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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:

Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness
Lisa Bardach, Robert M. Klassen
Educational Research Review (2020) Vol. 30, pp. 100312-100312
Open Access | Times Cited: 117

Showing 1-25 of 117 citing articles:

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: 133
Impact of classroom environment, teacher competency, information and communication technology resources, and university facilities on student engagement and academic performance
Jalal Rajeh Hanaysha, Fayez Bassam Shriedeh, Mohammad Inairat
International Journal of Information Management Data Insights (2023) Vol. 3, Iss. 2, pp. 100188-100188
Open Access | Times Cited: 74
California Teachers and COVID-19: How the Pandemic Is Impacting the Teacher Workforce
Desiree Carver-Thomas, Melanie Leung, Dion Burns
(2021)
Open Access | Times Cited: 83
Teacher motivation and student outcomes: Searching for the signal
Lisa Bardach, Robert M. Klassen
Educational Psychologist (2021) Vol. 56, Iss. 4, pp. 283-297
Open Access | Times Cited: 62
Theoretical perspectives and factors influencing machine translation use in L2 writing: A scoping review
Lianjiang Jiang, Rong Yu, Yi Zhao
Journal of Second Language Writing (2024) Vol. 64, pp. 101099-101099
Closed Access | Times Cited: 9
Cognitive Insights from Emotional Intelligence: A Systematic Review of EI Models in Educational Achievement
Evgenia Gkintoni, Ioannis Dimakos, Γεώργιος Νικολάου
Emerging Science Journal (2025) Vol. 8, pp. 262-297
Open Access | Times Cited: 1
Can we improve how we screen applicants for initial teacher education?
Robert M. Klassen, Lisa E. Kim, Jade V. Rushby, et al.
Teaching and Teacher Education (2019) Vol. 87, pp. 102949-102949
Open Access | Times Cited: 53
Examining teacher recruitment strategies in England
Robert M. Klassen, Jade V. Rushby, Tracy L. Durksen, et al.
Journal of Education for Teaching International Research and Pedagogy (2021) Vol. 47, Iss. 2, pp. 163-185
Open Access | Times Cited: 37
Educational achievement among East Asian schoolchildren 1967–2020: A thematic review of the literature
Björn Boman
International Journal of Educational Research Open (2022) Vol. 3, pp. 100168-100168
Open Access | Times Cited: 24
The influence of SES, cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts
Björn Boman
European Journal of Psychology of Education (2022) Vol. 38, Iss. 2, pp. 587-603
Open Access | Times Cited: 22
Data mining techniques for predicting teacher evaluation in higher education: A systematic literature review
Ermenson Ricardo Ordoñez Ávila, Nelson Salgado Reyes, Jaime Meza, et al.
Heliyon (2023) Vol. 9, Iss. 3, pp. e13939-e13939
Open Access | Times Cited: 14
Teaching Effectiveness Revisited Through the Lens of Practice Theories
Svenja Vieluf, Eckhard Klieme
Springer eBooks (2023), pp. 57-95
Closed Access | Times Cited: 14
Effects of jigsaw learning strategy integrated with computer simulations on gender differences in students’ achievement and attitude in learning chemistry
Shimelis Kebede Kekeba
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
Classroom management: boosting student success—a meta-analysis review
Eka Putra, Murni Yanto
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
Teacher feedback during instruction: An examination of types, rates, and contexts
Terrance M. Scott, Shu-Chen Tsai
Preventing School Failure Alternative Education for Children and Youth (2025), pp. 1-7
Closed Access
New methods and technologies for enhancing usability and accessibility of educational data
David Fonseca, Francisco José García‐Peñalvo, Jorge D. Camba
Universal Access in the Information Society (2020) Vol. 20, Iss. 3, pp. 421-427
Open Access | Times Cited: 32
Burnout, self-efficacy and job satisfaction among primary school teachers in Morocco
Oulhou Hassan, Aomar Ibourk
Social Sciences & Humanities Open (2021) Vol. 4, Iss. 1, pp. 100148-100148
Open Access | Times Cited: 32
Models on Teaching Effectiveness in Current Scientific Literature
Roberto Sánchez-Cabrero, José Luis Estrada Chichón, Alfonso Abad Mancheño, et al.
Education Sciences (2021) Vol. 11, Iss. 8, pp. 409-409
Open Access | Times Cited: 30
The Effects of Teacher Relationships on Student Academic Achievement: A Second Order Meta-Analysis
Erkan Göktaş, Metin Kaya
Participatory Educational Research (2023) Vol. 10, Iss. 1, pp. 275-289
Open Access | Times Cited: 11
From Interest to Entry: The Teacher Pipeline From College Application to Initial Employment
Brendan Bartanen, Andrew Kwok
American Educational Research Journal (2023) Vol. 60, Iss. 5, pp. 941-985
Closed Access | Times Cited: 11
Satisfied and High Performing? A Meta-Analysis and Systematic Review of the Correlates of Teachers’ Job Satisfaction
Gyde Wartenberg, Karen Aldrup, Simon Grund, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 4
Open Access | Times Cited: 11
Revolutionizing pedagogy: navigating the integration of technology in higher education for teacher learning and performance enhancement
Niyaz Panakaje, Habeeb Ur Rahiman, S. M. Riha Parvin, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 4
Measuring higher-order cognitive skills with multiple choice questions –potentials and pitfalls of Finnish teacher education entrance
Eeva Haataja, Asko Tolvanen, Henna Vilppu, et al.
Teaching and Teacher Education (2022) Vol. 122, pp. 103943-103943
Open Access | Times Cited: 16
Does teachers’ motivation have an impact on students’ scientific literacy and motivation? An empirical study in Colombia with data from PISA 2015
Ana María Suárez, Ricardo L. Gómez
Large-scale Assessments in Education (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 3
Using video- and text-based situational judgement tests for teacher selection: a quasi-experiment exploring the relations between test format, subgroup differences, and applicant reactions
Lisa Bardach, Jade V. Rushby, Lisa E. Kim, et al.
European Journal of Work and Organizational Psychology (2020) Vol. 30, Iss. 2, pp. 251-264
Open Access | Times Cited: 27
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