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OpenAlex Citation Counts

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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:

Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis
Robert M. Klassen, Virginia M. C. Tze
Educational Research Review (2014) Vol. 12, pp. 59-76
Closed Access | Times Cited: 938

Showing 1-25 of 938 citing articles:

Profiling teachers' readiness for online teaching and learning in higher education: Who's ready?
Ronny Scherer, Sarah Howard, Jo Tondeur, et al.
Computers in Human Behavior (2020) Vol. 118, pp. 106675-106675
Open Access | Times Cited: 420
The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality
Benjamin Fauth, Jasmin Decristan, Anna‐Theresia Decker, et al.
Teaching and Teacher Education (2019) Vol. 86, pp. 102882-102882
Open Access | Times Cited: 371
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature
David B. Morris, Ellen L. Usher, Jason Chen
Educational Psychology Review (2016) Vol. 29, Iss. 4, pp. 795-833
Closed Access | Times Cited: 362
A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout
Lisa E. Kim, Verena Jörg, Robert M. Klassen
Educational Psychology Review (2019) Vol. 31, Iss. 1, pp. 163-195
Open Access | Times Cited: 308
Teacher well-being: A systematic review of the research literature from the year 2000–2019
Tina Hascher, Jennifer Waber
Educational Research Review (2021) Vol. 34, pp. 100411-100411
Open Access | Times Cited: 307
Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study.
Uta Klusmann, Dirk Richter, Oliver Lüdtke
Journal of Educational Psychology (2016) Vol. 108, Iss. 8, pp. 1193-1203
Closed Access | Times Cited: 304
Teachers’ Self-Efficacy: The Role of Personal Values and Motivations for Teaching
Daniela Barni, Francesca Danioni, Paula Benevene
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 295
Designing educational technologies in the age of AI: A learning sciences‐driven approach
Rosemary Luckin, Mutlu Cukurova
British Journal of Educational Technology (2019) Vol. 50, Iss. 6, pp. 2824-2838
Open Access | Times Cited: 239
Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling
Irena Burić, Lisa E. Kim
Learning and Instruction (2020) Vol. 66, pp. 101302-101302
Open Access | Times Cited: 238
From pre-registration to publication: a non-technical primer for conducting a meta-analysis to synthesize correlational data
Daniel Quintana
Frontiers in Psychology (2015) Vol. 6
Open Access | Times Cited: 220
Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans
Mirjam Schmid, Eliana Brianza, Dominik Petko
Computers in Human Behavior (2020) Vol. 115, pp. 106586-106586
Open Access | Times Cited: 219
Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view
Helena Granziera, Harsha N. Perera
Contemporary Educational Psychology (2019) Vol. 58, pp. 75-84
Closed Access | Times Cited: 212
Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning
Ronny Scherer, Fazilat Siddiq, Timothy Teo
Computers & Education (2015) Vol. 88, pp. 202-214
Closed Access | Times Cited: 193
Stressors, personality and wellbeing among language teachers
Peter D. MacIntyre, Jessica Ross, Kyle Read Talbot, et al.
System (2019) Vol. 82, pp. 26-38
Closed Access | Times Cited: 164
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation
Jalil Fathi, Vincent Greenier, Ali Derakhshan
DOAJ (DOAJ: Directory of Open Access Journals) (2021)
Closed Access | Times Cited: 157
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review
Lisa Bardach, Robert M. Klassen, Nancy E. Perry
Educational Psychology Review (2021) Vol. 34, Iss. 1, pp. 259-300
Open Access | Times Cited: 130
English as a foreign language teachers’ professional success in the Chinese context: The effects of well-being and emotion regulation
Fan Jian, Yongliang Wang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 98
Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study
Charlotte Dignath, Sara E. Rimm‐Kaufman, Reyn van Ewijk, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2609-2660
Open Access | Times Cited: 75
How Big Are Effect Sizes in International Education Studies?
David K. Evans, Fei Yuan
Educational Evaluation and Policy Analysis (2022) Vol. 44, Iss. 3, pp. 532-540
Open Access | Times Cited: 69
Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers
Lawrence Jun Zhang, Jalil Fathi, Farnoosh Mohammaddokht
Perceptual and Motor Skills (2023) Vol. 130, Iss. 5, pp. 2269-2299
Open Access | Times Cited: 63
Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?
Tim Fütterer, Ronny Scherer, Katharina Scheiter, et al.
Computers & Education (2023) Vol. 198, pp. 104756-104756
Open Access | Times Cited: 40
On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model
Ronny Scherer, Jo Tondeur, Fazilat Siddiq
Computers & Education (2017) Vol. 112, pp. 1-17
Open Access | Times Cited: 158
Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China
Xin Zheng, Hongbiao Yin, Zhanglin Li
Educational Management Administration & Leadership (2018) Vol. 47, Iss. 6, pp. 843-859
Closed Access | Times Cited: 158
Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics.
Rebecca J. Collie, Jennifer D. Shapka, Nancy E. Perry, et al.
Journal of Educational Psychology (2015) Vol. 108, Iss. 6, pp. 788-799
Closed Access | Times Cited: 154
Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform
Christian Fischer, Barry Fishman, Chris Dede, et al.
Teaching and Teacher Education (2018) Vol. 72, pp. 107-121
Closed Access | Times Cited: 149
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