Times Cited: 17
Metacognitive strategy use in foreign language learning fluctuates from both ends towards the middle: Longitudinal evidence for the Island Ridge Curve
Yuyang Cai
System (2024) Vol. 123, pp. 103324-103324
Open Access | Times Cited: 5
Students’ expectancy-value profiles in the West and the East: Cross-cultural similarities and differences
Jiajing Li, Ronnel B. King, Shing On Leung, et al.
Learning and Individual Differences (2024) Vol. 116, pp. 102519-102519
Closed Access | Times Cited: 4
Immersive Haptic Technology to Support English Language Learning Based on Metacognitive Strategies
Adriana Guanuche, Wilman Paucar, William Oñate, et al.
Applied Sciences (2025) Vol. 15, Iss. 2, pp. 665-665
Open Access
Exploring first-year Chinese doctoral students’ metacognitive awareness and self-efficacy in an L2 genre-based academic writing course
Jing Chen, Qian Zhu
Journal of English for Academic Purposes (2025) Vol. 75, pp. 101515-101515
Closed Access
The Bidirectional Relationship Between Self-Concept and Self-Efficacy and Their Relative Importance to Foreign Language Learning Achievement
Yuyang Cai
The Asia-Pacific Education Researcher (2024)
Closed Access | Times Cited: 2
The tango between perceived cognitive load and enjoyment of reading in determining reading achievement
Yuyang Cai, Xiaoling PENG, Qianwen Ge
Reading and Writing (2024)
Closed Access | Times Cited: 1
Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model
Xiaolei Shen, Lilliati Ismail, Joanna Joseph Jeyaraj, et al.
System (2024) Vol. 126, pp. 103485-103485
Closed Access | Times Cited: 1
Uncovering the nonlinear relationship between metacognitive strategy use and L2 achievement from the lens of the Island Ridge Curve: more is not always better
Yuyang Cai, Keke Xing, Chuang Wang, et al.
Language Awareness (2024), pp. 1-18
Closed Access | Times Cited: 1
Self-efficacy mediates but does not moderate the relationship between grit and L2 achievement
Yuyang Cai, Zhu Li-ping, Keke Xing
Innovation in Language Learning and Teaching (2024), pp. 1-15
Closed Access | Times Cited: 1
A Critical Analysis of Reading Comprehension Tactics: Theoretical and Educational Implications
Zanyar Nathir Ghafar
International Journal of Higher Education Pedagogies (2024) Vol. 5, Iss. 1, pp. 31-43
Open Access
Habilidades metacognitivas y autoeficacia académica: planteamiento relacional en el contexto pregradual
Jhon Holguin-Alvarez, M. Carcheri
FIDES ET RATIO (2024) Vol. 26, Iss. 26
Open Access
Self-regulated learning and engagement through emergency remote teaching in EFL undergraduate students
René Oportus-Torres, Yasmina Contreras-Soto, Cristian Sanhueza-Campos, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language
Oihana Leonet, Elizabet Arocena Egaña, Eider Saragueta
Literacy (2024)
Open Access
Do personal recommendations need to be personalized? Investigating the relationships between student differences and educational recommendations
Yiling Dai, Heinz Ulrich Hoppe, Brendan Flanagan, et al.
Smart Learning Environments (2024) Vol. 11, Iss. 1
Open Access
Habilidades metacognitivas y autoeficacia académica: planteamiento relacional en el contexto pregradual
Jhon Holguin-Alvarez, M. Carcheri
FIDES ET RATIO (2023) Vol. 26, Iss. 26
Open Access
Strategic Interplay of Metacognition and Self-Regulation in English Reading Comprehension: An Exploration of Theoretical Foundations and Practical Implications
Chunyi Wang
Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research (2023), pp. 101-107
Open Access
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