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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:

Choose wisely: intrinsic motivation for enrollment is associated with ongoing intrinsic learning motivation, study success and dropout
Laura A. S. Messerer, Karina Karst, Stefan Janke
Studies in Higher Education (2022) Vol. 48, Iss. 1, pp. 137-150
Closed Access | Times Cited: 19

Showing 19 citing articles:

Resilience and psychological distress in the transition to university: the mediating role of emotion regulation
Sofia Mastrokoukou, Shanyan Lin, Claudio Longobardi, et al.
Current Psychology (2024) Vol. 43, Iss. 28, pp. 23675-23685
Open Access | Times Cited: 6
To be (online) or not to be? The antecedents of online study propensity and e-learning-dependent dropout intention in higher education
Dan‐Andrei Sitar‐Tăut, Daniel Mican, Ovidiu Ioan Moisescu
Technological Forecasting and Social Change (2024) Vol. 207, pp. 123566-123566
Open Access | Times Cited: 5
Mediating Role of Service Quality in the Relationship Between Self-Determined Study Abroad Motivations and Satisfaction
Attila Mucsi, Erzsébet Malota
Journal of Studies in International Education (2025)
Closed Access
Student teachers′ basic psychological needs and motivation underlie the experiences of educational quality: A pre-registered qualitative study
Lucas M. Jeno, Chantal Levesque‐Bristol, Jorun Nyléhn, et al.
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101354-101354
Open Access
Dropout among prospective teachers: validation of a phase-oriented theoretical model
Steffen Wild, D Reisch, Olga Kunina‐Habenicht, et al.
Studies in Higher Education (2025), pp. 1-15
Open Access
The impact of jigsaw cooperative learning on academic motivation, academic hardiness, and self-efficacy of English Foreign Language learners
M. Wang, Mansooreh Alavi, Siros Izadpanah
Learning and Motivation (2023) Vol. 84, pp. 101940-101940
Closed Access | Times Cited: 9
Will I be happy in this major? Predicting intrinsic motivation and subjective well-being with prospective students’ well-being forecast and interest-major fit forecast
Belinda Merkle, Laura A. S. Messerer, Oliver Dickhäuser
Social Psychology of Education (2023) Vol. 27, Iss. 1, pp. 237-259
Open Access | Times Cited: 7
“Why are we learning this?!” — Investigating students’ subjective study values across different disciplines
Jonas Breetzke, Derya Özbağcı, Carla Bohndick
Higher Education (2023) Vol. 87, Iss. 5, pp. 1489-1507
Open Access | Times Cited: 5
Evaluation von Online Self-Assessments zur Studienwahl – Hindernisse, Chancen und Praxisbeispiele
Pascale Stephanie Petri, Martin Kersting
Zeitschrift für Pädagogische Psychologie (2024)
Open Access | Times Cited: 1
Student motivation to study music and sport – a comparison between study subjects and study programs on intrinsic and extrinsic motivational aspects
Anna Immerz, Manfred Nusseck, Jesper Hohagen, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
Expectancy-value interactions and dropout intentions in higher education: can study values compensate for low expectancies?
Jonas Breetzke, Carla Bohndick
Motivation and Emotion (2024) Vol. 48, Iss. 5, pp. 700-713
Open Access | Times Cited: 1
Interest–Major Fit predicts study satisfaction and/or achievement? Comparing different ways of assessment
Laura A. S. Messerer, Belinda Merkle, Karina Karst, et al.
Studies in Higher Education (2024), pp. 1-13
Open Access | Times Cited: 1
Active recall strategies associated with academic achievement in young adults: A systematic review
Joy Xu, Alyssa Wu, Cosmina Filip, et al.
Journal of Affective Disorders (2024) Vol. 354, pp. 191-198
Closed Access
Insights from Spanish Language and Linguistics Students on Theory-Practice Balance in Teacher Education.
Inés Lucas-Oliva, Irene Moreno-Medina
Revista Fuentes (2024) Vol. 2, Iss. 26, pp. 225-239
Open Access
A longitudinal study investigating the role of basic psychological needs and autonomous motivation in explaining students’ achievement and dropout from teacher education
Lucas M. Jeno, Chantal Levesque‐Bristol, Jorun Nyléhn, et al.
(2024)
Open Access
A mediated model of study choice profiles and person-environment fit with bachelor's program as predictors of academic success in higher education
Nicky de Vries, Martijn Meeter, Brenda R. J. Jansen, et al.
Learning and Individual Differences (2024) Vol. 114, pp. 102512-102512
Open Access
Examining the Effect of Knowledge Seeking on Knowledge Contribution in Q&A Communities
Junping Qiu, Qinze Mi, Zhongyang Xu, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 9, pp. 853-853
Open Access
Mathematikspezifische Motivation im Lehramtsstudium – Operationalisierung und Bedeutung für Studienprozesse
Lara Gildehaus, Stefanie Rach, Michael Liebendörfer
Journal für Mathematik-Didaktik (2024) Vol. 45, Iss. 2
Open Access
Online Self Assessments as guidance systems for self-reflection and decision making in higher education – Broadly implemented yet poorly understood
Stefan Janke, Karina Karst
Zeitschrift für Pädagogische Psychologie (2024) Vol. 39, Iss. 1-2, pp. 1-9
Closed Access
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