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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:

Students’ Intention toward Self-Regulated Learning under Blended Learning Setting: PLS-SEM Approach
Yujun Jiang, Ping Wang, Qiang Li, et al.
Sustainability (2022) Vol. 14, Iss. 16, pp. 10140-10140
Open Access | Times Cited: 13

Showing 13 citing articles:

Extended TAM based acceptance of AI-Powered ChatGPT for supporting metacognitive self-regulated learning in education: A mixed-methods study
Nisar Ahmed Dahri, Noraffandy Yahaya, Waleed Mugahed Al-Rahmi, et al.
Heliyon (2024) Vol. 10, Iss. 8, pp. e29317-e29317
Open Access | Times Cited: 40
The effectiveness of self‐regulated learning strategies in higher education blended learning: A five years systematic review
Renzhi Luo, Yueliang Zhou
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 6, pp. 3005-3029
Open Access | Times Cited: 8
Self-Regulated and Mobile-Mediated Learning in Blended Tertiary Education Environments: Student Insights from a Pilot Study
Κλεοπάτρα Νικολοπούλου
Sustainability (2023) Vol. 15, Iss. 16, pp. 12284-12284
Open Access | Times Cited: 11
The Positive Effects of Growth Mindset on Students’ Intention toward Self-Regulated Learning during the COVID-19 Pandemic: A PLS-SEM Approach
Yujun Jiang, Huying Liu, Yuna Yao, et al.
Sustainability (2023) Vol. 15, Iss. 3, pp. 2180-2180
Open Access | Times Cited: 10
Blended learning for teacher training: benefits, challenges, and recommendations
Iryna S. Mintii
Educational Dimension (2023) Vol. 9, pp. 1-12
Open Access | Times Cited: 10
Mentoring and metacognition—Interferences and interdependencies
Mușata Bocoș, Daniel Mara, Alina Felicia Roman, et al.
Journal of Infrastructure Policy and Development (2023) Vol. 8, Iss. 2
Open Access | Times Cited: 4
Proactive personality, social support and post-traumatic growth caused by COVID-19: mediating effect meaning in life in China
Yuna Yao, Ping Wang, Kun Zhao, et al.
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 1
The Effectiveness of Blended Learning in Improving Students' Self-Regulated Learning in Islamic Religious Education Subjects
Bulqia Mas’ud, Hajina, Darwis Darwis
EDULAB Majalah Ilmiah Laboratorium Pendidikan (2024) Vol. 9, Iss. 1, pp. 33-50
Open Access
Blended Learning Behaviors Analysis Based on BP-Bagging Classification Model
Cong Wei, Shaohua Zhang, Kai Yang, et al.
(2024), pp. 1-4
Closed Access
Self-regulated learning with mathematics learning outcomes in terms of students' interest in learning mathematics
Muhammad Haikal Abror, Himmatul 'Ulya, Sintha Sih Dewanti
Acta Scientiarum Education (2024) Vol. 46, Iss. 1, pp. e66348-e66348
Open Access
Psychological sense of community as mediator and growth mindset as moderator in the impact of institutional integrity and perceived teacher support on student thriving: Evidence from private universities in China
Yujun Jiang, Huying Liu, Zhiqun Ouyang, et al.
PLoS ONE (2024) Vol. 19, Iss. 12, pp. e0312338-e0312338
Open Access
Factors affecting college students' self-regulated learning ability: an overall cognitive style
Fang Li, Gertrude Corpuz
International Journal of New Developments in Education (2023) Vol. 5, Iss. 14
Open Access
Using blended learning to teach writing to Saudi EFL university students during the COVID-19 pandemic
Rafik Ahmed Abdelmoati Mohamed
International Journal of English Language and Literature Studies (2023) Vol. 13, Iss. 1, pp. 10-25
Open Access
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