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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:

How Diversity Approaches Affect Ethnic Minority and Majority Adolescents: Teacher–Student Relationship Trajectories and School Outcomes
Gülseli Baysu, Jessie Hillekens, Karen Phalet, et al.
Child Development (2020) Vol. 92, Iss. 1, pp. 367-387
Open Access | Times Cited: 47

Showing 26-50 of 47 citing articles:

Profiles of interpersonal relationship qualities and trajectories of internalizing problems among Chinese adolescents
Jianjie Xu, Ruixi Sun, Jingyi Shen, et al.
Development and Psychopathology (2022) Vol. 36, Iss. 1, pp. 196-207
Closed Access | Times Cited: 5
Diversity in the Classroom
Derya Ası, Tracey Joyce
Advances in early childhood and K-12 education (2023), pp. 250-264
Open Access | Times Cited: 2
Academic Help Seeking as a Process of Seeking Formative Feedback on Learning
Kara A. Makara, Colleen M. Kuusinen
Advances in motivation and achievement (2023), pp. 69-90
Open Access | Times Cited: 2
Adolescents' mutual acculturation attitudes and their association with national self-identification in three Swiss cantons
Petra Sidler
Frontiers in Sociology (2023) Vol. 8
Open Access | Times Cited: 2
Interacting adult-child relationships and school adjustment: Findings from growing up in Ireland
Caoimhe Dempsey, Rory T. Devine, Jennifer Symonds, et al.
Journal of Applied Developmental Psychology (2024) Vol. 92, pp. 101653-101653
Open Access
Development and validation of domain specific school diversity model scales among pupils and teachers: A multilevel approach
Roy Konings, Jozefien De Leersnyder, Orhan Ağırdağ
Journal of School Psychology (2024) Vol. 107, pp. 101378-101378
Closed Access
Don’t sleep on identity: Longitudinal associations between identity and sleep quality in adolescents with different cultural backgrounds
Francesca De Lise, Valeria Bacaro, Elisabetta Crocetti
Applied Developmental Science (2024), pp. 1-20
Open Access
Examining the relationship between acceptance of diversity and school safety: The roles of peers and teachers in a Canadian context
Julia Tesolin, Hongye Lyu, Chiaki Konishi, et al.
School Psychology International (2024)
Open Access
Family Functioning, Identity Commitments, and School Value among Ethnic Minority and Ethnic Majority Adolescents
Stefanos Mastrotheodoros, Jessie Hillekens, Marta Miklikowska, et al.
Journal of Youth and Adolescence (2024) Vol. 53, Iss. 6, pp. 1323-1340
Open Access
The modernization strategy of constructing teacher-student relationship in the new era of universities
Hongni Ruan
Applied Mathematics and Nonlinear Sciences (2023) Vol. 9, Iss. 1
Open Access | Times Cited: 1
How to Queer Your (English) Class
Jill Surmont, Katrien Roebben, Joost Vaesen, et al.
Advances in educational marketing, administration, and leadership book series (2023), pp. 305-327
Closed Access | Times Cited: 1
A Look at Race, Skin Tone, and High School Students’ Perceptions of Teacher–Student Relationship Quality
Kala Burrell-Craft, Danielle R. Eugene, Juterh Nmah
Social Sciences (2022) Vol. 11, Iss. 7, pp. 274-274
Open Access | Times Cited: 2
Teacher–Student Relations
Clara Sabbagh
Oxford University Press eBooks (2022), pp. 160-182
Closed Access | Times Cited: 1
“If You Don't Eat Meat, What Do You Eat?”
M. Gail Hickey
Advances in religious and cultural studies (ARCS) book series (2023), pp. 183-206
Closed Access
Designing for Educational Resilience to Reduce School Dropout: A Case Study of Namibian San Learners
Rosetha Kays, Naska Goagoses, Heike Winschiers‐Theophilus
ACM Journal on Computing and Sustainable Societies (2023) Vol. 1, Iss. 2, pp. 1-21
Open Access
Compensatory and Cumulative: Mother, Father and Teacher-Child Relationships Interact to Predict School Adjustment and Achievement
Caoimhe Dempsey, Rory T. Devine, Jennifer Symonds, et al.
(2023)
Open Access
Culturally Responsive Teaching, Teacher-Student Relationship and School Belongingness: A Multi-Informant Study in Ethnically Diverse Classrooms
Francesca Ialuna, Sauro Civitillo, Philipp Jugert
(2023)
Closed Access
Balancing the Arts, Literacy, and STEM in K-12 Curriculum: Joaquin Hernandez Explains a Holistic Approach on the Come Teach it Podcast
Jacob E. Larsen
American Journal of Biomedical Science & Research (2023) Vol. 20, Iss. 6, pp. 803-813
Open Access
Black Learner Perceptions of Teacher-Learner and Learner-Learner Relationships in Multicultural Spaces of Historically White Schools
Anthony Mpisi, Gregory Alexander
International Journal of Learning Teaching and Educational Research (2022) Vol. 21, Iss. 4, pp. 28-45
Open Access
Classroom ethnic diversity, teacher support and peer victimization: Evidence from four European countries
Olivia Spiegler, Tibor Zingora, Philipp Jugert
(2022)
Open Access
Model Stimulasi dan Resiliensi terhadap Perkembangan Sosial Emosional Anak Usia 3- 5 tahun
Elly Dwi Masita, Annif Munjidah, Hinda Noviyanti
Jurnal Kesehatan (2022) Vol. 13, Iss. 2, pp. 289-298
Open Access
Identitätsbezogene Interventionen in der Schule zum Umgang mit Stereotypen und Diskriminierung
Ritva Grießig, Maja K. Schachner, Mohini Lokhande, et al.
Springer eBooks (2022), pp. 171-233
Closed Access
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