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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 situated process model of vocational achievement goal striving within members of the academic staff at university
Stefan Janke, Oliver Dickhäuser
Motivation and Emotion (2017) Vol. 42, Iss. 4, pp. 466-481
Closed Access | Times Cited: 50

Showing 1-25 of 50 citing articles:

Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions
Martin Daumiller, Robert H. Stupnisky, Stefan Janke
International Journal of Educational Research (2019) Vol. 99, pp. 101502-101502
Open Access | Times Cited: 102
Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences
Martin Daumiller, Stefan Janke, Julia Hein, et al.
Learning and Instruction (2021) Vol. 76, pp. 101458-101458
Open Access | Times Cited: 58
Academics’ motivations in professional training courses: effects on learning engagement and learning gains
Martin Daumiller, Raven Rinas, Daria Olden, et al.
The International Journal for Academic Development (2020) Vol. 26, Iss. 1, pp. 7-23
Closed Access | Times Cited: 54
Effects of performance goals and social norms on academic dishonesty in a test
Martin Daumiller, Stefan Janke
British Journal of Educational Psychology (2019) Vol. 90, Iss. 2, pp. 537-559
Open Access | Times Cited: 54
Teaching and research: Specificity and congruence of university faculty achievement goals
Martin Daumiller, Markus Dresel
International Journal of Educational Research (2020) Vol. 99, pp. 101460-101460
Open Access | Times Cited: 48
Researchers’ achievement goals: Prevalence, structure, and associations with job burnout/engagement and professional learning
Martin Daumiller, Markus Dresel
Contemporary Educational Psychology (2020) Vol. 61, pp. 101843-101843
Open Access | Times Cited: 47
Dark Pathways to Achievement in Science: Researchers’ Achievement Goals Predict Engagement in Questionable Research Practices
Stefan Janke, Martin Daumiller, Selma C. Rudert
Social Psychological and Personality Science (2018) Vol. 10, Iss. 6, pp. 783-791
Open Access | Times Cited: 46
Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations
Stefan Janke, Lisa Bardach, Sophie Oczlon, et al.
Teaching and Teacher Education (2019) Vol. 83, pp. 1-11
Closed Access | Times Cited: 39
A neglected tenet of achievement goal theory: Associations between life aspirations and achievement goal orientations
Stefan Janke, Oliver Dickhäuser
Personality and Individual Differences (2019) Vol. 142, pp. 90-99
Open Access | Times Cited: 36
Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study
Melanie V. Keller, Raven Rinas, Stefan Janke, et al.
Social Psychology of Education (2024) Vol. 27, Iss. 6, pp. 3119-3152
Open Access | Times Cited: 4
Variation in teachers' daily situational motivation across professional activities
Kristabel Stark, Eric M. Camburn, Lindsey Kaler
British Journal of Educational Psychology (2025)
Open Access
Prospective effects of motivation for enrollment on well-being and motivation at university
Stefan Janke
Studies in Higher Education (2019) Vol. 45, Iss. 12, pp. 2413-2425
Closed Access | Times Cited: 30
Different time and context = Different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions
Martin Daumiller, Stefan Janke, Raven Rinas, et al.
Contemporary Educational Psychology (2022) Vol. 72, pp. 102139-102139
Closed Access | Times Cited: 16
Teachers’ achievement goal orientations: A systematic review of 15 Years of published empirical research
Jiying Han, Chao Gao
Teaching and Teacher Education (2023) Vol. 128, pp. 104146-104146
Closed Access | Times Cited: 9
Perceived quality of instruction: The relationship among indicators of students’ basic needs, mastery goals, and academic achievement
Désirée Theis, Markus Sauerwein, Natalie Fischer
British Journal of Educational Psychology (2019) Vol. 90, Iss. S1, pp. 176-192
Open Access | Times Cited: 26
Sustainable Academic Motivation
Martina Blašková, Justyna Majchrzak-Lepczyk, Dominika Hriníková, et al.
Sustainability (2019) Vol. 11, Iss. 21, pp. 5934-5934
Open Access | Times Cited: 26
Autonomy, competence and relatedness – the facilitators of academic engagement in education-driven university-business cooperation
Balzhan Orazbayeva, Peter van der Sijde, Thomas Baaken
Studies in Higher Education (2019) Vol. 46, Iss. 7, pp. 1406-1420
Open Access | Times Cited: 26
Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance
Martin Daumiller, Stefan Janke, Raven Rinas, et al.
Higher Education (2021) Vol. 83, Iss. 6, pp. 1183-1206
Open Access | Times Cited: 23
“I’m tired of black boxes!”: A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis
C. Schwab, Anne C. Frenzel, Martin Daumiller, et al.
PLoS ONE (2022) Vol. 17, Iss. 10, pp. e0272738-e0272738
Open Access | Times Cited: 15
Give me freedom or see my motivation decline: Basic psychological needs and the development of students' learning goal orientation
Stefan Janke
Learning and Individual Differences (2022) Vol. 96, pp. 102158-102158
Closed Access | Times Cited: 14
Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach
Martin Daumiller, Markus Dresel
Contemporary Educational Psychology (2022) Vol. 72, pp. 102124-102124
Open Access | Times Cited: 14
The functioning of academic employees in a dynamic South African higher education environment
Thapelo D. ChaaCha, Elrie Oosthuysen
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 5
How university instructors’ achievement goals are related to subjective well-being: A cross-lagged panel analysis.
Raven Rinas, Lisa Kiltz, Markus Dresel, et al.
Journal of Educational Psychology (2023) Vol. 115, Iss. 8, pp. 1141-1157
Open Access | Times Cited: 5
Different major, different goals: University students studying economics differ in life aspirations and achievement goal orientations from social science students
Stefan Janke, Oliver Dickhäuser
Learning and Individual Differences (2019) Vol. 73, pp. 138-146
Open Access | Times Cited: 14
No learning without autonomy? Moderators of the association between university instructors' learning goals and learning time in the teaching-related learning process
Julia Hein, Stefan Janke, Martin Daumiller, et al.
Learning and Individual Differences (2020) Vol. 83-84, pp. 101937-101937
Open Access | Times Cited: 13
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