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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:

The long road from teacher professional development to student improvement: A school-wide professionalization on self-regulated learning in primary education
Sofie Heirweg, Mona De Smul, Emmelien Merchie, et al.
Research Papers in Education (2021) Vol. 37, Iss. 6, pp. 929-953
Closed Access | Times Cited: 18

Showing 18 citing articles:

The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis
Lisette Wijnia, Gera Noordzij, Lidia R. Arends, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 44
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes
Bracha Kramarski, Orna Heaysman
Educational Psychologist (2021) Vol. 56, Iss. 4, pp. 298-311
Closed Access | Times Cited: 56
Teachers’ motivation: Exploring the success expectancies, values and costs of the promotion of self-regulated learning
Johannes Jud, Carmen Nadja Hirt, Amina Rosenthal, et al.
Teaching and Teacher Education (2023) Vol. 127, pp. 104093-104093
Open Access | Times Cited: 23
The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes
Fani Lauermann, Ruth Butler
Educational Psychologist (2021) Vol. 56, Iss. 4, pp. 243-249
Open Access | Times Cited: 40
One step ahead: Effects of a professional development program on teachers’ professional competencies in self-regulated learning
Carmen Nadja Hirt, Tabea Daria Eberli, Johannes Jud, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 104977-104977
Open Access
Self-regulated learning and reflection: a tool for teachers and students
Avivit Arvatz, Roee Peretz, Yehudit Judy Dori
Metacognition and Learning (2025) Vol. 20, Iss. 1
Open Access
Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?
Johannes Jud, Yves Karlen, Carmen Nadja Hirt
Metacognition and Learning (2024) Vol. 19, Iss. 3, pp. 939-965
Open Access | Times Cited: 3
Promoting teachers' in-class SRL practices: effects of Authentic Interactive Dynamic Experiences (AIDE) based on simulations and video
Orna Heaysman, Bracha Kramarski
Instructional Science (2022) Vol. 50, Iss. 6, pp. 829-861
Closed Access | Times Cited: 11
Formative assessment for self-regulated learning: Evidence from a teacher continuing professional development programme
Jiayi Li, Yongqi Gu
System (2024) Vol. 125, pp. 103414-103414
Closed Access | Times Cited: 2
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education
P.H.M. Sins, Renske R. de Leeuw, Jaap de Brouwer, et al.
Metacognition and Learning (2023) Vol. 19, Iss. 1, pp. 215-247
Open Access | Times Cited: 6
Video-Basierte Einblicke ins Klassenzimmer: Die Förderung des Selbstregulierten Lernens im Kontext der Professionellen Kompetenzen von Lehrkräften und der Fertigkeiten der Schüler:innen im Selbstregulierten Lernen
Amina Rosenthal, Carmen Nadja Hirt, Tabea Daria Eberli, et al.
Unterrichtswissenschaft (2023) Vol. 52, Iss. 1, pp. 39-63
Open Access | Times Cited: 3
Enhancing students' metacognition, achievement and transfer between domains: Effects of the simulative “SRL-AIDE” parallel teacher–student program
Orna Heaysman, Bracha Kramarski
International Journal of Educational Research (2022) Vol. 116, pp. 102074-102074
Closed Access | Times Cited: 4
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Revista Española de Pedagogía (2024) Vol. 82, Iss. 288
Open Access
Effects of a Teacher-Led Intervention Fostering Self-Regulated Learning and Reading among 5th and 6th Graders—Treatment Integrity Matters
Nadine Schuler, Caroline Villiger, Evelyn Krauß
Education Sciences (2024) Vol. 14, Iss. 7, pp. 778-778
Open Access
Influence of Individualised Teaching Methods on Improving the Professional Flexibility of Future Primary School Teachers
Nataliya Lupak, Liubov Kramarenko, Oksana Shkvyr, et al.
Educação & Formação (2024) Vol. 9, pp. e12851-e12851
Open Access
Helping teacher education students’ understanding of self-regulated learning and how to promote self-regulated learning in the classroom
Helen Stephenson, Michael J. Lawson, Lan-Anh Nguyen-Khoa, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Learning to self-regulate the professional work outside the classroom: A resource for novice teachers?
Jessica Bodensteiner, Johannes Bauer, Doris Lewalter
Teaching and Teacher Education (2024) Vol. 153, pp. 104824-104824
Open Access
Student perception of teacher encouragement of self-regulated learning and its relationship with self-regulation learning strategies
Slavica Šimić Šašić, Maša Atlaga
Frontiers in Education (2024) Vol. 9
Open Access
Improving Students’ and Teachers’ Judgments of Student Performance in Primary School Mathematics Problem Solving
Vera Sophie Oudman
(2023)
Open Access
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