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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:

The protective role of teacher–student relationships against peer victimization and psychosocial distress
Michael L. Sulkowski, J. Alan Simmons
Psychology in the Schools (2017) Vol. 55, Iss. 2, pp. 137-150
Closed Access | Times Cited: 78

Showing 1-25 of 78 citing articles:

Parenting and Teacher–Student Relationship as Protective Factors for Chinese Adolescent Adjustment During COVID-19
Yijun Ye, Cixin Wang, Qianyu Zhu, et al.
School Psychology Review (2021) Vol. 51, Iss. 2, pp. 187-205
Closed Access | Times Cited: 73
Associations between Student–Teacher Relationship Quality, Class Climate, and Bullying Roles: A Bayesian Multilevel Multinomial Logit Analysis
Robert Thornberg, Bertil Wegmann, Linda Wänström, et al.
Victims & Offenders (2022) Vol. 17, Iss. 8, pp. 1196-1223
Open Access | Times Cited: 29
Social emotional learning (SEL) practices in schools: Effects on perceptions of bullying victimization
Amanda B. Nickerson, Stephanie S. Fredrick, Kathleen P. Allen, et al.
Journal of School Psychology (2019) Vol. 73, pp. 74-88
Closed Access | Times Cited: 50
Examining the association between bullying victimization and prescription drug misuse among adolescents in the United States
Philip Baiden, Savarra K. Tadeo
Journal of Affective Disorders (2019) Vol. 259, pp. 317-324
Closed Access | Times Cited: 50
Relationships Matter: The Protective Role of Teacher and Peer Support in Understanding School Climate for Victimized Youth
Samantha Coyle, Karly S. Weinreb, Gabriella Davila, et al.
Child & Youth Care Forum (2021) Vol. 51, Iss. 1, pp. 181-203
Closed Access | Times Cited: 40
Examining Black adolescents’ perceptions of in-school racial discrimination: The role of teacher support on academic outcomes
Adrian Gale
Children and Youth Services Review (2020) Vol. 116, pp. 105173-105173
Closed Access | Times Cited: 39
Victimization status among persons with disabilities and its predictors: Evidence from Bangladesh National Survey on Persons with Disabilities
Mizanur Rahman, Md Shohel Rana, Gulam Khandaker, et al.
PLoS ONE (2025) Vol. 20, Iss. 2, pp. e0304752-e0304752
Open Access
Improving Evaluations of Trauma-Informed Professional Development in Early Care and Education Settings Through Observational Measures
Alysse M. Loomis, Katherine M. Zinsser, Iheoma U. Iruka, et al.
Topics in Early Childhood Special Education (2025)
Closed Access
Testing how teachers’ self-efficacy and student-teacher relationships moderate the association between bullying, victimization, and student self-esteem
Danelien A. E. van Aalst, Gijs Huitsing, Tim Mainhard, et al.
European Journal of Developmental Psychology (2021) Vol. 18, Iss. 6, pp. 928-947
Open Access | Times Cited: 24
Longitudinal reciprocal associations between student–teacher relationship quality and verbal and relational bullying victimization
Camilla Forsberg, Björn Sjögren, Robert Thornberg, et al.
Social Psychology of Education (2023) Vol. 27, Iss. 1, pp. 151-173
Open Access | Times Cited: 10
Why don't all victims tell teachers about being bullied? A mixed methods study on how direct and indirect bullying and student-teacher relationship quality are linked with bullying disclosure
Ylva Bjereld, Robert Thornberg, Jun Sung Hong
Teaching and Teacher Education (2024) Vol. 148, pp. 104664-104664
Open Access | Times Cited: 3
Effects of an incremental theory of personality intervention on the reciprocity between bullying and cyberbullying victimization and perpetration in adolescents
Esther Calvete, Izaskun Orue, Liria Fernández‐González, et al.
PLoS ONE (2019) Vol. 14, Iss. 11, pp. e0224755-e0224755
Open Access | Times Cited: 26
The moderating role of teacher-student relationships on the association between peer victimization and depression in students with intellectual disabilities
Élizabeth Olivier, Parin Azarnia, Alexandre J. S. Morin, et al.
Research in Developmental Disabilities (2020) Vol. 98, pp. 103572-103572
Closed Access | Times Cited: 24
Parent–Child, Teacher–Student, and Classmate Relationships and Bullying Victimization Among Adolescents in China: Implications for School Mental Health
Zhao Yong-ping, Jun Sung Hong, Yufang Zhao, et al.
School Mental Health (2021) Vol. 13, Iss. 3, pp. 644-654
Closed Access | Times Cited: 22
Cumulative interpersonal relationship risk and resilience models for bullying victimization and depression in adolescents
Zhao Yong-ping, Yufang Zhao, Yueh‐Ting Lee, et al.
Personality and Individual Differences (2019) Vol. 155, pp. 109706-109706
Closed Access | Times Cited: 25
Daily social and affective lives of homeless youth: What is the role of teacher and peer social support?
Amanda Griffin, Michael L. Sulkowski, Mayra Y. Bámaca‐Colbert, et al.
Journal of School Psychology (2019) Vol. 77, pp. 110-123
Open Access | Times Cited: 24
The Mental Health Benefits of Kindness-Oriented Schools: School Kindness is Associated with Increased Belongingness and Well-Being in Filipino High School Students
Jesus Alfonso D. Datu, Niño José Mateo, Silvia Natale
Child Psychiatry & Human Development (2022) Vol. 54, Iss. 4, pp. 1075-1084
Closed Access | Times Cited: 13
The Significance of Traditional Bullying, Cyberbullying, and Mental Health Problems for Middle School Students Feeling Unsafe in the School Environment
Sturla Fossum, Norbert Skokauskas, Bjørn Helge Handegård, et al.
Scandinavian Journal of Educational Research (2021) Vol. 67, Iss. 2, pp. 281-293
Open Access | Times Cited: 17
Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate
María Jesús Cava, Ester Ayllón Negrillo, Inés Tomás
Sustainability (2021) Vol. 13, Iss. 5, pp. 2605-2605
Open Access | Times Cited: 16
Peer victimization, schooling format, and adolescent internalizing symptoms during the COVID-19 pandemic: Between- and within-person associations across ninth grade
Hannah L. Schacter, Adam J. Hoffman, Alexandra Ehrhardt, et al.
Development and Psychopathology (2022) Vol. 35, Iss. 2, pp. 823-837
Open Access | Times Cited: 11
School-Based Mental Health Initiative: Potentials and Challenges for Child and Adolescent Mental Health
Kelly Y. C. Lai, Se‐Fong Hung, Hannah W. S. Lee, et al.
Frontiers in Psychiatry (2022) Vol. 13
Open Access | Times Cited: 11
Teacher–student relationships and peer victimization among Chinese children: The roles of peer status and gender
Xin Fang, Shifan Liu, Meifang Wang
Psychology in the Schools (2023) Vol. 60, Iss. 10, pp. 4159-4176
Closed Access | Times Cited: 6
Teacher–student relationships, stress, and psychosocial functioning during early adolescence
Kevin Keane, Retta R. Evans, Catheryn A. Orihuela, et al.
Psychology in the Schools (2023) Vol. 60, Iss. 12, pp. 5124-5144
Closed Access | Times Cited: 6
Longitudinal Associations between Teacher-Student Relationships and Prosocial Behavior in Adolescence: The Mediating Role of Basic Need Satisfaction
Guoqiang Wu, Lijin Zhang
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 22, pp. 14840-14840
Open Access | Times Cited: 10
A Systematic Review of the Prevalence and Correlates of Emotional Violence by Teachers
Florian Scharpf, Rukiye Kızıltepe, Anette Kirika, et al.
Trauma Violence & Abuse (2022) Vol. 24, Iss. 4, pp. 2581-2597
Closed Access | Times Cited: 9
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