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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:

Skill, Thrill, and Will: The Role of Metacognition, Interest, and Self‐Control in Predicting Student Engagement in Mathematics Learning Over Time
Ming‐Te Wang, Kevin R. Binning, Juan Del Toro, et al.
Child Development (2021) Vol. 92, Iss. 4, pp. 1369-1387
Open Access | Times Cited: 48

Showing 1-25 of 48 citing articles:

Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions
Zi Yang Wong, Gregory Arief D. Liem
Educational Psychology Review (2021) Vol. 34, Iss. 1, pp. 107-138
Closed Access | Times Cited: 150
Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement
Seyum Getenet, Robert Cantle, Petrea Redmond, et al.
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 35
A multi-informant study on teachers' mindset, classroom practices, and student well-being
Ming‐Te Wang, Christina L. Scanlon, Sarah E. McKellar, et al.
Learning and Instruction (2024) Vol. 91, pp. 101875-101875
Closed Access | Times Cited: 9
Associations among social mobility beliefs, academic coping strategies and academic persistence in adolescents with lower family socioeconomic status
Feng Zhang, Silin Huang
Social Psychology of Education (2025) Vol. 28, Iss. 1
Closed Access | Times Cited: 1
Adolescents' daily sense of school connectedness and academic engagement: Intensive longitudinal mediation study of student differences by remote, hybrid, and in-person learning modality
Sarah E. McKellar, Ming‐Te Wang
Learning and Instruction (2022) Vol. 83, pp. 101659-101659
Open Access | Times Cited: 22
A school-based intervention on elementary students’ school engagement
Raquel Azevedo, Pedro Rosário, José Carlos Núñez Pérez, et al.
Contemporary Educational Psychology (2023) Vol. 73, pp. 102148-102148
Closed Access | Times Cited: 11
Re-discover student engagement from the perspective of definition and influencing factors
Qian Wang
Frontiers in Psychology (2025) Vol. 15
Open Access
The Relationship Between Metacognition and AcademicAchievement in Adolescents: The Mediating Role of Academic Self-Control
Zeynep Şimşir Gökalp, Ayşe Demirci, İlkay Turgut
Kastamonu Eğitim Dergisi (2025) Vol. 33, Iss. 1, pp. 158-167
Open Access
Interaction between Metacognition and Self-Control
宇融 周
Advances in Psychology (2025) Vol. 15, Iss. 03, pp. 104-112
Closed Access
How to help students in their transition to middle school? Effectiveness of a school-based group mentoring program promoting students’ engagement, self-regulation, and goal setting
Juliana Martins, Pedro Rosário, Jennifer Cunha, et al.
Contemporary Educational Psychology (2023) Vol. 76, pp. 102230-102230
Closed Access | Times Cited: 9
Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction
Changcheng Wu, Xue‐Qing Gong, Li Luo, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 21
Using a metacognitive learning approach to enhance students’ critical thinking skills through mathematics education
Syaiful Syaiful, Nizlel Huda, Amirul Mukminin, et al.
SN Social Sciences (2022) Vol. 2, Iss. 4
Open Access | Times Cited: 14
Parental involvement and Chinese children's learning engagement: Promotion and arousal
Jiayi Li, Zhaoxing Sun, Xiaoyue Wang, et al.
Learning and Individual Differences (2023) Vol. 106, pp. 102325-102325
Closed Access | Times Cited: 8
More Than Growth Mindset: Individual and Interactive Links Among Socioeconomically Disadvantaged Adolescents’ Ability Mindsets, Metacognitive Skills, and Math Engagement
Ming‐Te Wang, Cristina D. Zepeda, Xu Qin, et al.
Child Development (2021) Vol. 92, Iss. 5
Closed Access | Times Cited: 19
Securing self‐integrity over time: Self‐affirmation disrupts a negative cycle between psychological threat and academic performance
Kevin R. Binning, Jonathan E. Cook, Valerie Purdie‐Greenaway, et al.
Journal of Social Issues (2021) Vol. 77, Iss. 3, pp. 801-823
Closed Access | Times Cited: 18
Family values, parent roles, and life challenges: Parent reflections on the factors shaping long‐term interest development for young children and their families participating in an early childhood engineering program
Scott Pattison, Smirla Ramos Montañez, Gina Svarovsky
Science Education (2022) Vol. 106, Iss. 6, pp. 1568-1604
Closed Access | Times Cited: 11
Mathematics Teachers’ Encouragement of Their Students’ Metacognitive Processes
Wajeeh Daher, Iman Hashash
European Journal of Investigation in Health Psychology and Education (2022) Vol. 12, Iss. 9, pp. 1272-1284
Open Access | Times Cited: 9
How do high-level youth soccer players approach and solve game problems? The role of strategic understanding
Amy Price, Dave Collins, John Stoszkowski
Physical Education and Sport Pedagogy (2021) Vol. 28, Iss. 3, pp. 229-243
Open Access | Times Cited: 12
Willing, able, and engaged: roles of action-state orientation, intrinsic academic motivation, and time management on academic engagement
Mehmet Peker
Current Psychology (2024) Vol. 43, Iss. 20, pp. 18444-18454
Open Access | Times Cited: 1
Parent–teacher relationship and students' learning engagement in China: A longitudinal study considering urban–suburban differences
Xinran Zhou, Qinni He, Xinyu Zhang, et al.
British Journal of Educational Psychology (2024) Vol. 94, Iss. 3, pp. 959-975
Closed Access | Times Cited: 1
Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis
Björn Nicolay, Florian Krieger, Matthias Stadler, et al.
Metacognition and Learning (2022) Vol. 17, Iss. 3, pp. 837-854
Closed Access | Times Cited: 7
Student teachers’ situational engagement during teaching practice in Finland and South Africa
Anni Loukomies, Nadine Petersen, Sarita Ramsaroop, et al.
The Teacher Educator (2021) Vol. 57, Iss. 3, pp. 255-279
Open Access | Times Cited: 6
Artistic swimming and school engagement: the mediating role of metacognition and technology
Gianluca Merlo, Luna Jaforte
Frontiers in Education (2024) Vol. 8
Open Access
School Connectedness and Academic Self-Efficacy During Pandemic Learning: A Mixed-Methods Study of Middle School Students’ Science Experiences
Samantha G. Daley, Michelle E. Heckman, Rebecca Rosen, et al.
The Journal of Early Adolescence (2024)
Closed Access
Exploring secondary school learners' perceptions of the effectiveness of SOLEs pedagogy in physical sciences as a component of STEM
Hodi Tsamago, Anass Bayaga
F1000Research (2024) Vol. 13, pp. 130-130
Open Access
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