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:

Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness
Nieves Moyano, María Cruz Pérez-Yus, Paola Herrera‐Mercadal, et al.
Current Psychology (2021) Vol. 42, Iss. 14, pp. 11719-11732
Open Access | Times Cited: 22

Showing 22 citing articles:

Family and Academic Stress and Their Impact on Students' Depression Level and Academic Performance
Yuwei Deng, Jacob Cherian, Noor un Nisa Khan, et al.
Frontiers in Psychiatry (2022) Vol. 13
Open Access | Times Cited: 126
Let’s get positive: How foreign language teaching enjoyment can create a positive feedback loop
Shanshan Yang, Mostafa Azari Noughabi, Elouise Botes, et al.
Studies in Second Language Learning and Teaching (2023) Vol. 13, Iss. 1, pp. 17-38
Open Access | Times Cited: 14
Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence
Xue Wang
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 13
The relationship between social support and work engagement of rural teachers: a moderated mediation model
Shuangsheng Wu, Qing Xu, Huidong Tian, et al.
Frontiers in Psychology (2025) Vol. 15
Open Access
The Mediating Role of Psychological Flexibility in the Relationship Between Fears of Compassion and Mindfulness in Teachers
Özgür DEMİRCİ SEYREK, Ahmet Genç, Ercümend Ersanlı
Psychology in the Schools (2025)
Closed Access
The Role of Affect Regulation in Linking Mindfulness in Teaching and Teachers’ Job Satisfaction: Contrasting One-to-One and Classroom Teaching
Miguel Barata‐Gonçalves, Carlos Carona, Luís Pires, et al.
Social Sciences (2025) Vol. 14, Iss. 3, pp. 148-148
Open Access
Trait Anxiety, Emotion Regulation, and Metacognitive Beliefs: An Observational Study Incorporating Separate Network and Correlation Analyses to Examine Associations with Executive Functions and Academic Achievement
François-Xavier Cécillon, Martial Mermillod, Christophe Leys, et al.
Children (2024) Vol. 11, Iss. 1, pp. 123-123
Open Access | Times Cited: 3
Bidirectional associations among teachers' burnout and classroom relational climate across an academic year
Pilar Álamos, Catherine M. Corbin, Madeline Klotz, et al.
Journal of School Psychology (2022) Vol. 95, pp. 43-57
Closed Access | Times Cited: 14
The roles of adaptability and school climate in first-year teachers' developing perceptions of themselves, their classroom relationships, and the career
Leigh McLean, Michelle Taylor, Lia E. Sandilos
Journal of School Psychology (2023) Vol. 99, pp. 101213-101213
Closed Access | Times Cited: 5
The relationship between teacher mindfulness and creative teaching of college English foreign language teachers: A multiple mediating model
Ning Wang
System (2024) Vol. 123, pp. 103345-103345
Closed Access | Times Cited: 1
Integration of Mindfulness and Emotional Intelligence in School Settings
Stephanie N. Pantelides
Advances in early childhood and K-12 education (2024), pp. 120-144
Closed Access | Times Cited: 1
“May all be well”: The links between compassion, psychological distress, and mindfulness in teaching in early years
Rebecca Y. M. Cheung, Maria Kambouri
Psychology in the Schools (2024)
Open Access | Times Cited: 1
Teachers' Value Consonance and Employee-Based Brand Equity: The Mediating Role of Belongingness and Self-Efficacy
Xianbi Yang, Abrar Hussain Qureshi, Kuo Yen-Ku, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 5
Chinese Private Preschool Teachers’ Teaching Readiness and Teacher–Child Relationships: The Chain Mediation Effects of Motivation to Teach and Self-Efficacy
Hui Li, Chen Wei, Huihua He, et al.
Behavioral Sciences (2023) Vol. 13, Iss. 11, pp. 900-900
Open Access | Times Cited: 2
The Potential of a Teacher’s Psychological Safety through Learners’ Evaluations
Yulia Viktorovna Smyk, Anna Yu. Kachimskaya, Valery N. Gordienko
Integration of Education (2022) Vol. 26, Iss. 3, pp. 503-517
Open Access | Times Cited: 3
INTELIGENCIA EMOCIONAL Y COMPROMISO LABORAL EN EL PROFESORADO: REVISIÓN DE LA LITERATURA
Carmen María Vizoso Gómez
Profesorado Revista de Currículum y Formación del Profesorado (2022) Vol. 26, Iss. 3, pp. 419-438
Open Access | Times Cited: 3
Mindfulness-based stress reduction for elementary school teachers: a randomized controlled trial
Johanna H. Lensen, Sabine Stoltz, Marloes Kleinjan, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Self-Compassion Mediates the Associations of Mindfulness with Physical, Psychological, and Occupational Well-Being Among Chinese Kindergarten Teachers
Tuen Yung Leung, Chun Bun Lam, Kevin Kien Hoa Chung
Early Childhood Education Journal (2024)
Open Access
The Role of Positive Youth Development as a Mediator of the Relationship between Family Function and Lecturer-Student Relationship
Rahmi Lubis, Hasanuddin Hasanuddin
Deleted Journal (2023) Vol. 10, Iss. 1, pp. 29-38
Open Access | Times Cited: 1
Being present: a longitudinal study on the role of mindfulness on engagement and burnout in teachers
Rachel Gabel‐Shemueli, Shay S. Tzafrir, Berlan Rodríguez Pérez, et al.
Academia Revista Latinoamericana de Administración (2023) Vol. 36, Iss. 3, pp. 335-352
Closed Access | Times Cited: 1
The Role of Mindfulness and Resiliencein Predicting Job Burnout among Slovenian Primary School Teachers
Petra Dolenc
(2023), pp. 13-30
Open Access

Dmitry Glushko, Sergey V. Polutin, Svetlana Gordina, et al.
Integration of Education (2022) Vol. 26, Iss. 3
Open Access
Page 1

Scroll to top