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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:

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

Showing 20 citing articles:

Promoting Social Inclusion in Educational Settings: Challenges and Opportunities
Jaana Juvonen, Leah M. Lessard, Ritika Rastogi, et al.
Educational Psychologist (2019) Vol. 54, Iss. 4, pp. 250-270
Open Access | Times Cited: 195
Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management
Thomas W. Farmer, Jill V. Hamm, Molly Dawes, et al.
Educational Psychologist (2019) Vol. 54, Iss. 4, pp. 286-305
Closed Access | Times Cited: 100
Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education
Thomas W. Farmer, Molly Dawes, Jill V. Hamm, et al.
Remedial and Special Education (2017) Vol. 39, Iss. 3, pp. 177-192
Closed Access | Times Cited: 71
Teachers’ goals and strategies for classroom seating arrangements: A qualitative study
Nathalie A. H. Hoekstra, Yvonne H. M. van den Berg, Tessa A. M. Lansu, et al.
Teaching and Teacher Education (2023) Vol. 124, pp. 104016-104016
Open Access | Times Cited: 9
Antecedents and consequences of teacher attunement in primary and secondary school classrooms
Eleonora Marucci
(2023)
Open Access | Times Cited: 8
Bullying and negative appearance feedback among adolescents: Is it objective or misperceived weight that matters?
Kirsty Lee, Jeremy Dale, Alexa Guy, et al.
Journal of Adolescence (2017) Vol. 63, Iss. 1, pp. 118-128
Open Access | Times Cited: 27
Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims
Molly Dawes, Angela Starrett, Kate E. Norwalk, et al.
Social Development (2023) Vol. 32, Iss. 3, pp. 922-943
Open Access | Times Cited: 7
Promoting Social Inclusion in Educational Settings: Challenges and Opportunities
Jaana Juvonen, Leah M. Lessard, Ritika Rastogi, et al.
(2019)
Open Access | Times Cited: 22
Do teachers know their students? Examining teacher attunement in secondary schools
Eleonora Marucci, Beau Oldenburg, Davide Barrera
School Psychology International (2018) Vol. 39, Iss. 4, pp. 416-432
Open 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
Teacher Reports of Verbal Aggression in School Settings Among Students With Emotional and Behavioral Disorders
Gregory G. Taylor, Stephen W. Smith
Journal of Emotional and Behavioral Disorders (2017) Vol. 27, Iss. 1, pp. 52-64
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
Self, peer, and teacher reports of victim‐aggressor networks in kindergartens
Gijs Huitsing, Marijtje A. J. van Duijn, Tom A. B. Snijders, et al.
Aggressive Behavior (2019) Vol. 45, Iss. 3, pp. 275-286
Open Access | Times Cited: 14
Predictive Validity of Student Risk Screening Scale for Internalizing and Externalizing Scores in Secondary Schools
Kathleen Lynne Lane, Wendy Peia Oakes, Emily D. Cantwell, et al.
Journal of Emotional and Behavioral Disorders (2018) Vol. 27, Iss. 2, pp. 86-100
Closed Access | Times Cited: 14
Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers
Jing Chen, Tzu‐Jung Lin, Hui Jiang, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 11
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
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
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
Liked by Peers or Liked by Teachers: Differential Patterns of Bullying over Time
Ayla R. Mapes, Meredith Scafe, Lauren M. Mutignani, et al.
Journal of School Violence (2020) Vol. 19, Iss. 4, pp. 470-484
Closed Access | Times Cited: 5
Latent Profiles of Students at Social-Emotional Risk: Heterogeneity Among Peer-Rejected Students in Early Elementary School
Cristin M. Hall, Karen L. Bierman, Linda Jacobson
Journal of Emotional and Behavioral Disorders (2022) Vol. 30, Iss. 4, pp. 260-272
Open Access | Times Cited: 1
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