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:

Development of Math Attitudes and Math Self‐Concepts: Gender Differences, Implicit–Explicit Dissociations, and Relations to Math Achievement
Dario Cvencek, Ružica Brečić, Dora Gaćeša, et al.
Child Development (2021) Vol. 92, Iss. 5
Closed Access | Times Cited: 58

Showing 1-25 of 58 citing articles:

Programming attitudes predict computational thinking: Analysis of differences in gender and programming experience
Lihui Sun, Linlin Hu, Danhua Zhou
Computers & Education (2022) Vol. 181, pp. 104457-104457
Closed Access | Times Cited: 87
Gender Inclusion and Fit in STEM
Toni Schmader
Annual Review of Psychology (2022) Vol. 74, Iss. 1, pp. 219-243
Open Access | Times Cited: 79
Dimensions of students’ views of classroom teaching and attitudes towards mathematics: A multi-group analysis between genders based on structural equation models
Xin Chen, Fks Leung, Jianyun She
Studies In Educational Evaluation (2023) Vol. 78, pp. 101289-101289
Closed Access | Times Cited: 23
How students' math anxiety profiles change in primary school: The roles of teacher support, peer support and math attitudes
X.W. Zhuo, Yangyang Wang, Yanli Xu, et al.
British Journal of Educational Psychology (2025)
Closed Access | Times Cited: 1
Emerging neurodevelopmental perspectives on mathematical learning
Vinod Menon, Hyesang Chang
Developmental Review (2021) Vol. 60, pp. 100964-100964
Open Access | Times Cited: 33
Embodied learning for computational thinking in early primary education
Kyungbin Kwon, Minji Jeon, Zhou Chen, et al.
Journal of Research on Technology in Education (2022) Vol. 56, Iss. 4, pp. 410-430
Closed Access | Times Cited: 24
Bidirectional relationship between parental psychological control and adolescent maladjustment
Xiaoxia Yu, Xinyuan Fu, Zhixu Yang, et al.
Journal of Adolescence (2021) Vol. 92, Iss. 1, pp. 75-85
Closed Access | Times Cited: 29
University students’ views regarding gender in STEM studies: Design and validation of an instrument
Sonia Verdugo-Castro, María Cruz Sánchez Gómez, Alicia García‐Holgado
Education and Information Technologies (2022) Vol. 27, Iss. 9, pp. 12301-12336
Open Access | Times Cited: 20
Redefining academic trajectories: A comprehensive analysis of the factors and impacts of the gender gap in STEM higher education
Francisca Beroíza-Valenzuela, Natalia Salas-Guzmán
International Journal of Sustainability in Higher Education (2024)
Closed Access | Times Cited: 4
Parental input as a mediating pathway for gender differences in early academic skills
Marina Vasilyeva, Catalina Rey‐Guerra, Linxi Lu, et al.
Early Childhood Research Quarterly (2025) Vol. 72, pp. 35-43
Closed Access
Factors Influencing Young Children’s Mathematical Wellbeing in the United States
Tye G. Campbell, Brennan Bean
Social Indicators Research (2025)
Open Access
Development of children’s implicit and explicit attitudes toward healthy food: Personal and environmental factors
Ružica Brečić, Matthew Gorton, Dario Cvencek
Appetite (2022) Vol. 176, pp. 106094-106094
Open Access | Times Cited: 13
Career Identities and Gender-STEM Stereotypes: When and Why Implicit Gender-STEM Associations Emerge and How They Affect Women’s College Major Choice
Sarah Dunlap, Joan M. Barth
Sex Roles (2023) Vol. 89, Iss. 1-2, pp. 19-34
Closed Access | Times Cited: 7
A human-like artificial intelligence for mathematics
Santiago Alonso-Díaz
Mind & Society (2024)
Closed Access | Times Cited: 2
The effect of COVID-19-related school closures on students’ well-being: Evidence from Danish nationwide panel data
Simon Skovgaard Jensen, David Reimer
SSM - Population Health (2021) Vol. 16, pp. 100945-100945
Open Access | Times Cited: 16
Demographic Factors Affecting Fuzzy Grading: A Hierarchical Linear Regression Analysis
Daniel Doz, Darjo Felda, Mara Cotič
Mathematics (2023) Vol. 11, Iss. 6, pp. 1488-1488
Open Access | Times Cited: 5
Do adolescents want more autonomy? Testing gender differences in autonomy across STEM
Anahid S. Modrek, Richard W. Hass, Alexander Kwako, et al.
Journal of Adolescence (2021) Vol. 92, Iss. 1, pp. 237-246
Closed Access | Times Cited: 12
Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations
Christine R. Starr, Campbell Leaper
Group Processes & Intergroup Relations (2022) Vol. 26, Iss. 8, pp. 1774-1800
Open Access | Times Cited: 9
Instability, changes, and internal structure of children's attitudes toward mathematics in primary school: A four‐wave investigation
Hongmin Feng, Yanli Xu, Bijuan Huang, et al.
Child Development (2024) Vol. 95, Iss. 4, pp. 1351-1366
Closed Access | Times Cited: 1
pSTEM Implicit Stereotypes and pSTEM Motivation Among Black and Latina Undergraduate Women: The Role of Gender and Ethnic/Racial Typicality
Christine R. Starr, Alan Meca
Sex Roles (2024) Vol. 90, Iss. 9, pp. 1154-1168
Closed Access | Times Cited: 1
School belonging and students' math achievement among secondary students: the role of math attitude and disorderly behavior
Ying Liu, Jinyan Huang
Psychology in the Schools (2024) Vol. 62, Iss. 1, pp. 167-184
Closed Access | Times Cited: 1
Social determinants of mathematics and science achievement in historical context
Benő Csapó
Current Opinion in Behavioral Sciences (2022) Vol. 46, pp. 101182-101182
Open Access | Times Cited: 6
Factores Asociados al Rendimiento en Matemáticas de Estudiantes Españoles en Educación Primaria
Pablo Javier Ortega Rodríguez
REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación (2023) Vol. 21, Iss. 3, pp. 175-191
Open Access | Times Cited: 3
Collectively constructing gender-inclusive work cultures in STEM
William M. Hall, Toni Schmader, Emily Cyr, et al.
European Review of Social Psychology (2022) Vol. 34, Iss. 2, pp. 298-345
Closed Access | Times Cited: 5
Science-utility and science-trust associations and how they relate to knowledge about how science works
Cornelia Schoor, Astrid Schütz
PLoS ONE (2021) Vol. 16, Iss. 12, pp. e0260586-e0260586
Open Access | Times Cited: 6
Page 1 - Next Page

Scroll to top