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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:

Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students
Jesús de la Fuente, José Manuel Martínez Vicente, Francisco Javier Peralta Sánchez, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 36

Showing 1-25 of 36 citing articles:

Influence of COVID-19 on the Perception of Academic Self-Efficacy, State Anxiety, and Trait Anxiety in College Students
Inmaculada Alemany Arrebola, Gloria Rojas-Ruiz, Juan Granda-Vera, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 199
How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students
Jesús de la Fuente, Mónica Pachón-Basallo, Flávia H. Santos, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 60
Assessing the Impact of Online-Learning Effectiveness and Benefits in Knowledge Management, the Antecedent of Online-Learning Strategies and Motivations: An Empirical Study
Tanaporn Hongsuchon, Ibrahiem M. M. El Emary, Taqwa Hariguna, et al.
Sustainability (2022) Vol. 14, Iss. 5, pp. 2570-2570
Open Access | Times Cited: 39
Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students
Jesús de la Fuente, Jorge Amate Romera, María Carmen González Torres, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 53
Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students
Jesús de la Fuente, Francisco Javier Peralta Sánchez, José Manuel Martínez Vicente, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 53
Teachers' Perception of Student Coping With Emergency Remote Instruction During the COVID-19 Pandemic: The Relative Impact of Educator Demographics and Professional Adaptation and Adjustment
Magdalena Jelińska, Michał B. Paradowski
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 48
Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students
Jesús de la Fuente, Paola Paoloni, Douglas F. Kauffman, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 10, pp. 3602-3602
Open Access | Times Cited: 47
Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts
Jesús de la Fuente, José Manuel Martínez Vicente, Flávia H. Santos, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 28
A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism
Jesús de la Fuente, Francisca Lahortiga‐Ramos, Carmen Laspra‐Solís, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 6, pp. 2106-2106
Open Access | Times Cited: 36
The Empirical Study of College Students’ E-Learning Effectiveness and Its Antecedents Toward the COVID-19 Epidemic Environment
Caiyu Wang, Yuanyuan Zhang, Shih‐Chih Chen
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 32
Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University
Jesús de la Fuente, María Carmen González Torres, Raquel Artuch Garde, et al.
Frontiers in Psychiatry (2021) Vol. 12
Open Access | Times Cited: 30
Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students
Jesús de la Fuente, Paul Sander, Angélica Garzón-Umerenkova, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 29
Evaluating the Impact of Creative Teaching on Students' Self-Regulated Learning (SRL)
Wenlong Zhu, Harold Zheng, Jijun Miao, et al.
International Journal of Distance Education Technologies (2025) Vol. 23, Iss. 1, pp. 1-20
Open Access
Peers’ ideas enhance creativity in collaborative design
Zhongling Pi, Yuan Yang, Xin Zhao, et al.
Learning and Instruction (2025) Vol. 98, pp. 102134-102134
Closed Access
Revealing Nuanced Relationships Among Cognitive Test Anxiety, Motivation, and Self-Regulation Through Curvilinear Analyses
Jerrell C. Cassady, W. Holmes Finch
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 30
Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing
Jesús de la Fuente, Paola Verónica Paoloni, Manuel Mariano Vera-Martínez, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 12, pp. 4293-4293
Open Access | Times Cited: 29
Modelling students’ academic confidence, personality and academic emotions
Paul Sander, Jesús de la Fuente
Current Psychology (2020) Vol. 41, Iss. 7, pp. 4329-4340
Open Access | Times Cited: 24
A Structural Equation Model of Perceived Autonomy Support and Growth Mindset in Undergraduate Students: The Mediating Role of Sense of Coherence
Chunhua Ma, Yongfeng Ma, Xiaoyu Lan
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 24
Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students
Jesús de la Fuente, Paul Sander, Douglas F. Kauffman, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 24
Analysis and Psychoeducational Implications of the Behavior Factor During the COVID-19 Emergency
Jesús de la Fuente, Douglass F. Kauffman, Michael S. Dempsy, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 23
A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency
Jesús de la Fuente
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 23
Differential Predictive Effect of Self-Regulation Behavior and the Combination of Self- vs. External Regulation Behavior on Executive Dysfunctions and Emotion Regulation Difficulties, in University Students
Jesús de la Fuente, José Manuel Martínez Vicente, Mónica Pachón-Basallo, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 15
Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age
Jesús de la Fuente, Erika Andrea Malpica-Chavarria, Angélica Garzón-Umerenkova, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 17, pp. 8944-8944
Open Access | Times Cited: 17
Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study
Mónica Pachón-Basallo, Jesús de la Fuente, María Carmen González Torres, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 11
Regulation/Non-Regulation/Dys-Regulation of Health Behavior, Psychological Reactance, and Health of University Undergraduate Students
Mónica Pachón-Basallo, Jesús de la Fuente, María Carmen González Torres
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 7, pp. 3793-3793
Open Access | Times Cited: 12
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