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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:

Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator
Li-Hua Zhou, Nikos Ntoumanis, Cecilie Thøgersen‐Ntoumani
Contemporary Educational Psychology (2019) Vol. 58, pp. 323-330
Open Access | Times Cited: 93

Showing 1-25 of 93 citing articles:

Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations
Julien S. Bureau, Joshua L. Howard, Jane Chong, et al.
Review of Educational Research (2021) Vol. 92, Iss. 1, pp. 46-72
Open Access | Times Cited: 166
How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power
Johnmarshall Reeve, Sung Hyeon Cheon, Hyungshim Jang
Contemporary Educational Psychology (2020) Vol. 62, pp. 101899-101899
Closed Access | Times Cited: 100
The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement
Ellen A. Skinner, Nicolette P. Rickert, Justin W. Vollet, et al.
Educational Psychologist (2022) Vol. 57, Iss. 2, pp. 87-113
Closed Access | Times Cited: 63
The role of parents in the motivation of young athletes: a systematic review
Zhendong Gao, Chen Soon Chee, Mohd Rozilee Wazir Norjali Wazir, et al.
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 8
Perceived Social Support, School Adaptation and Adolescents’ Subjective Well-Being
José M. Tomás, Melchor Gutiérrez, Ana María Relaño Pastor, et al.
Child Indicators Research (2020) Vol. 13, Iss. 5, pp. 1597-1617
Closed Access | Times Cited: 69
Reciprocal relations between autonomous motivation from self-determination theory and social cognition constructs from the theory of planned behavior: A cross-lagged panel design in sport injury prevention
Derwin King Chung Chan, Lei Zhang, Alfred Lee, et al.
Psychology of sport and exercise (2020) Vol. 48, pp. 101660-101660
Open Access | Times Cited: 56
Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures
Joseph Y. Haw, Ronnel B. King
Learning and Individual Differences (2022) Vol. 97, pp. 102161-102161
Closed Access | Times Cited: 28
A meta-analytic review of the relationships between autonomy support and positive learning outcomes
Sakhavat Mammadov, Kayla Schroeder
Contemporary Educational Psychology (2023) Vol. 75, pp. 102235-102235
Closed Access | Times Cited: 17
“Does My Teacher Believe I Can Improve?”: The Role of Meta-Lay Theories in ESL Learners’ Mindsets and Need Satisfaction
Nigel Mantou Lou, Kimberly A. Noels
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 46
A cross-classified path analysis of the self-determination theory model on the situational, individual and classroom levels in college education
Shi Yu, Chantal Levesque‐Bristol
Contemporary Educational Psychology (2020) Vol. 61, pp. 101857-101857
Closed Access | Times Cited: 45
The influence of parental support and perceived usefulness on students' learning motivation and flow experience in visual programming: Investigation from a parent perspective
Siu Cheung Kong, Yiqing Wang
British Journal of Educational Technology (2021) Vol. 52, Iss. 4, pp. 1749-1770
Closed Access | Times Cited: 36
Parental Autonomy Support, Parental Psychological Control and Chinese University Students’ Behavior Regulation: The Mediating Role of Basic Psychological Needs
Songqin Wei, Timothy Teo, Anabela Malpique, et al.
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 27
Effect of interactive e-book use on learning engagement, satisfaction and perceived learning
Chia‐Chen Chen, Yihjia Tsai
Education and Information Technologies (2025)
Closed Access
Boys benefit more from teacher support: Effects of perceived teacher support on primary students’ creative thinking
Hongpo Zhang, Cuicui Sun, Xiaoxian Liu, et al.
Thinking Skills and Creativity (2020) Vol. 37, pp. 100680-100680
Closed Access | Times Cited: 34
Need supportive teaching is associated with greater reading achievement: What the Philippines can learn from PISA 2018
Joseph Y. Haw, Ronnel B. King, Jose Eos Trinidad
International Journal of Educational Research (2021) Vol. 110, pp. 101864-101864
Closed Access | Times Cited: 29
A Lifespan Perspective on the Importance of the Basic Psychological Needs for Psychosocial Development
Bart Soenens, Maarten Vansteenkiste
Oxford University Press eBooks (2023), pp. 457-490
Closed Access | Times Cited: 11
Pengaruh Pelatihan Kewirausahaan Dan Pemasaran Digital Terhadap Peningkatkan Ekonomi Masyarakat Di Desa Kelambir Lima
Yana Diana, Sri Rahayu, Arini Zannah
Maneggio Jurnal Ilmiah Magister Manajemen (2023) Vol. 6, Iss. 1
Open Access | Times Cited: 10
Stimulating Elementary School Students’ Self-Regulated Learning Through High-Quality Interactions and Relationships: A Narrative Review
Niels J. de Ruig, Peter F. de Jong, Marjolein Zee
Educational Psychology Review (2023) Vol. 35, Iss. 3
Open Access | Times Cited: 9
Teachers' motivational prosody: A pre‐registered experimental test of children's reactions to tone of voice used by teachers
Silke Paulmann, Netta Weinstein
British Journal of Educational Psychology (2022) Vol. 93, Iss. 2, pp. 437-452
Open Access | Times Cited: 15
Perceived parental warmth and adolescents' math engagement in China: The mediating roles of need satisfaction and math self-efficacy
Yan Sun, Ru‐De Liu, Tian P. S. Oei, et al.
Learning and Individual Differences (2020) Vol. 78, pp. 101837-101837
Closed Access | Times Cited: 23
Effects of perceived teacher support on motivation and engagement amongst Chinese college students: Need satisfaction as the mediator
Lihua Zhou, Gao Yabing, Jiangbo Hu, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 12
Physical Activity Programs in Shanxi Province Schools in China: Effects of In-School and After-School Delivery on Students’ Motivational and Social Outcomes
Juan He, Hongli Yu, Man Jiang, et al.
Sustainability (2023) Vol. 15, Iss. 10, pp. 8080-8080
Open Access | Times Cited: 7
PhD students’ motivation profiles: A self-determination theory perspective
David Litalien, István Tóth‐Király, Frédéric Guay, et al.
Contemporary Educational Psychology (2024) Vol. 77, pp. 102279-102279
Open Access | Times Cited: 2
Comparing relations among autonomy support, motivation, and academic success across face-to-face and pandemic online STEM learning environments
Sanheeta Shankar, Kristy A. Robinson
Learning and Individual Differences (2024) Vol. 113, pp. 102469-102469
Closed Access | Times Cited: 2
Schrödinger's Cat—Parallel experiences: exploring the underlying mechanisms of undergraduates' engagement and perception in online learning
Hongfeng Zhang, Yan Liu, Shaodan Su
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 2
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