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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:

Classroom-level predictors of the social status of aggression: Friendship centralization, friendship density, teacher–student attunement, and gender.
Hai-Jeong Ahn, Philip C. Rodkin
Journal of Educational Psychology (2014) Vol. 106, Iss. 4, pp. 1144-1155
Closed Access | Times Cited: 73

Showing 26-50 of 73 citing articles:

Teacher attunement to peer‐nominated aggressors
Molly Dawes, Chin‐Chih Chen, Sharon Zumbrunn, et al.
Aggressive Behavior (2016) Vol. 43, Iss. 3, pp. 263-272
Closed Access | Times Cited: 20
Does an aggressor's target choice matter? Assessing change in the social network prestige of aggressive youth
Naomi C. Z. Andrews, Laura D. Hanish, Carlos E. Santos
Aggressive Behavior (2017) Vol. 43, Iss. 4, pp. 364-374
Closed Access | Times Cited: 21
Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology
Molly Dawes, Chin‐Chih Chen, Thomas W. Farmer, et al.
Journal of Youth and Adolescence (2017) Vol. 46, Iss. 11, pp. 2273-2288
Closed Access | Times Cited: 21
A pilot evaluation of the social validity of a bullying bystander program adapted for high school students
Diana M. Doumas, Aida Midgett, April D. Watts
Psychology in the Schools (2019) Vol. 56, Iss. 7, pp. 1101-1116
Closed Access | Times Cited: 19
Halo and association effects: Cognitive biases in teacher attunement to peer‐nominated bullies, victims, and prosocial students
Eleonora Marucci, Beau Oldenburg, Davide Barrera, et al.
Social Development (2020) Vol. 30, Iss. 1, pp. 187-204
Open Access | Times Cited: 15
Diversity protects: The role of school and classroom racial/ethnic diversity on the experience of peer victimization during the middle school years
Sandra Graham, Leslie Echols
Development and Psychopathology (2023) Vol. 35, Iss. 5, pp. 2516-2532
Closed Access | Times Cited: 5
School Adjustment and Socio-Family Risk as Predictors of Adolescents’ Peer Preference
Yolanda Sánchez‐Sandoval, Laura Verdugo
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 10
Teacher attunement to preschool children's peer preferences: Associations with child and classroom-level variables
Inês Peceguina, João R. Daniel, Nadine Correia, et al.
Early Childhood Research Quarterly (2022) Vol. 60, pp. 150-160
Open Access | Times Cited: 7
Peer likeability and victimization in young adolescents: Moderating effects of descriptive and status group norms for aggression and prosocial behaviour and network density
David Aguilar‐Pardo, Belén Martínez‐Fernández, Fernando Colmenares, et al.
British Journal of Educational Psychology (2022) Vol. 92, Iss. 3, pp. 925-954
Open Access | Times Cited: 6
Teachers’ Management of Peer Relations: Associations with Fifth Grade Classroom Peer Ecologies
Jessica E. Kilday, Nicole R. Brass, Sharlyn Ferguson, et al.
The Journal of Experimental Education (2022) Vol. 91, Iss. 2, pp. 278-297
Closed Access | Times Cited: 6
Peer Community and Teacher Closeness as Moderators of the Association Between Peer Status and Aggression
Jingu Kim, Antonius H. N. Cillessen
The Journal of Early Adolescence (2022) Vol. 43, Iss. 8, pp. 1043-1070
Open Access | Times Cited: 6
Teachers’ Perceptions of Self- and Peer-Identified Victims
Molly Dawes, Kate E. Norwalk, Chin‐Chih Chen, et al.
School Mental Health (2019) Vol. 11, Iss. 4, pp. 819-832
Closed Access | Times Cited: 9
Aggressive and socially insecure behaviors in kindergarten and elementary school students: a comparative study concerning gender, age and geographical background of children in Northern Greece
Κατερίνα Μουρατίδου, Sofia Karamavrou, Sofia Karatza, et al.
Social Psychology of Education (2019) Vol. 23, Iss. 1, pp. 259-277
Closed Access | Times Cited: 9
Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model
Thomas W. Farmer, Brittany I. Sterrett, Kate E. Norwalk, et al.
Frontiers in Education (2021) Vol. 5
Open Access | Times Cited: 8
Friendship Dissolution Within Social Networks Modeled Through Multilevel Event History Analysis
Danielle Dean, Daniel J. Bauer, Mitchell J. Prinstein
Multivariate Behavioral Research (2017) Vol. 52, Iss. 3, pp. 271-289
Open Access | Times Cited: 8
Utilizing advances in correlation analysis for community structure detection
Lian Duan, Yanchi Liu, W. Nick Street, et al.
Expert Systems with Applications (2017) Vol. 84, pp. 74-91
Closed Access | Times Cited: 8
Informant similarities, twin studies, and the assessment of externalizing behavior: A meta-analysis
Elizabeth Talbott, George Karabatsos, Jaime L. Zurheide
Journal of School Psychology (2017) Vol. 67, pp. 31-55
Open Access | Times Cited: 8
Relations between close friendships and adolescent aggression: Structural and behavioral friendship features
Naomi C. Z. Andrews, Laura D. Hanish, Dawn DeLay, et al.
Social Development (2017) Vol. 27, Iss. 2, pp. 293-307
Closed Access | Times Cited: 8
Challenges Associated With Applications and Interventions: Correlated Constraints, Shadows of Synchrony, and Teacher/Institutional Factors That Impact Social Change
Thomas W. Farmer, Molly Dawes, Quentin Alexander, et al.
(2016), pp. 423-437
Closed Access | Times Cited: 6
Reciprocal Associations between Delinquent Behavior and Social Network Position during Middle School
Naomi C. Z. Andrews, Laura D. Hanish, Carlos E. Santos
Journal of Youth and Adolescence (2017) Vol. 46, Iss. 9, pp. 1918-1932
Closed Access | Times Cited: 6
Lehrkrafteinschätzungen sozialer Akzeptanz und sozialer Kompetenz: Akkuratheit und systematische Verzerrung in inklusiv geführten Schulklassen
Anna Südkamp, Stefanie Krawinkel, Sarah Lange, et al.
Zeitschrift für Pädagogische Psychologie (2018) Vol. 32, Iss. 1-2, pp. 39-51
Closed Access | Times Cited: 6
Teachers’ perceptions of middle schoolers’ social concerns: strategies and barriers to supporting students’ social success
Molly Dawes, Brittany I. Sterrett, Kate E. Norwalk, et al.
Social Psychology of Education (2021) Vol. 24, Iss. 2, pp. 465-488
Closed Access | Times Cited: 6
Cross-domain effects of achievement goals: social costs and benefits
Andrea Eugenia Barrera, Beate Schuster
European Journal of Psychology of Education (2017) Vol. 33, Iss. 2, pp. 319-336
Closed Access | Times Cited: 5
Teachers' Emphasis on Mastery Goals Moderates the Behavioral Correlates of Coolness in Early Adolescent Classrooms
McKellar, Ryan Ryan, Messman, et al.
Merrill-Palmer Quarterly (2021) Vol. 67, Iss. 2, pp. 203-203
Open Access | Times Cited: 5
Citizenship in the Elementary Classroom Through the Lens of Peer Relations
Minke A. Krijnen, Bjorn Wansink, Yvonne H. M. van den Berg, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access

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