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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:

Achievement goals, emotions, learning, and performance: A process model.
John Ranellucci, Nathan C. Hall, Thomas Goetz
Motivation Science (2015) Vol. 1, Iss. 2, pp. 98-120
Open Access | Times Cited: 110

Showing 1-25 of 110 citing articles:

Grit, self-efficacy, achievement orientation goals, and academic performance in University students
Amal Alhadabi, Aryn C. Karpinski
International Journal of Adolescence and Youth (2019) Vol. 25, Iss. 1, pp. 519-535
Open Access | Times Cited: 367
Activity Achievement Emotions and Academic Performance: A Meta-analysis
Jesús Camacho-Morles, Gavin R. Slemp, Reinhard Pekrun, et al.
Educational Psychology Review (2021) Vol. 33, Iss. 3, pp. 1051-1095
Open Access | Times Cited: 289
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments
Kristina Loderer, Reinhard Pekrun, James C. Lester
Learning and Instruction (2018) Vol. 70, pp. 101162-101162
Open Access | Times Cited: 288
Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time
David W. Putwain, Sandra Becker, Wendy Symes, et al.
Learning and Instruction (2017) Vol. 54, pp. 73-81
Open Access | Times Cited: 179
College Students’ Time Management: a Self-Regulated Learning Perspective
Christopher A. Wolters, Anna C. Brady
Educational Psychology Review (2020) Vol. 33, Iss. 4, pp. 1319-1351
Closed Access | Times Cited: 177
Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement
Lisa Respondek, Tina Seufert, Robert H. Stupnisky, et al.
Frontiers in Psychology (2017) Vol. 8
Open Access | Times Cited: 165
Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies – How do they affect one another?
Stefanie Obergriesser, Heidrun Stoeger
Learning and Instruction (2019) Vol. 66, pp. 101285-101285
Closed Access | Times Cited: 91
Enjoyment, Boredom, Anxiety in Elementary Schools in Two Domains: Relations With Achievement
Daniela Raccanello, Margherita Brondino, Angelica Moè, et al.
The Journal of Experimental Education (2018) Vol. 87, Iss. 3, pp. 449-469
Open Access | Times Cited: 84
A longitudinal study of foreign language enjoyment and boredom: A latent growth curve modeling
Mariusz Kruk, Mirosław Pawlak, Majid Elahi Shirvan, et al.
Language Teaching Research (2022)
Closed Access | Times Cited: 43
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
Interplay of metacognitive experiences and performance in collaborative problem solving
Muhterem Dindar, Sanna Järvelä, Hanna Järvenoja
Computers & Education (2020) Vol. 154, pp. 103922-103922
Open Access | Times Cited: 52
Foreign language enjoyment: a longitudinal confirmatory factor analysis–curve of factors model
Majid Elahi Shirvan, Tahereh Taherian, Elham Yazdanmehr
Journal of Multilingual and Multicultural Development (2021) Vol. 45, Iss. 2, pp. 224-242
Closed Access | Times Cited: 50
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
Teaching while Black: racial dynamics, evaluations, and the role of White females in the Canadian academy in carrying the racism torch
Beverly‐Jean Daniel
Race Ethnicity and Education (2018) Vol. 22, Iss. 1, pp. 21-37
Open Access | Times Cited: 54
L2 or L3? Foreign Language Enjoyment and Proficiency
Ewa Piechurska-Kuciel
Second language learning and teaching (2017), pp. 97-111
Closed Access | Times Cited: 52
Mastery goals, positive emotions and learning behavior in self-directed vs. teacher-directed learning
Sabine Schweder
European Journal of Psychology of Education (2019) Vol. 35, Iss. 1, pp. 205-223
Closed Access | Times Cited: 52
Autonomous and controlled reasons underlying achievement goals: Implications for the 3 × 2 achievement goal model in educational and work settings
Nicolas Gillet, Marc‐André K. Lafrenière, Tiphaine Huyghebaert‐Zouaghi, et al.
Motivation and Emotion (2015) Vol. 39, Iss. 6, pp. 858-875
Closed Access | Times Cited: 52
Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career
Xianhan Huang, John Chi‐Kin Lee, Anne C. Frenzel
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 40
The Influence of Motivation, Emotions, Cognition, and Metacognition on Students’ Learning Performance: A Comparative Study in Higher Education in Blended and Traditional Contexts
Elizabeth Acosta Gonzaga, Aldo Ramírez-Arellano
SAGE Open (2021) Vol. 11, Iss. 2
Open Access | Times Cited: 35
How Did It Get So Late So Soon? The Effects of Time Management Knowledge and Practice on Students’ Time Management Skills and Academic Performance
Sebastian Trentepohl, Julia Waldeyer, Jens Fleischer, et al.
Sustainability (2022) Vol. 14, Iss. 9, pp. 5097-5097
Open Access | Times Cited: 24
A Real-Time Learning Analytics Dashboard for Automatic Detection of Online Learners’ Affective States
Mohammad Nehal Hasnine, Ho Tan Nguyen, Thuy Thi Thu Tran, et al.
Sensors (2023) Vol. 23, Iss. 9, pp. 4243-4243
Open Access | Times Cited: 15
Critical Thinking and Its Relation to Strategic Processing
Daniel L. Dinsmore, Luke K. Fryer
Educational Psychology Review (2023) Vol. 35, Iss. 1
Closed Access | Times Cited: 14
Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being
Anna Sverdlik, Sonia Rahimi, Robert J. Vallerand
Journal of Adult and Continuing Education (2021) Vol. 28, Iss. 2, pp. 426-448
Closed Access | Times Cited: 30
Relationships between achievement goal orientations, multidimensional test anxiety, and performance – In conclusion, every facet counts
Sarah Möcklinghoff, Olga Rapoport, Christian Heckel, et al.
Learning and Individual Differences (2023) Vol. 102, pp. 102269-102269
Closed Access | Times Cited: 12
The effects of academic emotions on learning outcomes: A three-level meta-analysis of research conducted between 2000 and 2024
Jianling Xie, Kit W. Cho, Tianlan Wei, et al.
Learning and Motivation (2025) Vol. 90, pp. 102109-102109
Closed Access
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