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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:

A Balancing Act During Covid-19: Teachers' Self-Efficacy, Perception of Stress in the Distance Learning Experience
Emanuela Rabaglietti, Lynda S. Lattke, Beatrice Tesauri, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 71

Showing 26-50 of 71 citing articles:

A Phenomenological Study of Educators’ Experience After a Year of the COVID-19 Pandemic
Nagaletchimee Annamalai, Radzuwan Ab Rashid, Hadeel Saed, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 10
Teachers’ Self-Efficacy during the COVID-19 Pandemic in Greece: The Role of Risk Perception and Teachers’ Relationship with Technology
Eleni Andreou, Christina Roussi‐Vergou, Stella Tsermentseli, et al.
Education Sciences (2022) Vol. 12, Iss. 9, pp. 600-600
Open Access | Times Cited: 10
Teachers taking it online: Measuring teachers’ self-efficacy to teach online after completing a training program on distance education
Kevin J. Graziano, Shartriya Collier, Danette Barber
Journal of Digital Learning in Teacher Education (2023) Vol. 39, Iss. 3, pp. 164-178
Closed Access | Times Cited: 5
Burnout, Engagement, and Resilience During the COVID‐19 Lockdown: Keys to a Model for Teachers' Self‐Efficacy
Antonio J. Rodríguez‐Hidalgo, Esther Ruiz‐Córdoba, Rosario Ortega Ruiz, et al.
Journal of School Health (2024) Vol. 94, Iss. 9, pp. 800-807
Open Access | Times Cited: 1
Teachers’ emotional exhaustion before and during the COVID-19 pandemic: Neither emotional exertion nor vacation feeling
Victoria Bleck, Frank Lipowsky
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 8
How good do you think you are with computers? The link between teachers’ perceived digital literacy, occupational efficacy, and psychological distress
Alexandra Maftei, Ana-Nicoleta Grigore, Ioan-Alex Merlici
Social Psychology of Education (2023) Vol. 26, Iss. 5, pp. 1321-1339
Open Access | Times Cited: 4
Sociodemographic and work-related differences in teachers’ attitude towards and perceived stress from emergency remote teaching during the COVID-19 pandemic
Kristin Kalo, Clemens Koestner, Theresa Dicks, et al.
Scientific Reports (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 4
Inner strength amidst pandemic: Teachers' self‐efficacy patterns and perceived personal accomplishments
Cheyeon Ha, Tim Pressley
Psychology in the Schools (2024) Vol. 61, Iss. 5, pp. 1944-1961
Closed Access | Times Cited: 1
Teaching Experience as a Key Factor in Dealing with Digital Teaching Stress
Pablo Fernández‐Arias, Álvaro Antón‐Sancho, María Sánchez-Calvo, et al.
Education Sciences (2024) Vol. 14, Iss. 8, pp. 809-809
Open Access | Times Cited: 1
Learning Stress, Involvement, Academic Concerns, and Mental Health among University Students during a Pandemic: Influence of Fear and Moderation of Self-Efficacy
Jian Yang, Ling Xiang, Shaobang Zheng, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 16, pp. 10151-10151
Open Access | Times Cited: 7
Special Education Teachers' Self-efficacy in Inclusive Schools During the COVID-19 Pandemic
Resi S. R. E. Permata, Fadhilah Ramadhani, Aransha K. N. Putri
KnE Social Sciences (2022)
Open Access | Times Cited: 7
Correlation between stress and lifestyle in teachers at some schools in Lima, Peru, during telework in 2020
Dante M. Quiñones-Laveriano, Martha Sofia Cervera-Ocaña, Lucia Virginia Porro-Diaz, et al.
Work (2022) Vol. 72, Iss. 2, pp. 409-419
Open Access | Times Cited: 6
Coping with distance learning during COVID‐19 and its impact on students' emotional experiences: Differences between students with and without special education needs
Marcela Pozas, Verena Letzel‐Alt
Journal of Research in Special Educational Needs (2023) Vol. 23, Iss. 4, pp. 354-364
Open Access | Times Cited: 3
Self-Efficacy and Attitudes Toward Computers of General and Special Education Teachers in Greece During the COVID-19 Period
Alexandros Proedrou, Margarita Stankova, Maria Malagkoniari, et al.
European Journal of Educational Research (2023) Vol. volume-12-2023, Iss. volume-12-issue-4-october-2023, pp. 1645-1656
Open Access | Times Cited: 3
Understanding the effects of COVID-19 on P-12 teachers: a review of scholarly research and media coverage
Alexandra LaTronica-Herb, Tiffany Karalis Noel
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 3
Technostress During COVID-19: Action Regulation Hindrances and the Mediating Role of Basic Human Needs among Psychology Students
Nathalie Schauffel, Lena Maria Kaufmann, Mona Rynek, et al.
Psychology Learning & Teaching (2022) Vol. 21, Iss. 3, pp. 235-253
Open Access | Times Cited: 5
Professional and psychological precursors of instructional approaches used in distance learning during COVID-19
Dorit Alt
Current Psychology (2022) Vol. 42, Iss. 26, pp. 22932-22948
Open Access | Times Cited: 5
Technology-supported teaching in times of COVID-19’s first period of emergency remote teaching: an exploratory analysis of influencing factors
Jolien M. Mouw, Marjon Fokkens-Bruinsma, Elisa Küpers, et al.
Educational Psychology (2023) Vol. 43, Iss. 5, pp. 561-581
Open Access | Times Cited: 2
School quality and COVID-19-related compensatory measures
Christoph Helm, Stephan Gerhard Huber
Zeitschrift für Bildungsforschung (2023) Vol. 13, Iss. 2, pp. 215-236
Open Access | Times Cited: 2
“I have been pushed outside of my comfort zone and have grown as a result”: Teacher professional learning and innovation during the pandemic
Rossella Santagata, Adriana Villavicencio, Christopher M. Wegemer, et al.
Journal of Educational Change (2023)
Open Access | Times Cited: 2
Navigating virtual english learning horizons: a study on students’ use of 360° videos in self-directed learning
Azzeddine Boudouaia, Yan Li, Rustam Shadiev, et al.
Education and Information Technologies (2024)
Open Access
The impact of teachers’ perceived competence in information and communication technology usage, and workplace anxiety on well-being, as mediated by emotional exhaustion
Bo-Ching Chen, Yu-Tai Wu, Ya-Ting Chuang
Frontiers in Psychology (2024) Vol. 15
Open Access
Remote Teaching and Teachers’ Wellbeing in Nepal During Covid-19: A Review
K. C. Rejina
Far Western Journal of Education. (2024) Vol. 1, Iss. 1, pp. 19-34
Open Access
Exploring English Teachers’ Self-Efficacy Beliefs in Teaching Reading Using Technology During The Post-Pandemic Era
Nada Ardhiani, Musli Ariani, Siti Masrifatul Fitriyah
EFL Education Journal (2024) Vol. 11, Iss. 2, pp. 197-197
Open Access
“Trust Us To Teach It ”: Examining the Associations among Leadership, Organizational Trust, and Well-Being in Educational Settings
Jessica McKinley
(2024)
Open Access

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