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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:

Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals.
Ayumi Tanaka, Kou Murayama
Journal of Educational Psychology (2014) Vol. 106, Iss. 4, pp. 1122-1134
Open Access | Times Cited: 103

Showing 1-25 of 103 citing articles:

Process Account of Curiosity and Interest: A Reward-Learning Perspective
Kou Murayama, Lily FitzGibbon, Michiko Sakaki
Educational Psychology Review (2019) Vol. 31, Iss. 4, pp. 875-895
Open Access | Times Cited: 251
Surprised–curious–confused: Epistemic emotions and knowledge exploration.
Elisabeth Vogl, Reinhard Pekrun, Kou Murayama, et al.
Emotion (2019) Vol. 20, Iss. 4, pp. 625-641
Open Access | Times Cited: 190
Situational expectancies and task values: Associations with students' effort
Julia Dietrich, Jaana Viljaranta, Julia Moeller, et al.
Learning and Instruction (2016) Vol. 47, pp. 53-64
Closed Access | Times Cited: 137
Student interest as a key driver of engagement for first year students.
Ella Kahu, Karen Nelson, Catherine Picton
Student Success (2017) Vol. 8, Iss. 2, pp. 55-66
Open Access | Times Cited: 99
Surprise, Curiosity, and Confusion Promote Knowledge Exploration: Evidence for Robust Effects of Epistemic Emotions
Elisabeth Vogl, Reinhard Pekrun, Kou Murayama, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 99
In-the-Moment Profiles of Expectancies, Task Values, and Costs
Julia Dietrich, Julia Moeller, Jiesi Guo, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 78
The antecedents of boredom in L2 classroom learning
Sachiko Nakamura, Pornapit Darasawang, Hayo Reinders
System (2021) Vol. 98, pp. 102469-102469
Closed Access | Times Cited: 78
Socio-emotional interaction in collaborative learning: Combining individual emotional experiences and group-level emotion regulation
Kristiina Mänty, Hanna Järvenoja, Tiina Törmänen
International Journal of Educational Research (2020) Vol. 102, pp. 101589-101589
Open Access | Times Cited: 73
Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter.
Daria K. Benden, Fani Lauermann
Journal of Educational Psychology (2021) Vol. 114, Iss. 5, pp. 1062-1085
Open Access | Times Cited: 59
School grades and students’ emotions: Longitudinal models of within-person reciprocal effects
Reinhard Pekrun, Herbert W. Marsh, Felix Suessenbach, et al.
Learning and Instruction (2022) Vol. 83, pp. 101626-101626
Open Access | Times Cited: 57
The role of daily autonomous and controlled educational goals in students’ academic emotion states: An experience sampling method approach
Elina Ketonen, Julia Dietrich, Julia Moeller, et al.
Learning and Instruction (2017) Vol. 53, pp. 10-20
Closed Access | Times Cited: 80
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature
John Sharp, Jane Sharp, Emma Young
Research Papers in Education (2018) Vol. 35, Iss. 2, pp. 144-184
Open Access | Times Cited: 80
Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task
Katariina Nuutila, Anna Tapola, Heta Tuominen, et al.
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 61
The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.
Cora Parrisius, Hanna Gaspard, Steffen Zitzmann, et al.
Journal of Educational Psychology (2021) Vol. 114, Iss. 4, pp. 791-814
Open Access | Times Cited: 47
Mutual relationships between the levels of and changes in interest, self-efficacy, and perceived difficulty during task engagement
Katariina Nuutila, Anna Tapola, Heta Tuominen, et al.
Learning and Individual Differences (2021) Vol. 92, pp. 102090-102090
Open Access | Times Cited: 42
Measuring achievement goal motivation, mindsets and cognitive load: validation of three instruments’ scores
David A. Cook, Richmond Castillo, Becca L. Gas, et al.
Medical Education (2017) Vol. 51, Iss. 10, pp. 1061-1074
Closed Access | Times Cited: 61
Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics
Katariina Nuutila, Heta Tuominen, Anna Tapola, et al.
Learning and Instruction (2018) Vol. 56, pp. 73-83
Open Access | Times Cited: 57
Being over- or underchallenged in class: Effects on students' career aspirations via academic self-concept and boredom
Maike Krannich, Thomas Goetz, Anastasiya A. Lipnevich, et al.
Learning and Individual Differences (2018) Vol. 69, pp. 206-218
Open Access | Times Cited: 56
The role of study engagement in university students' daily experiences: A multilevel test of moderation
Elina Ketonen, Lars‐Erik Malmberg, Katariina Salmela‐Aro, et al.
Learning and Individual Differences (2018) Vol. 69, pp. 196-205
Open Access | Times Cited: 50
More Effort, Less Fatigue: The Role of Interest in Increasing Effort and Reducing Mental Fatigue
Marina Milyavskaya, Brian M. Galla, Michael Inzlicht, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 37
Introducing the DYNAMICS framework of moment-to-moment development in achievement motivation
Julia Moeller, Jaana Viljaranta, Asko Tolvanen, et al.
Learning and Instruction (2022) Vol. 81, pp. 101653-101653
Open Access | Times Cited: 23
People’s naiveté about how extrinsic rewards influence intrinsic motivation.
Kou Murayama, Shinji Kitagami, Ayumi Tanaka, et al.
Motivation Science (2016) Vol. 2, Iss. 3, pp. 138-142
Open Access | Times Cited: 46
Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality
Johanna Rellensmann, Stanislaw Schukajlow
ZDM (2016) Vol. 49, Iss. 3, pp. 367-378
Closed Access | Times Cited: 44
The Role of Physical Activity and School Physical Education in Enhancing School Satisfaction and Life Satisfaction
José Enrique Moral García, Alfredo Jiménez, Antonio Sánchez Cabaco, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 4, pp. 1689-1689
Open Access | Times Cited: 28
Perceived Teacher Enthusiasm and Professional Commitment: The Mediating Role of Boredom and Learning Engagement
Xiao-qiu Yan, Ying-yin Zhou, Ke Zhang, et al.
Psychology Research and Behavior Management (2023) Vol. Volume 16, pp. 1149-1163
Open Access | Times Cited: 12
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