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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:

School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms
Janka Goldan, Lena Nusser, Michael Gebel
Child Indicators Research (2022) Vol. 15, Iss. 4, pp. 1313-1337
Open Access | Times Cited: 25

Showing 25 citing articles:

The Mediating Role of Academic Passion in Determining the Relationship Between Academic Self-Regulation and Goal Orientation With Academic Burnout Among English Foreign Language (EFL) Learners
Siros Izadpanah
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 16
Comparative critical policy analysis of inclusive education in Czech Republic and Slovakia 30 years post-Czechoslovakia
Jozef Miškolci, Helena Vaďurová, Lenka Gajzlerová
Journal of Education Policy (2025), pp. 1-22
Open Access
How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy
Tobias Wächter, Julia Gorges, Stephanie Apresjan, et al.
Teaching and Teacher Education (2023) Vol. 139, pp. 104411-104411
Open Access | Times Cited: 12
Understanding and Measuring Child Well-being in the Region of Attica, Greece: Round Five
Eirini Leriou
Child Indicators Research (2023) Vol. 16, Iss. 4, pp. 1395-1451
Open Access | Times Cited: 8
Digital Methods to Promote Inclusive and Effective Learning in Schools: A Mixed Methods Research Study
Aleksandra Stalmach, Paola D’Elia, Sergio Di Sano, et al.
Open Education Studies (2024) Vol. 6, Iss. 1
Open Access | Times Cited: 2
The Effects of Learning-Related and Peer-Related School Experiences on Adolescent Wellbeing: A Longitudinal Structural Equation Model
Devi Khanna, Louise Black, Margarita Panayiotou, et al.
(2024)
Open Access | Times Cited: 1
Der „Fingerzeig“ der Lehrkraft: Zusammenhänge zwischen Leistungs- und Verhaltensmerkmalen von Schulklassen und dem Vorliegen eines sonderpädagogischen Unterstützungsbedarfs im Lernen
Raphael Koßmann, Jenny Kölm, Cornelia Gresch
Zeitschrift für Erziehungswissenschaft (2024) Vol. 27, Iss. 5, pp. 1281-1303
Open Access | Times Cited: 1
Subjective well-being and social inclusion at school for students with a disability, according to their parents, in France
Françoise Guillemot, Florence Lacroix, Isabelle Nocus
Research in Developmental Disabilities (2024) Vol. 153, pp. 104814-104814
Open Access | Times Cited: 1
Examining early learners’ perceptions of inclusion: adaptation of the student version of the perceptions of inclusion questionnaire for first- and second-grade students (PIQ-EARLY)
Sandra Grüter, Janka Goldan, Carmen Zurbriggen
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 3
The Relationship Between Deaf Adolescents’ Empathy and Subjective Well-Being in China During COVID-19 Pandemic: The Inconsistent Role of Peer Support and Teacher Support
Chonggao Wang, Wangqian Fu, Kangjie Geng, et al.
Child Indicators Research (2023) Vol. 16, Iss. 5, pp. 1913-1940
Closed Access | Times Cited: 2
School-Based Well-Being Approach for Pupils with Special Educational Needs
Luisa Losada-Puente, Paula Mendiri
(2024), pp. 1-13
Closed Access
The Effects of Learning-Related and Peer-Related School Experiences on Adolescent Wellbeing: A Longitudinal Structural Equation Model
Devi Khanna, Louise Black, Margarita Panayiotou, et al.
(2024)
Open Access
Psychometric properties of the Chinese perceptions of inclusion questionnaire teacher version for pupils with intellectual and developmental disabilities in inclusive classrooms
Ziwen Wang, Yunfeng Wang, Yue Wang, et al.
International Journal of Developmental Disabilities (2024), pp. 1-11
Closed Access
Driving Innovation to Support Pupils with SEND Through Co-Production in Education and Research: Participatory Action Research with 22q11.2 Deletion Syndrome Families in England
Michelle Jayman, Sarah Edmonds, Maria Gudbrandsen
Behavioral Sciences (2024) Vol. 15, Iss. 1, pp. 22-22
Open Access
Schulinterne Diagnostik
Raphael Koßmann
transcript Verlag eBooks (2024), pp. 165-188
Closed Access
Inclusive Special Needs Education and Happiness of Students with Physical Disabilities in Saudi Arabia: The Role of School Satisfaction and Self-Concept
Wided Ragmoun, Abdulaziz Abdulmohsen Alfalih
Education Sciences (2024) Vol. 14, Iss. 2, pp. 209-209
Open Access
Intégré·e au cycle d’orientation? Enjeux, facilitateurs et obstacles du point de vue des parents d’élèves identifié·e·s comme ayant des besoins éducatifs particuliers
Ariane Paccaud, Giuliana Pastore, André Kunz, et al.
Swiss Journal of Educational Research (2024) Vol. 46, Iss. 1, pp. 2-15
Open Access
Subjective well-being in early adulthood—long-term consequences of inclusive vs. segregated education for students with special educational needs in Germany?
Jonna M. Blanck, Laura Menze, Lena Nusser
European Journal of Special Needs Education (2024), pp. 1-17
Open Access
Subjective well‐being of children with special educational needs: Longitudinal predictors using machine learning
Ah‐Hwee Tan, Farhan Ali, Kenneth K. Poon
Applied Psychology Health and Well-Being (2024)
Open Access
Comparing Pathways into the Labor Market of Young People with Disabilities in Switzerland and Luxembourg
Justin J W Powell, Andreas Hadjar, Robin Samuel, et al.
sozialpolitik ch (2024), Iss. 2/2024
Open Access
Examining the effects of special education support on students’ affective and motivational outcomes: an analysis using propensity score matching
Jukka Sivola, Vesa Närhi, Asko Tolvanen, et al.
European Journal of Special Needs Education (2023) Vol. 39, Iss. 1, pp. 127-142
Closed Access | Times Cited: 1
Teachers' judgment accuracy of students’ subjective well-being in school: In search of explanatory factors
Carmen Zurbriggen, Lena Nusser, Mireille Krischler, et al.
Teaching and Teacher Education (2023) Vol. 133, pp. 104304-104304
Open Access | Times Cited: 1
Being the Subject of Education – Pandemic and Post-Pandemic Experiences of Students With Disabilities, Their Teachers and Parents
Emilia Śmiechowska-Petrovskij, Marzena Dycht, Kamil Kuracki
International Journal of Special Education (IJSE) (2023) Vol. 38, Iss. 3, pp. 107-122
Open Access | Times Cited: 1
Beneath the surface of compliant pupil behaviour: On how individuals in heterogeneous classes position themselves towards lessons’ content-based requirements
Raphael Koßmann
Journal of Pedagogy / Pedagogický casopis (2023) Vol. 14, Iss. 2, pp. 69-96
Open Access | Times Cited: 1
Group-Inclusion for Students with Special Educational Needs in Mainstream Schools
Yael Tsafrir, Mușata Bocoș
Educatia 21 (2023), Iss. 25, pp. 212-222
Open Access
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