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:
The model of threat-infused intergroup feedback: Why, when, and how feedback to ethnic minority learners is positively biased
Kent D. Harber
Educational Psychologist (2023) Vol. 58, Iss. 3, pp. 162-177
Closed Access | Times Cited: 6
Kent D. Harber
Educational Psychologist (2023) Vol. 58, Iss. 3, pp. 162-177
Closed Access | Times Cited: 6
Showing 6 citing articles:
Toward a cohesive psychological science of effective feedback
Naomi Winstone, Robert A. Nash
Educational Psychologist (2023) Vol. 58, Iss. 3, pp. 111-129
Open Access | Times Cited: 30
Naomi Winstone, Robert A. Nash
Educational Psychologist (2023) Vol. 58, Iss. 3, pp. 111-129
Open Access | Times Cited: 30
Toward a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory
Ernesto Panadero
Educational Psychologist (2023) Vol. 58, Iss. 3, pp. 193-204
Closed Access | Times Cited: 25
Ernesto Panadero
Educational Psychologist (2023) Vol. 58, Iss. 3, pp. 193-204
Closed Access | Times Cited: 25
How Representation Matters: Conceptualizing Systemic Racism to Develop Diversity Research Agendas for Undergraduate STEM Education
Quentin Sedlacek, Anthony Muro Villa, Michelle Friend, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 2
Open Access
Quentin Sedlacek, Anthony Muro Villa, Michelle Friend, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 2
Open Access
Daily feedback suspicion and ability-uncertainty among junior researchers in competitive work climates in STEM
Iris Meinderts, Jenny Veldman, Colette van Laar
Social Psychology of Education (2024) Vol. 27, Iss. 4, pp. 1-25
Closed Access | Times Cited: 2
Iris Meinderts, Jenny Veldman, Colette van Laar
Social Psychology of Education (2024) Vol. 27, Iss. 4, pp. 1-25
Closed Access | Times Cited: 2
How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics’
Carlton J. Fong, Diane L. Schallert, Shengjie Lin, et al.
Studies In Educational Evaluation (2024) Vol. 81, pp. 101351-101351
Closed Access | Times Cited: 2
Carlton J. Fong, Diane L. Schallert, Shengjie Lin, et al.
Studies In Educational Evaluation (2024) Vol. 81, pp. 101351-101351
Closed Access | Times Cited: 2
“Failure-to-warn” when giving advice to students? No evidence for an ethnic bias among teacher students in Germany
Anna K. Nishen, Ursula Kessels
Social Psychology of Education (2024)
Open Access
Anna K. Nishen, Ursula Kessels
Social Psychology of Education (2024)
Open Access
