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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:

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

Showing 1-25 of 130 citing articles:

English as a foreign language teachers’ professional success in the Chinese context: The effects of well-being and emotion regulation
Fan Jian, Yongliang Wang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 98
Modelling the interplay between resilience, emotion regulation and psychological well‐being among Chinese English language teachers: The mediating role of self‐efficacy beliefs
Ran Zhi, Ali Derakhshan
European Journal of Education (2024) Vol. 59, Iss. 3
Closed Access | Times Cited: 35
Teacher motivation and student outcomes: Searching for the signal
Lisa Bardach, Robert M. Klassen
Educational Psychologist (2021) Vol. 56, Iss. 4, pp. 283-297
Open Access | Times Cited: 62
Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education
Jason Anderson, Gülden Taner
Educational Research Review (2022) Vol. 38, pp. 100485-100485
Open Access | Times Cited: 39
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
Do emotional regulation behaviors matter in EFL teachers' professional development? A process model approach
Shengji Li, Huma Akram
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023)
Open Access | Times Cited: 29
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
Exploring the impact of workload, organizational support, and work engagement on teachers’ psychological wellbeing: a structural equation modeling approach
Yonggang Wang
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 11
The interplay between English teachers’ rapport and immediacy and the students’ academic motivation
Behzad Pourgharib, Farzaneh Shakki
Learning and Motivation (2024) Vol. 87, pp. 101991-101991
Closed Access | Times Cited: 11
Emotion regulation and well-being as factors contributing to lessening burnout among Chinese EFL teachers
Yuxia Ma, Zengqiang Liu
Acta Psychologica (2024) Vol. 245, pp. 104219-104219
Open Access | Times Cited: 10
Enhancing teachers’ self-efficacy beliefs in AI-based technology integration into English speaking teaching through a professional development program
Yu‐Fen Yang, Christine Chifen Tseng, Siao-Cing Lai
Teaching and Teacher Education (2024) Vol. 144, pp. 104582-104582
Closed Access | Times Cited: 10
The Key Elements About How to Improve English Language Educators’ Teaching Competence through Continuous Professional Development (CPD)
Qin Li, Lubna Ali Mohammed
Journal of Ecohumanism (2025) Vol. 4, Iss. 1
Closed Access | Times Cited: 1
Toward Environmental Sustainability, Health, and Equity: How the Psychological Characteristics of College Students Are Reflected in Understanding Sustainable Development Goals
Meiai Chen, Eila Jeronen, Anming Wang
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 15, pp. 8217-8217
Open Access | Times Cited: 44
Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching
Eric Richter, Christin Lucksnat, Christopher Redding, et al.
Teaching and Teacher Education (2022) Vol. 114, pp. 103704-103704
Open Access | Times Cited: 37
Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships
Xiaoyu Wang, Yang Li, Kun Chen, et al.
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 7
Correlates of teachers’ classroom management self-efficacy: A systematic review and meta-analysis
Siyu Duan, Kerry Bissaker, Zhan Xu
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 7
Competency development of pre-service teachers during video-based learning: A systematic literature review and meta-analysis
Xiaojing Weng, Oi‐Lam Ng, Thomas K. F. Chiu
Computers & Education (2023) Vol. 199, pp. 104790-104790
Closed Access | Times Cited: 15
Challenges and opportunities for the development of future teachers’ professional competence in Latvia
Līga Āboltiņa, Gatis Lāma, Edīte Sarva, et al.
Frontiers in Education (2024) Vol. 8
Open Access | Times Cited: 4
Emotionally intelligent school leadership predicts educator well-being before and during a crisis
James L. Floman, Annette R. Ponnock, J. P. Jain, et al.
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 4
Personalidad y metacognición sobre la enseñanza en educadores en cuatro niveles educativos en la Argentina
María Florencia Giuliani, Sebastián Urquijo
Revista Colombiana de Educación (2025), Iss. 94, pp. e20372-e20372
Open Access
Early career teachers’ social and emotional competencies, self-efficacy and burnout: a mediation model
Ivana Jugović, Iris Marušić, Jelena Matić
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access
Exploring the interplay between social connectedness, job control, and organizational commitment: the mediating role of work engagement among Chinese teachers
Xing Li, Yong Xu, Dan Huang
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access
Desarrollo y aplicación de la mentalidad de crecimiento en la profesión docente: revisión sistemática de literatura
Carmen Maura Taveras Alcántara, María Verónica Santelices
Revista Complutense de Educación (2025) Vol. 36, Iss. 1, pp. 93-104
Open Access
Ecological factors influencing early-career teachers retention and attrition: insights from Bhutan
Karma Sonam Rigdel, Thinley Wangdi, Pema Lhadon, et al.
Asia Pacific Journal of Education (2025), pp. 1-15
Closed Access
Emotional Intelligence Moderates the Relationships Between Teachers’ Emotions and Life Satisfaction: A Longitudinal Study During the Teachers’ Role Transition
Kuilin Ying, Mengmeng Sun, Changchun Hao, et al.
Journal of Happiness Studies (2025) Vol. 26, Iss. 3
Closed Access
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