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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 Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout
Lisa E. Kim, Verena Jörg, Robert M. Klassen
Educational Psychology Review (2019) Vol. 31, Iss. 1, pp. 163-195
Open Access | Times Cited: 310

Showing 1-25 of 310 citing articles:

Burnout: A Review of Theory and Measurement
Sergio Edú-Valsania, Ana Laguía, Juan A. Moriano
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 3, pp. 1780-1780
Open Access | Times Cited: 429
Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students
Daniel J. Madigan, Thomas Curran
Educational Psychology Review (2020) Vol. 33, Iss. 2, pp. 387-405
Closed Access | Times Cited: 309
Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes
Daniel J. Madigan, Lisa E. Kim
International Journal of Educational Research (2020) Vol. 105, pp. 101714-101714
Open Access | Times Cited: 277
The Nomological Net of the HEXACO Model of Personality: A Large-Scale Meta-Analytic Investigation
Ingo Zettler, Isabel Thielmann, Benjamin E. Hilbig, et al.
Perspectives on Psychological Science (2020) Vol. 15, Iss. 3, pp. 723-760
Open Access | Times Cited: 194
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review
Lisa Bardach, Robert M. Klassen, Nancy E. Perry
Educational Psychology Review (2021) Vol. 34, Iss. 1, pp. 259-300
Open Access | Times Cited: 130
Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work engagement
Kun Dai, Yongliang Wang
Journal of Multilingual and Multicultural Development (2023), pp. 1-15
Closed Access | Times Cited: 65
Psychometric evaluation of the depression, anxiety, and stress scale-21 (DASS-21) among Chinese primary and middle school teachers
Cui-Hong Cao, Xiao-Ling Liao, Xing-Yong Jiang, et al.
BMC Psychology (2023) Vol. 11, Iss. 1
Open Access | Times Cited: 59
Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?
Tim Fütterer, Ronny Scherer, Katharina Scheiter, et al.
Computers & Education (2023) Vol. 198, pp. 104756-104756
Open Access | Times Cited: 40
Modelling the interaction between EFL teachers' personality traits, emotion regulation strategies, and teachers' depression: A structural equation approach
Jingfeng Qu, Yongliang Wang
European Journal of Education (2024)
Closed Access | Times Cited: 23
Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness
Lisa Bardach, Robert M. Klassen
Educational Research Review (2020) Vol. 30, pp. 100312-100312
Open Access | Times Cited: 117
A meta-analysis of autonomous and controlled forms of teacher motivation
Gavin R. Slemp, James G. Field, Anna S.H. Cho
Journal of Vocational Behavior (2020) Vol. 121, pp. 103459-103459
Closed Access | Times Cited: 111
Stress in teaching professionals across Europe
Concha Iriarte Redín, Amaya Erro‐Garcés
International Journal of Educational Research (2020) Vol. 103, pp. 101623-101623
Open Access | Times Cited: 76
Teacher emotional labour, instructional strategies, and students’ academic engagement: a multilevel analysis
Irena Burić, Anne C. Frenzel
Teachers and Teaching (2020) Vol. 27, Iss. 5, pp. 335-352
Closed Access | Times Cited: 73
K−12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review
Andrea Westphal, Eva Kalinowski, Clara Josepha Hoferichter, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 59
Teachers’ occupational well-being during the COVID-19 pandemic: The role of resources and demands
Justine Stang‐Rabrig, Thomas Brüggemann, Ramona Lorenz, et al.
Teaching and Teacher Education (2022) Vol. 117, pp. 103803-103803
Open Access | Times Cited: 50
An integrative review on job burnout among teachers in China: Implications for Human Resource Management
Cheng Han, Youqing Fan, H.C.W. Lau
The International Journal of Human Resource Management (2022) Vol. 34, Iss. 3, pp. 529-561
Open Access | Times Cited: 39
The more experienced, the better prepared? New evidence on the relation between teachers’ experience and their readiness for online teaching and learning
Ronny Scherer, Fazilat Siddiq, Sarah Howard, et al.
Computers in Human Behavior (2022) Vol. 139, pp. 107530-107530
Open Access | Times Cited: 38
The effects of differentiated instruction on teachers’ stress and job satisfaction
Marcela Pozas, Verena Letzel‐Alt, Susanne Schwab
Teaching and Teacher Education (2022) Vol. 122, pp. 103962-103962
Open Access | Times Cited: 38
Teachers’ emotion regulation and related environmental, personal, instructional, and well-being factors: A meta-analysis
Hui Wang, Irena Burić, Mei‐Lin Chang, et al.
Social Psychology of Education (2023) Vol. 26, Iss. 6, pp. 1651-1696
Open Access | Times Cited: 37
A model of teacher enthusiasm, teacher self-efficacy, grit, and teacher well-being among English as a foreign language teachers
Guohua Shao
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 25
Integrating mindfulness and connection practices into preservice teacher education improves classroom practices
Matthew J. Hirshberg, Lisa Flook, Robert D. Enright, et al.
Learning and Instruction (2019) Vol. 66, pp. 101298-101298
Closed Access | Times Cited: 61
Teacher Profiles of Psychological Capital and Their Relationship with Burnout
María del Mar Ferradás, Carlos Freire, Alba García-Bértoa, et al.
Sustainability (2019) Vol. 11, Iss. 18, pp. 5096-5096
Open Access | Times Cited: 58
Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students
Jesús de la Fuente, Jorge Amate Romera, María Carmen González Torres, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 53
DISTANCE EDUCATION DURING COVID-19: THE PERSPECTIVE OF SLOVAK TEACHERS
Eva Ballová Mikušková, Marcela Verešová
Problems of Education in the 21st Century (2020) Vol. 78, Iss. 6, pp. 884-906
Open Access | Times Cited: 50
A multidimensional adapted process model of teaching
Riitta‐Leena Metsäpelto, Anna‐Maija Poikkeus, Mirva Heikkilä, et al.
Educational Assessment Evaluation and Accountability (2021) Vol. 34, Iss. 2, pp. 143-172
Open Access | Times Cited: 50
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