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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:

Complex Systems Research in Educational Psychology: Aligning Theory and Method
Jonathan C. Hilpert, Gwen C. Marchand
Educational Psychologist (2018) Vol. 53, Iss. 3, pp. 185-202
Open Access | Times Cited: 267

Showing 1-25 of 267 citing articles:

The origins, evolution, and future directions of achievement goal theory
Tim Urdan, Avi Kaplan
Contemporary Educational Psychology (2020) Vol. 61, pp. 101862-101862
Closed Access | Times Cited: 277
Acceptability of digital health interventions: embracing the complexity
Olga Perski, Camille E. Short
Translational Behavioral Medicine (2021) Vol. 11, Iss. 7, pp. 1473-1480
Open Access | Times Cited: 173
Energization and Direction Are Both Essential Parts of Motivation
Andrew J. Elliot
Motivation Science (2023), pp. 10-14
Closed Access | Times Cited: 85
Identity and Motivation in a Changing World: A Complex Dynamic Systems Perspective
Avi Kaplan, Joanna Garner, Benjamin Brock
Advances in motivation and achievement (2019), pp. 101-127
Closed Access | Times Cited: 114
Steps for Applying the Complex Dynamical Systems Approach in Educational Research: A Guide for the Perplexed Scholar
Avi Kaplan, Joanna Garner
The Journal of Experimental Education (2020) Vol. 88, Iss. 3, pp. 486-502
Closed Access | Times Cited: 108
Complex Systems Approaches to Educational Research: Introduction to the Special Issue
Gwen C. Marchand, Jonathan C. Hilpert
The Journal of Experimental Education (2020) Vol. 88, Iss. 3, pp. 351-357
Closed Access | Times Cited: 95
COMPLEX DYNAMIC SYSTEMS THEORY IN LANGUAGE LEARNING
Phil Hiver, Ali H. Al‐Hoorie, Reid Evans
Studies in Second Language Acquisition (2021) Vol. 44, Iss. 4, pp. 913-941
Open Access | Times Cited: 72
The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement
Ellen A. Skinner, Nicolette P. Rickert, Justin W. Vollet, et al.
Educational Psychologist (2022) Vol. 57, Iss. 2, pp. 87-113
Closed Access | Times Cited: 64
Research on situated motivation and emotion: Progress and open problems
Reinhard Pekrun, Herbert W. Marsh
Learning and Instruction (2022) Vol. 81, pp. 101664-101664
Open Access | Times Cited: 50
Multimodal learning analytics of collaborative patterns during pair programming in higher education
Weiqi Xu, Yajuan Wu, Fan Ouyang
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 33
Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates
Kristy A. Robinson
Educational Psychologist (2023) Vol. 58, Iss. 2, pp. 92-110
Closed Access | Times Cited: 33
The Development, Testing, and Refinement of Eccles, Wigfield, and Colleagues’ Situated Expectancy-Value Model of Achievement Performance and Choice
Jacquelynne S. Eccles, Allan Wigfield
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 12
EFL students’ perceptions about the role of generative artificial intelligence (GAI)-mediated instruction in their emotional engagement and goal orientation: A motivational climate theory (MCT) perspective in focus
Ali Derakhshan
Learning and Motivation (2025) Vol. 90, pp. 102114-102114
Closed Access | Times Cited: 1
Mixed methods in educational psychology inquiry
Matthew T. McCrudden, Gwen C. Marchand, Paul A. Schutz
Contemporary Educational Psychology (2019) Vol. 57, pp. 1-8
Closed Access | Times Cited: 73
Network analysis for modeling complex systems in SLA research
Lani Freeborn, Sible Andringa, Gabriela Lunansky, et al.
Studies in Second Language Acquisition (2022) Vol. 45, Iss. 2, pp. 526-557
Open Access | Times Cited: 36
Complex Social Ecologies and the Development of Academic Motivation
Ellen A. Skinner, Thomas A. Kindermann, Justin W. Vollet, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2129-2165
Closed Access | Times Cited: 33
Four Guideposts toward an Integrated Model of Academic Motivation: Motivational Resilience, Academic Identity, Complex Social Ecologies, and Development
Ellen A. Skinner
Educational Psychology Review (2023) Vol. 35, Iss. 3
Closed Access | Times Cited: 18
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system
Daryn A. Dever, Nathan A. Sonnenfeld, Megan Wiedbusch, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 659-691
Closed Access | Times Cited: 17
Leveraging complexity frameworks to refine theories of engagement: Advancing self‐regulated learning in the age of artificial intelligence
Jonathan C. Hilpert, Jeffrey A. Greene, Matthew L. Bernacki
British Journal of Educational Technology (2023) Vol. 54, Iss. 5, pp. 1204-1221
Open Access | Times Cited: 17
Engaging Black and Latinx students through communal learning opportunities: A relevance intervention for middle schoolers in STEM elective classrooms
DeLeon L. Gray, Tamika L. McElveen, Briana P. Green, et al.
Contemporary Educational Psychology (2019) Vol. 60, pp. 101833-101833
Closed Access | Times Cited: 54
How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning?
Márta Sobocinski, Sanna Järvelä, Jonna Malmberg, et al.
Metacognition and Learning (2020) Vol. 15, Iss. 2, pp. 99-127
Open Access | Times Cited: 49
Validity evidence for a short scale of college students’ perceptions of cost
Patrick N. Beymer, Melissa Ferland, Jessica Kay Flake
Current Psychology (2021) Vol. 41, Iss. 11, pp. 7937-7956
Closed Access | Times Cited: 33
A conceptual framework and exploratory model for health and social intervention acceptability among African adolescents and youth
Marisa Casale, Oluwaseyi Dolapo Somefun, Genevieve Haupt Ronnie, et al.
Social Science & Medicine (2023) Vol. 326, pp. 115899-115899
Open Access | Times Cited: 13
Mapping the self in self‐regulation using complex dynamic systems approach
Mohammed Saqr, Sonsoles López‐Pernas
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1376-1397
Open Access | Times Cited: 5
A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies
Yabing Wang, Na Wang, Bin Shen
Studies in Second Language Learning and Teaching (2024)
Open Access | Times Cited: 5
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