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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:

The role of identity development, values, and costs in college STEM retention.
Tony Perez, Jennifer G. Cromley, Avi Kaplan
Journal of Educational Psychology (2013) Vol. 106, Iss. 1, pp. 315-329
Closed Access | Times Cited: 528

Showing 1-25 of 528 citing articles:

From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation
Jacquelynne S. Eccles, Allan Wigfield
Contemporary Educational Psychology (2020) Vol. 61, pp. 101859-101859
Open Access | Times Cited: 1423
Measuring cost: The forgotten component of expectancy-value theory
Jessica Kay Flake, Kenneth E. Barron, Christopher Hulleman, et al.
Contemporary Educational Psychology (2015) Vol. 41, pp. 232-244
Closed Access | Times Cited: 421
STEM Education
Yu Xie, Michael Fang, Kimberlee A. Shauman
Annual Review of Sociology (2015) Vol. 41, Iss. 1, pp. 331-357
Open Access | Times Cited: 341
Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom.
Hanna Gaspard, Anna‐Lena Dicke, Barbara Flunger, et al.
Developmental Psychology (2015) Vol. 51, Iss. 9, pp. 1226-1240
Closed Access | Times Cited: 318
Developing a STEM Identity Among Young Women: A Social Identity Perspective
Ann Y. Kim, Gale M. Sinatra, Viviane Seyranian
Review of Educational Research (2018) Vol. 88, Iss. 4, pp. 589-625
Closed Access | Times Cited: 300
More value through greater differentiation: Gender differences in value beliefs about math.
Hanna Gaspard, Anna‐Lena Dicke, Barbara Flunger, et al.
Journal of Educational Psychology (2014) Vol. 107, Iss. 3, pp. 663-677
Closed Access | Times Cited: 289
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures
Revathy Kumar, Akane Zusho, Rhonda Bondie
Educational Psychologist (2018) Vol. 53, Iss. 2, pp. 78-96
Open Access | Times Cited: 243
Dynamics of Identity Development in Adolescence: A Decade in Review
Susan Branje, Elisabeth L. de Moor, Jenna Spitzer, et al.
Journal of Research on Adolescence (2021) Vol. 31, Iss. 4, pp. 908-927
Open Access | Times Cited: 236
35 years of research on students' subjective task values and motivation: A look back and a look forward
Allan Wigfield, Jacquelynne S. Eccles
Advances in motivation science (2019), pp. 161-198
Closed Access | Times Cited: 235
(Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education
Danyelle Ireland, Kimberley Edelin Freeman, Cynthia E. Winston‐Proctor, et al.
Review of Research in Education (2018) Vol. 42, Iss. 1, pp. 226-254
Closed Access | Times Cited: 234
Inclusive Teaching
Bryan M. Dewsbury, Cynthia J. Brame
CBE—Life Sciences Education (2019) Vol. 18, Iss. 2, pp. fe2-fe2
Open Access | Times Cited: 233
Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes
Jiesi Guo, Benjamin Nagengast, Herbert W. Marsh, et al.
AERA Open (2016) Vol. 2, Iss. 1
Open Access | Times Cited: 232
An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement
Yi Jiang, Emily Q. Rosenzweig, Hanna Gaspard
Contemporary Educational Psychology (2018) Vol. 54, pp. 139-152
Closed Access | Times Cited: 229
Longitudinal associations among undergraduates' research experience, self-efficacy, and identity
Rachael D. Robnett, Martin M. Chemers, Eileen L. Zurbriggen
Journal of Research in Science Teaching (2015) Vol. 52, Iss. 6, pp. 847-867
Closed Access | Times Cited: 225
Online Self-Presentation on Facebook and Self Development During the College Transition
Chia‐chen Yang, B. Bradford Brown
Journal of Youth and Adolescence (2015) Vol. 45, Iss. 2, pp. 402-416
Closed Access | Times Cited: 223
Multiple pathways to success: An examination of integrative motivational profiles among upper elementary and college students.
Lisa Linnenbrink‐Garcia, Stephanie V. Wormington, Kate E. Snyder, et al.
Journal of Educational Psychology (2018) Vol. 110, Iss. 7, pp. 1026-1048
Open Access | Times Cited: 221
Trajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school
Catherine F. Ratelle, Stéphane Duchesne
Contemporary Educational Psychology (2014) Vol. 39, Iss. 4, pp. 388-400
Closed Access | Times Cited: 208
Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines
Sarah L. Eddy, Sara E. Brownell
Physical Review Physics Education Research (2016) Vol. 12, Iss. 2
Open Access | Times Cited: 198
Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject
Hanna Gaspard, Isabelle Häfner, Cora Parrisius, et al.
Contemporary Educational Psychology (2016) Vol. 48, pp. 67-84
Closed Access | Times Cited: 190
From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college.
Kristy A. Robinson, Tony Perez, Amy K. Nuttall, et al.
Developmental Psychology (2018) Vol. 54, Iss. 10, pp. 1977-1992
Open Access | Times Cited: 169
Academic motivation theories revisited: An interactive dialog between motivation scholars on recent contributions, underexplored issues, and future directions
Alison C. Koenka
Contemporary Educational Psychology (2020) Vol. 61, pp. 101831-101831
Closed Access | Times Cited: 159
Cognitive Load as Motivational Cost
David F. Feldon, Gregory L. Callan, Stephanie Juth, et al.
Educational Psychology Review (2019) Vol. 31, Iss. 2, pp. 319-337
Closed Access | Times Cited: 149
Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM
Jessica R. Gladstone, Andrei Cimpian
International Journal of STEM Education (2021) Vol. 8, Iss. 1
Open Access | Times Cited: 121
Theories of Motivation in Education: an Integrative Framework
Detlef Urhahne, Lisette Wijnia
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 84
Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures
Jennifer Meyer, Thorben Jansen, Nicolas Hübner, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 1
Open Access | Times Cited: 42
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