Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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–student relationship quality and math achievement: The mediating role of teacher self‐efficacy
Daniel B. Hajovsky, Kari A. Oyen, Steven R. Chesnut, et al.
Psychology in the Schools (2019) Vol. 57, Iss. 1, pp. 111-134
Closed Access | Times Cited: 33

Showing 1-25 of 33 citing articles:

The role of teachers' self-efficacy beliefs in the development of teacher-student relationships
Daniel B. Hajovsky, Steven R. Chesnut, Karissa M. Jensen
Journal of School Psychology (2020) Vol. 82, pp. 141-158
Closed Access | Times Cited: 106
Multi-level analysis of factors influencing teacher job satisfaction in China: evidence from the TALIS 2018
Shujie Liu, Jared W. Keeley, Yongying Sui
Educational Studies (2020) Vol. 49, Iss. 2, pp. 239-259
Closed Access | Times Cited: 30
On the Examination of Longitudinal Trends Between Teacher–Student Relationship Quality and Social Skills During Elementary School
Daniel B. Hajovsky, Steven R. Chesnut, Kate A. Helbig, et al.
School Psychology Review (2021) Vol. 52, Iss. 6, pp. 679-695
Closed Access | Times Cited: 23
Academic achievement is more closely associated with student-peer relationships than with student-parent relationships or student-teacher relationships
Xiaodan Yu, Xufei Wang, Haoyue Zheng, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
Perceived related humor in the classroom, student–teacher relationship quality, and engagement: Individual differences in sense of humor among students
Lu’mu, Ani Cahyadi, Muhammad Syazwan Bin Ramli, et al.
Heliyon (2023) Vol. 9, Iss. 1, pp. e13035-e13035
Open Access | Times Cited: 7
Developing and strengthening learning motivation: Evidence from a project for primary education in Greece
Ioannis Vassiloudis, Vaia Chalda
Pedagogical Research (2024) Vol. 9, Iss. 3, pp. em0202-em0202
Open Access | Times Cited: 2
Connectedness with students as a key factor in online teaching self-efficacy
Rosa K. Leino, Tomas Kaqinari, Elena Makarova, et al.
Computers and Education Open (2024) Vol. 6, pp. 100192-100192
Open Access | Times Cited: 2
Spanish Version of the Teachers’ Sense of Efficacy Scale: An Adaptation and Validation Study
Fátima Salas-Rodríguez, Sonia Lara, Martı́n Martı́nez
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 16
The quality of early caregiving and teacher-student relationships in grade school independently predict adolescent academic achievement
Sophia W. Magro, Marissa D. Nivison, Michelle M. Englund, et al.
International Journal of Behavioral Development (2022) Vol. 47, Iss. 2, pp. 158-168
Open Access | Times Cited: 9
Examination of differential effects of cognitive abilities on reading and mathematics achievement across race and ethnicity: Evidence with the WJ IV
Daniel B. Hajovsky, Steven R. Chesnut
Journal of School Psychology (2022) Vol. 93, pp. 1-27
Closed Access | Times Cited: 6
Academic resilience from school entry to third grade: Child, parenting, and school factors associated with closing competency gaps
Kate Williams, Donna Berthelsen, Kristin R. Laurens
PLoS ONE (2022) Vol. 17, Iss. 11, pp. e0277551-e0277551
Open Access | Times Cited: 6
Coconstructing a Meaningful Online Environment: Faculty–Student Rapport in the English as a Foreign Language College Classroom
Norah Almusharraf
Educational Measurement Issues and Practice (2021) Vol. 41, Iss. 2, pp. 70-81
Closed Access | Times Cited: 7
STEM Pathways for Black and Latinx Middle and High School Students
Jennie Park‐Taylor, Hannah M. Wing, Meera Aladin, et al.
The Urban Review (2022) Vol. 54, Iss. 4, pp. 595-623
Closed Access | Times Cited: 3
Student-Teacher Relationships and Mathematics Achievement for Students with and Without Disabilities
Amanda A. Olsen, Ambra L. Green
The Elementary School Journal (2024) Vol. 124, Iss. 3, pp. 367-385
Closed Access
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
Applying Machine Learning and SHAP Method to Identify Key Influences on Middle-School Students’ Mathematics Literacy Performance
Y. Y. Huang, Ying Zhou, Jihe Chen, et al.
Journal of Intelligence (2024) Vol. 12, Iss. 10, pp. 93-93
Open Access
Grade 9 Learners’ Perceptions of the Influence of Peer Relationships on Their Mathematics Performance in Tshwane Municipality Secondary Schools
Bamidele Segun Donald Odeyemi, Rasheed Ajani Idowu
International Journal of Educational Development in Africa (2024)
Open Access
Characterizing teacher‐perceived and student‐perceived teacher–student relationship types and associations with student functioning in students with special educational needs: A cross‐sectional study using latent profile analyses
Sophie C. Alsem, Femke van den Brink, Kirsten Hoogendijk, et al.
Journal of Research in Special Educational Needs (2024)
Open Access
Number Talks Instructional Tools for Approximations of Practice
Amy Smith
Advances in educational marketing, administration, and leadership book series (2024), pp. 1-20
Closed Access
STEM Teacher Professional Development Engagement and Self-Efficacy in Teaching Class with English Learners Context: A Hierarchical Linear Modeling from TALIS 2018
Xuan Zhou, Yolanda N. Padrón, Eunkyeng Baek, et al.
International Journal of Science and Mathematics Education (2024)
Closed Access
How Does Teacher Academic Optimism Affect Teacher Self‐Efficacy: Mediating Role of Teacher Professional Development and Teacher Subjective Well‐Being?
Duran MAVİ, Gamze TUTİ, Murat Özdemir
Psychology in the Schools (2024)
Closed Access
The Relationship Between Faculty Support, Academic Self-efficacy, Academic Emotions, and Online Learning Performance Among University Students in China
Mao Zhao, Siti Mistima Maat, Norzaini Azman, et al.
SAGE Open (2024) Vol. 14, Iss. 4
Open Access
Teacher-student relationships and hope among rural adolescents: a moderated mediation model
Chunli Lu, Zheping Huang, Huaxiang He, et al.
Asia Pacific Journal of Education (2023), pp. 1-14
Closed Access | Times Cited: 1
High school education management: Significance of teacher care in student learning
Syed Haseeb Haider Shah, Shahid Hussain Atta, Habiba Kalsoom, et al.
International Journal of Science and Research Archive (2023) Vol. 10, Iss. 2, pp. 780-787
Open Access | Times Cited: 1
Under Psychological Safety Climate: The Beneficial Effects of Teacher–Student Conflict
Ruoying Xie, Jinzhang Jiang, Linkai Yue, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 15, pp. 9300-9300
Open Access | Times Cited: 2
Page 1 - Next Page

Scroll to top