Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure
Clancy Blair, Adele Diamond
Development and Psychopathology (2008) Vol. 20, Iss. 3, pp. 899-911
Open Access | Times Cited: 1126

Showing 1-25 of 1126 citing articles:

Executive Functions
Adele Diamond
Annual Review of Psychology (2012) Vol. 64, Iss. 1, pp. 135-168
Open Access | Times Cited: 9836
Handbook of Self-Regulation of Learning and Performance
Barry J. Zimmerman, Dale H. Schunk
Routledge eBooks (2017)
Closed Access | Times Cited: 1468
Socioeconomic status and the brain: mechanistic insights from human and animal research
Daniel A. Hackman, Martha J. Farah, Michael J. Meaney
Nature reviews. Neuroscience (2010) Vol. 11, Iss. 9, pp. 651-659
Open Access | Times Cited: 1308
Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample
John R. Best, Patricia H. Miller, Jack A. Naglieri
Learning and Individual Differences (2011) Vol. 21, Iss. 4, pp. 327-336
Open Access | Times Cited: 1137
Emotion-Related Self-Regulation and Its Relation to Children's Maladjustment
Nancy Eisenberg, Tracy L. Spinrad, Natalie D. Eggum
Annual Review of Clinical Psychology (2010) Vol. 6, Iss. 1, pp. 495-525
Open Access | Times Cited: 1017
Effects of physical activity on children’s executive function: Contributions of experimental research on aerobic exercise
John R. Best
Developmental Review (2010) Vol. 30, Iss. 4, pp. 331-351
Open Access | Times Cited: 903
Measurement Matters
Angela Duckworth, David S. Yeager
Educational Researcher (2015) Vol. 44, Iss. 4, pp. 237-251
Open Access | Times Cited: 857
CSRP’s Impact on Low‐Income Preschoolers’ Preacademic Skills: Self‐Regulation as a Mediating Mechanism
C. Cybele Raver, Stephanie M. Jones, Christine P. Li‐Grining, et al.
Child Development (2011) Vol. 82, Iss. 1, pp. 362-378
Open Access | Times Cited: 737
The development of cognitive skills and gains in academic school readiness for children from low-income families.
Janet A. Welsh, Robert L. Nix, Clancy Blair, et al.
Journal of Educational Psychology (2010) Vol. 102, Iss. 1, pp. 43-53
Open Access | Times Cited: 732
Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials.
Robert W. Roeser, Kimberly A. Schonert‐Reichl, Amishi P. Jha, et al.
Journal of Educational Psychology (2013) Vol. 105, Iss. 3, pp. 787-804
Closed Access | Times Cited: 689
The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence
Kimberly A. Schonert‐Reichl, Molly Stewart Lawlor
Mindfulness (2010) Vol. 1, Iss. 3, pp. 137-151
Closed Access | Times Cited: 668
Longitudinal relations of children’s effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems.
Nancy Eisenberg, Carlos Valiente, Tracy L. Spinrad, et al.
Developmental Psychology (2009) Vol. 45, Iss. 4, pp. 988-1008
Open Access | Times Cited: 633
Self‐Regulation in Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures
Megan M. McClelland, Claire E. Cameron
Child Development Perspectives (2011) Vol. 6, Iss. 2, pp. 136-142
Closed Access | Times Cited: 571
Intergenerational transmission of self-regulation: A multidisciplinary review and integrative conceptual framework.
David J. Bridgett, Nicole M. Burt, Erin S. Edwards, et al.
Psychological Bulletin (2015) Vol. 141, Iss. 3, pp. 602-654
Open Access | Times Cited: 562
Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children
Lisa Flook, Susan L. Smalley, M. Jennifer Kitil, et al.
Journal of Applied School Psychology (2010) Vol. 26, Iss. 1, pp. 70-95
Closed Access | Times Cited: 538
Predictors of early growth in academic achievement: the head-toes-knees-shoulders task
Megan M. McClelland, Claire E. Cameron, Robert J. Duncan, et al.
Frontiers in Psychology (2014) Vol. 5
Open Access | Times Cited: 495
Emotion regulation as a transdiagnostic factor in the development of internalizing and externalizing psychopathology: Current and future directions
Amelia Aldao, Dylan G. Gee, Andres De Los Reyes, et al.
Development and Psychopathology (2016) Vol. 28, Iss. 4pt1, pp. 927-946
Closed Access | Times Cited: 476
Relations between preschool attention span-persistence and age 25 educational outcomes
Megan M. McClelland, Alan C. Acock, Andrea M. Piccinin, et al.
Early Childhood Research Quarterly (2012) Vol. 28, Iss. 2, pp. 314-324
Open Access | Times Cited: 438
Executive function and metacognition: Towards a unifying framework of cognitive self-regulation
Claudia M. Roebers
Developmental Review (2017) Vol. 45, pp. 31-51
Closed Access | Times Cited: 382
Drivers of human development: How relationships and context shape learning and development1
David Osher, Pamela Cantor, Juliette Berg, et al.
Applied Developmental Science (2018) Vol. 24, Iss. 1, pp. 6-36
Open Access | Times Cited: 373
Effortful Control, Executive Functions, and Education: Bringing Self‐Regulatory and Social‐Emotional Competencies to the Table
Jeffrey Liew
Child Development Perspectives (2011) Vol. 6, Iss. 2, pp. 105-111
Closed Access | Times Cited: 368
Social and behavioral skills and the gender gap in early educational achievement
Thomas A. DiPrete, Jennifer L. Jennings
Social Science Research (2011) Vol. 41, Iss. 1, pp. 1-15
Closed Access | Times Cited: 361
Longitudinal associations between executive functioning and academic skills across content areas.
Mary Wagner Fuhs, Kimberly Turner Nesbitt, Dale C. Farran, et al.
Developmental Psychology (2014) Vol. 50, Iss. 6, pp. 1698-1709
Closed Access | Times Cited: 337
What Is TemperamentNow? Assessing Progress in Temperament Research on the Twenty‐Fifth Anniversary of Goldsmith et al. ()
Rebecca L. Shiner, Kristin A. Buss, Sandee McClowry, et al.
Child Development Perspectives (2012) Vol. 6, Iss. 4, pp. 436-444
Closed Access | Times Cited: 312
Contemplative Practices and Mental Training: Prospects for American Education
Richard J. Davidson, John D. Dunne, Jacquelynne S. Eccles, et al.
Child Development Perspectives (2012) Vol. 6, Iss. 2, pp. 146-153
Open Access | Times Cited: 296
Page 1 - Next Page

Scroll to top