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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 scholastic achievement: A meta-analysis.
Daniel Voyer, Susan D. Voyer
Psychological Bulletin (2014) Vol. 140, Iss. 4, pp. 1174-1204
Closed Access | Times Cited: 1126

Showing 1-25 of 1126 citing articles:

Gender stereotypes about intellectual ability emerge early and influence children’s interests
Lin Bian, Sarah‐Jane Leslie, Andrei Cimpian
Science (2017) Vol. 355, Iss. 6323, pp. 389-391
Closed Access | Times Cited: 990
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions
Ming‐Te Wang, Jessica L. Degol
Educational Psychology Review (2016) Vol. 29, Iss. 1, pp. 119-140
Open Access | Times Cited: 890
Variables associated with achievement in higher education: A systematic review of meta-analyses.
Michael Schneider, Franzis Preckel
Psychological Bulletin (2017) Vol. 143, Iss. 6, pp. 565-600
Closed Access | Times Cited: 855
Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review.
Davina A. Robson, Mark S. Allen, Steven J. Howard
Psychological Bulletin (2020) Vol. 146, Iss. 4, pp. 324-354
Open Access | Times Cited: 521
Self-Control and Academic Achievement
Angela Duckworth, Jamie L. Taxer, Lauren Eskreis-Winkler, et al.
Annual Review of Psychology (2019) Vol. 70, Iss. 1, pp. 373-399
Closed Access | Times Cited: 455
Sex differences in visual-spatial working memory: A meta-analysis
Daniel Voyer, Susan D. Voyer, Jean Saint‐Aubin
Psychonomic Bulletin & Review (2016) Vol. 24, Iss. 2, pp. 307-334
Open Access | Times Cited: 360
Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP).
David Reilly, David L. Neumann, Glenda Andrews
American Psychologist (2018) Vol. 74, Iss. 4, pp. 445-458
Open Access | Times Cited: 359
The Mythical Number Two
David Melnikoff, John A. Bargh
Trends in Cognitive Sciences (2018) Vol. 22, Iss. 4, pp. 280-293
Closed Access | Times Cited: 340
Making connections: Replicating and extending the utility value intervention in the classroom.
Chris S. Hulleman, Jeff J. Kosovich, Kenneth E. Barron, et al.
Journal of Educational Psychology (2016) Vol. 109, Iss. 3, pp. 387-404
Open Access | Times Cited: 325
A meta-analysis of the relation between math anxiety and math achievement.
Connie Barroso, Colleen M. Ganley, Amanda L. McGraw, et al.
Psychological Bulletin (2020) Vol. 147, Iss. 2, pp. 134-168
Open Access | Times Cited: 320
Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades
Sylvia Beyer
Computer Science Education (2014) Vol. 24, Iss. 2-3, pp. 153-192
Closed Access | Times Cited: 319
What meta-analyses reveal about the replicability of psychological research.
T. D. Stanley, Evan C. Carter, Hristos Doucouliagos
Psychological Bulletin (2018) Vol. 144, Iss. 12, pp. 1325-1346
Closed Access | Times Cited: 293
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
A Goal Congruity Model of Role Entry, Engagement, and Exit: Understanding Communal Goal Processes in STEM Gender Gaps
Amanda B. Diekman, Mia Steinberg, Elizabeth R. Brown, et al.
Personality and Social Psychology Review (2016) Vol. 21, Iss. 2, pp. 142-175
Closed Access | Times Cited: 287
Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects
Ricarda Steinmayr, Julia Crede, Nele McElvany, et al.
Frontiers in Psychology (2016) Vol. 6
Open Access | Times Cited: 251
The reality and evolutionary significance of human psychological sex differences
John Archer
Biological reviews/Biological reviews of the Cambridge Philosophical Society (2019) Vol. 94, Iss. 4, pp. 1381-1415
Closed Access | Times Cited: 249
Gender differences in individual variation in academic grades fail to fit expected patterns for STEM
Rose E. O’Dea, Malgorzata Lagisz, Michael D. Jennions, et al.
Nature Communications (2018) Vol. 9, Iss. 1
Open Access | Times Cited: 229
Sex differences in academic achievement are not related to political, economic, or social equality
Gijsbert Stoet, David C. Geary
Intelligence (2014) Vol. 48, pp. 137-151
Closed Access | Times Cited: 218
Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy
Fazilat Siddiq, Ronny Scherer
Educational Research Review (2019) Vol. 27, pp. 205-217
Open Access | Times Cited: 208
Gaming as an English Language Learning Resource among Young Children in Denmark
Signe Hannibal Jensen
CALICO Journal (2017) Vol. 34, Iss. 1, pp. 1-19
Closed Access | Times Cited: 205
Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction
Kelly N. Clark, Christine K. Malecki
Journal of School Psychology (2019) Vol. 72, pp. 49-66
Closed Access | Times Cited: 194
Supporting students' motivation for e-learning: Teachers matter on and off line
Luke K. Fryer, H. Nicholas Bovee
The Internet and Higher Education (2016) Vol. 30, pp. 21-29
Closed Access | Times Cited: 184
Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.
Lara Forsblom, Reinhard Pekrun, Kristina Loderer, et al.
Journal of Educational Psychology (2021) Vol. 114, Iss. 2, pp. 346-367
Open Access | Times Cited: 183
Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference
Amna Khan, Farzana Ahmad, Muhammad Muddassir Malik
Education and Information Technologies (2017) Vol. 22, Iss. 6, pp. 2767-2804
Closed Access | Times Cited: 181
Mental health and academic performance: a study on selection and causation effects from childhood to early adulthood
Sara Agnafors, Mimmi Maria Barmark, Gunilla Sydsjö
Social Psychiatry and Psychiatric Epidemiology (2020) Vol. 56, Iss. 5, pp. 857-866
Open Access | Times Cited: 160
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