Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Metacognition: ideas and insights from neuro- and educational sciences
Damien S. Fleur, Bert Bredeweg, Wouter van den Bos
npj Science of Learning (2021) Vol. 6, Iss. 1
Open Access | Times Cited: 103

Showing 1-25 of 103 citing articles:

Neural correlates of metacognition: Disentangling the brain circuits underlying prospective and retrospective second‐order judgments through noninvasive brain stimulation
Daniele Saccenti, Andrea Stefano Moro, Sandra Sassaroli, et al.
Journal of Neuroscience Research (2024) Vol. 102, Iss. 4
Open Access | Times Cited: 9
Reverse engineering of metacognition
Matthias Guggenmos
eLife (2022) Vol. 11
Open Access | Times Cited: 37
Partially Overlapping Neural Correlates of Metacognitive Monitoring and Metacognitive Control
Annika Boldt, Sam J. Gilbert
Journal of Neuroscience (2022) Vol. 42, Iss. 17, pp. 3622-3635
Open Access | Times Cited: 36
Meta-Learning: A Nine-Layer Model Based on Metacognition and Smart Technologies
Athanasios Drigas, Eleni Mitsea, Charalabos Skianis
Sustainability (2023) Vol. 15, Iss. 2, pp. 1668-1668
Open Access | Times Cited: 22
Social comparison in learning analytics dashboard supporting motivation and academic achievement
Damien S. Fleur, Wouter van den Bos, Bert Bredeweg
Computers and Education Open (2023) Vol. 4, pp. 100130-100130
Open Access | Times Cited: 20
Towards a common conceptual space for metacognition in perception and memory
Audrey Mazancieux, Michael Pereira, Nathan Faivre, et al.
Nature Reviews Psychology (2023) Vol. 2, Iss. 12, pp. 751-766
Closed Access | Times Cited: 17
The impact of CIE education integrated with the BIG 6 teaching strategy on students’ innovative motivation, creativity, metacognition, and self-perceived employability
Chun-Mei Chou, Tsu-Chi Shen, Tsu-Chuan Shen, et al.
Thinking Skills and Creativity (2023) Vol. 48, pp. 101287-101287
Closed Access | Times Cited: 15
Dynamic reading in a digital age: new insights on cognition
Sixin Liao, Lili Yu, Jan‐Louis Kruger, et al.
Trends in Cognitive Sciences (2023) Vol. 28, Iss. 1, pp. 43-55
Closed Access | Times Cited: 15
The future of metacognition research: Balancing construct breadth with measurement rigor
Sucharit Katyal, Stephen M. Fleming
Cortex (2023) Vol. 171, pp. 223-234
Open Access | Times Cited: 15
Neurophysiological and emotional influences on team communication and metacognitive cyber situational awareness during a cyber engineering exercise
Torvald F. Ask, Benjamin J. Knox, Ricardo G. Lugo, et al.
Frontiers in Human Neuroscience (2023) Vol. 16
Open Access | Times Cited: 12
Individuals with High Metacognitive Ability Are Better at Divergent and Convergent Thinking
Lan Jiang, Chunliang Yang, Zhongling Pi, et al.
Journal of Intelligence (2023) Vol. 11, Iss. 8, pp. 162-162
Open Access | Times Cited: 11
Defining dignity in higher education as an alternative to requiring ‘Trigger Warnings’
Gordon MacLaren
Nursing Philosophy (2024) Vol. 25, Iss. 1
Open Access | Times Cited: 4
The Neuroscience of Active Learning and Direct Instruction
Janet M. Dubinsky, Arif Hamid
Neuroscience & Biobehavioral Reviews (2024) Vol. 163, pp. 105737-105737
Open Access | Times Cited: 4
Ambient smart environments: affordances, allostasis, and wellbeing
Ben White, Mark Miller
Synthese (2024) Vol. 204, Iss. 2
Open Access | Times Cited: 4
Heuristic Processes and the Development of Metacognition in Mathematics Teaching and Learning
Eberto Pablo Gutiérrez Morales, Jorge Manuel Ríos Obregón, Myriam Tipán, et al.
Revista de Gestão Social e Ambiental (2025) Vol. 19, Iss. 2, pp. e011135-e011135
Closed Access
Mind over matter: consistency monitoring and domain-specific learning
Igor Bascandziev, Adani Abutto, Caren M. Walker, et al.
Frontiers in Developmental Psychology (2025) Vol. 3
Open Access
Hypochondrische Ängste und Corona-Ängste unter Medizinstudierenden im Vergleich zu Ärzten
Bilal Najar, Katharina Fehr, Josefine Schmüdderich, et al.
Psychiatrische Praxis (2025)
Open Access
Reviewing a Model of Metacognition for Application in Cognitive Architecture Design
Teodor Ukov, Georgi Tsochev
Systems (2025) Vol. 13, Iss. 3, pp. 177-177
Open Access
Relationship between monitoring judgments and self-report measures of metacognition in educational research
Peter Seban, Radovan Šikl, Kamila Urban
International Journal of Educational Research (2025) Vol. 131, pp. 102578-102578
Open Access
Metacognitive Feelings of Epistemic Gain are Central to the Understanding of Psychedelic-Induced Mystical-Type Experiences
Federico Seragnoli, Fabienne Picard, Gabriel Thorens, et al.
Cognitive Therapy and Research (2025)
Open Access
Effects of different AI-driven Chatbot feedback on learning outcomes and brain activity
J. P. Yin, Haoxin Xu, Yafeng Pan, et al.
npj Science of Learning (2025) Vol. 10, Iss. 1
Open Access
Assessing Reading Strategies to Enhance Comprehension and Content Knowledge
Kouider Mokhtari, Nirmal Ghimire
IGI Global eBooks (2025), pp. 217-234
Closed Access
Mental Model Matrix: Implications for System Design and Training
Joseph Borders, Gary Klein, Ron Besuijen
Journal of Cognitive Engineering and Decision Making (2024) Vol. 18, Iss. 2, pp. 75-98
Closed Access | Times Cited: 3
Cracking the code: using educational gaming for high-level thinking in physiology education
Joel Roberts, Lise A. Johnson, Jonathan P. Dyhr
AJP Advances in Physiology Education (2024) Vol. 48, Iss. 2, pp. 260-269
Open Access | Times Cited: 3
Inferential theories of retrospective confidence
Bennett L. Schwartz
Metacognition and Learning (2024) Vol. 19, Iss. 3, pp. 907-938
Closed Access | Times Cited: 3
Page 1 - Next Page

Scroll to top