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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:

A three-dimensional taxonomy of achievement emotions.
Reinhard Pekrun, Herbert W. Marsh, Andrew J. Elliot, et al.
Journal of Personality and Social Psychology (2022) Vol. 124, Iss. 1, pp. 145-178
Open Access | Times Cited: 148

Showing 1-25 of 148 citing articles:

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
Emotions and motivation in mathematics education: Where we are today and where we need to go
Stanislaw Schukajlow, Katrin Rakoczy, Reinhard Pekrun
ZDM (2023) Vol. 55, Iss. 2, pp. 249-267
Open Access | Times Cited: 59
Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions
Jennifer Meyer, Thorben Jansen, Ronja Schiller, et al.
Computers and Education Artificial Intelligence (2023) Vol. 6, pp. 100199-100199
Open Access | Times Cited: 56
Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions
Reinhard Pekrun
Educational Psychology Review (2024) Vol. 36, Iss. 3
Open Access | Times Cited: 17
Enhancing postgraduate digital academic writing proficiency: the interplay of artificial intelligence tools and ChatGPT
Mohamed Oubibi, Katsiaryna Hryshayeva, Ronghuai Huang
Interactive Learning Environments (2025), pp. 1-19
Closed Access | Times Cited: 3
Embarrassment in English language classrooms
Gholam Hassan Khajavy, Dávid Smid, Sarah Mercer, et al.
Studies in Second Language Acquisition (2025), pp. 1-24
Closed Access | Times Cited: 2
Effect of teacher social support on students’ emotions and learning engagement: a U.S.-Chinese classroom investigation
Moyi Jia, Jiuqing Cheng
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 9
Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality
Jesús de la Fuente, José Manuel Martínez Vicente
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 9
Specialized Purpose of Each Type of Student Engagement: A Meta-Analysis
Johnmarshall Reeve, Geetanjali Basarkod, Hye-Ryen Jang, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access | Times Cited: 1
Achievement Goals: A Social Influence Cycle
Fabrizio Butera, Benoît Dompnier, Céline Darnon
Annual Review of Psychology (2023) Vol. 75, Iss. 1, pp. 527-554
Open Access | Times Cited: 19
The Promises and Pitfalls of LLMs as Feedback Providers: A Study of Prompt Engineering and the Quality of AI-Driven Feedback
Lucas Jasper Jacobsen, Kira Elena Weber
(2023)
Open Access | Times Cited: 19
Overcoming Fragmentation in Motivation Science: Why, When, and How Should We Integrate Theories?
Reinhard Pekrun
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 7
Personalized gamification versus one-size-fits-all gamification in fully online learning: Effects on student motivational, behavioral and cognitive outcomes
Ya Xiao, Khe Foon Hew
Learning and Individual Differences (2024) Vol. 113, pp. 102470-102470
Closed Access | Times Cited: 7
Understanding momentary engagement in university students: Exploring the interaction between competence and value beliefs on emotions and cognitive engagement – A multilevel investigation
Meng‐Ting Lo
Learning and Individual Differences (2024) Vol. 111, pp. 102435-102435
Closed Access | Times Cited: 6
Mind and body in students' and teachers' engagement: New evidence, challenges, and guidelines for future research
Reinhard Pekrun
British Journal of Educational Psychology (2023) Vol. 93, Iss. S1, pp. 227-238
Open Access | Times Cited: 11
Too Much of a Good Thing Might Be Bad: the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps
Herbert W. Marsh, Reinhard Pekrun, Jiesi Guo, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 11
Identificando el rol de la inteligencia emocional en las emociones de logro y en sus efectos sobre las estrategias de aprendizaje profundo en estudiantes universitarios
Ana María Nieto, Javier Sánchez-Rosas, Consolación Gómez Íñiguez
Revista de Psicodidáctica (2024) Vol. 29, Iss. 1, pp. 47-56
Open Access | Times Cited: 4
Assessing psychological variables on mobile devices: an introduction to the experience sampling app ESM-Quest
Thomas Goetz, Wolfgang Steiner, Elisabeth Graf, et al.
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 4
Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering
Herbert W. Marsh, Jiesi Guo, Reinhard Pekrun, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 4
Detrending for Intensive Longitudinal Dyadic Data Analysis Using DSEM
Yue Xiao, Hongyun Liu
Structural Equation Modeling A Multidisciplinary Journal (2025), pp. 1-10
Closed Access
Exponiertheit im Sportunterricht
Tino Edelmann, Arno Müller, Susanne Jurkowski
Unterrichtswissenschaft (2025)
Open Access
What Do Students Feel, and What Do Teachers Say?: A Mixed‐Methods Study
Başak Çalık, Yeşim Çapa Aydın
Psychology in the Schools (2025)
Closed Access
Habitual emotions reflect the core cultural ideas: how relational concerns are related to academic emotions?
Xin Chen
Current Psychology (2025)
Closed Access
Emotions in mathematics learning: a systematic review and meta-analysis
Johanna Schoenherr, Stanislaw Schukajlow, Reinhard Pekrun
ZDM (2025)
Open Access
Lacking bridges and apprehensive tensions: The impact of emotions and contextual factors on German L3 teachers’ perceptions and grammar teaching practices
Deni Beslagic
Language Teaching Research (2025)
Closed Access
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