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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:

Complex Social Ecologies and the Development of Academic Motivation
Ellen A. Skinner, Thomas A. Kindermann, Justin W. Vollet, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2129-2165
Closed Access | Times Cited: 30

Showing 1-25 of 30 citing articles:

A Framework for Motivating Teacher-Student Relationships
Carly D. Robinson
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2061-2094
Closed Access | Times Cited: 39
Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model
Yuxi Tang, Weiguang He
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 25
Cooperative school climates are positively linked with socio‐emotional skills: A Cross‐National Study
Faming Wang, Ronnel B. King, Lily Min Zeng
British Journal of Educational Psychology (2024) Vol. 94, Iss. 2, pp. 622-641
Open Access | Times Cited: 9
Does Anybody Care? Conceptualization and Measurement Within the Contexts of Teacher-Student and Peer Relationships
Kathryn R. Wentzel
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 1919-1954
Closed Access | Times Cited: 34
The Other Half of the Story: the Role of Social Relationships and Social Contexts in the Development of Academic Motivation
Kathryn R. Wentzel, Ellen A. Skinner
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 1865-1876
Closed Access | Times Cited: 29
Four Guideposts toward an Integrated Model of Academic Motivation: Motivational Resilience, Academic Identity, Complex Social Ecologies, and Development
Ellen A. Skinner
Educational Psychology Review (2023) Vol. 35, Iss. 3
Closed Access | Times Cited: 17
Determining the role of innovative teaching practices, sustainable learning, and the adoption of e-learning tools in leveraging academic motivation for students’ mental well-being
Jiuxiang Li, Rufeng Wang
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 7
Enhancing School Climates Using Evidence-Based School-Wide Programs
Dreana Holloway
IntechOpen eBooks (2025)
Closed Access
Connecting engagement to classroom friendships and popular peers' prosocial behaviour
Jessica E. Kilday, Allison M. Ryan
British Journal of Educational Psychology (2025)
Closed Access
The process and prediction of school completion: A six-year longitudinal examination
Rebecca J. Collie, Andrew J. Martin, Anne Le, et al.
Contemporary Educational Psychology (2025), pp. 102367-102367
Open Access
How does interest in a course interact with course learning?
Luke K. Fryer, Alex Shum, Ronnel B. King, et al.
Learning and Instruction (2025) Vol. 98, pp. 102106-102106
Open Access
The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom
Jessica E. Kilday, Allison M. Ryan
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2095-2127
Closed Access | Times Cited: 18
A framework for approaching policy-oriented educational psychology research
Avi Kaplan
Educational Psychologist (2023) Vol. 58, Iss. 4, pp. 229-243
Open Access | Times Cited: 8
Learning-oriented motivation: Examining the impact of teaching practices with motivational potential
Jorge Valenzuela, Jorge Miranda-Ossandón, Carla Muñoz, et al.
PLoS ONE (2024) Vol. 19, Iss. 2, pp. e0297877-e0297877
Open Access | Times Cited: 2
Autonomy-supportive teaching leads to autonomy-supportive parenting: A teacher-to-parent relationship spillover effect
Sung Hyeon Cheon, Johnmarshall Reeve, Hye-Ryen Jang, et al.
Teaching and Teacher Education (2024) Vol. 144, pp. 104548-104548
Open Access | Times Cited: 2
The K-16 education movement: common themes across K-12 and higher education systems to inform development and evaluation
Christopher A. Kearney, Michael Fensken, Randolph Dupont
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Compete or Cooperate? Goal Orientations and Coworker Popularity in the Knowledge-Sharing Dilemma
Heesun Chae, Inyong Shin
Behavioral Sciences (2024) Vol. 14, Iss. 3, pp. 250-250
Open Access | Times Cited: 1
The environment is somewhat alike for different adaptive motivations: Machine learning reveals optimal motivational contexts involve collective support of parents, teachers, and peers
Nigel Mantou Lou, Ying Lin, Liman Man Wai Li
Contemporary Educational Psychology (2024) Vol. 79, pp. 102323-102323
Closed Access | Times Cited: 1
The unique importance of motivation and mindsets for students’ learning behavior and achievement: An examination at the level of between-student differences and within-student fluctuations.
Michiel Boncquet, Nele Flamant, Jeroen Lavrijsen, et al.
Journal of Educational Psychology (2023) Vol. 116, Iss. 3, pp. 448-465
Closed Access | Times Cited: 3
Personal agency among students from low socio-economic backgrounds: An examination of student profiles, perceived teaching support, and achievement
Rebecca J. Collie, Andrew J. Martin, Anaïd Flesken, et al.
Social Psychology of Education (2023) Vol. 27, Iss. 4, pp. 1705-1736
Open Access | Times Cited: 3
Emergence of college students’ John Henryism during schoolwork: an exploratory study
Benjamin M. Torsney, Jennifer Symonds, Doug Lombardi, et al.
Educational Psychology (2023) Vol. 43, Iss. 6, pp. 698-716
Closed Access | Times Cited: 2
Sociocultural Contexts and Relationships as the Cornerstones of Students’ Motivation: Commentary on the Special Issue on the “Other Half of the Story”
Frédéric Guay
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2043-2060
Open Access | Times Cited: 3
Dynamics of teacher autonomy support in early adolescence: feedforward and feedback effects with students’ autonomy, competence, relatedness, and engagement
Nicolette P. Rickert, Julia S. Dancis, Ellen A. Skinner
European Journal of Psychology of Education (2024) Vol. 39, Iss. 3, pp. 2575-2601
Closed Access
Exploring Extra-Curricular Bootcamps: A Qualitative Study on Accelerated Learning in Higher Education
Jacqueline R. Rietveld, Jan Waalkens
International Journal of Higher Education (2024) Vol. 13, Iss. 4, pp. 1-1
Open Access
Threatening sociopolitical contexts negatively affect belonging and motivation among minoritized students
R. Josiah Rosario, Mesmin Destin
Self and Identity (2024) Vol. 23, Iss. 5-6, pp. 400-428
Closed Access
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