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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:

Audio-guided mindfulness training in schools and its effect on academic attainment: Contributing to theory and practice
Laura S. Bakosh, Jutta Tobias, Dawn Querstret, et al.
Learning and Instruction (2018) Vol. 58, pp. 34-41
Open Access | Times Cited: 31

Showing 1-25 of 31 citing articles:

Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design
Mary L. Phan, Tyler L. Renshaw, Julie Caramanico, et al.
Mindfulness (2022) Vol. 13, Iss. 7, pp. 1591-1613
Open Access | Times Cited: 83
Does mindfulness training help working memory ‘work’ better?
Amishi P. Jha, Ekaterina Denkova, Anthony P. Zanesco, et al.
Current Opinion in Psychology (2019) Vol. 28, pp. 273-278
Closed Access | Times Cited: 91
Mind over Matter: Testing the Efficacy of an Online Randomized Controlled Trial to Reduce Distraction from Smartphone Use
Melina A. Throuvala, Mark D. Griffiths, Mike Rennoldson, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 13, pp. 4842-4842
Open Access | Times Cited: 70
Mindfulness and Academic Performance Meta-Analyses on Interventions and Correlations
Paul Verhaeghen
Mindfulness (2023) Vol. 14, Iss. 6, pp. 1305-1316
Closed Access | Times Cited: 19
Teacher-Led Yoga/Mindfulness in the Key Stage 1 Classroom. Survey of Educators Across North-East England
Katie Wilkin, Claire M. Thornton, Georgia Allen
Early Childhood Education Journal (2025)
Open Access
The Effects of Integrating Mindfulness Exercises into the Elementary Science Curriculum: A Cluster, Randomized, Controlled Trial
Orit Shelach Inbar, Ricardo Tarrasch
Education Sciences (2025) Vol. 15, Iss. 4, pp. 478-478
Open Access
A Review of Mindfulness-Based Apps for Children
Andreia Nunes, São Luís Castro, Teresa Limpo
Mindfulness (2020) Vol. 11, Iss. 9, pp. 2089-2101
Closed Access | Times Cited: 27
Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review
Marisa G. Filipe, Sofia Magalhães, Andreia Veloso, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 22
Technology‐enhanced mindfulness‐based collaborative social reasoning to improve adolescents' social–emotional competencies
Manisha Nagpal, Tzu‐Jung Lin, Haeun Park, et al.
Journal of Research on Adolescence (2024)
Closed Access | Times Cited: 2
Mindfulness in a digital math learning game: Insights from two randomized controlled trials
Enikő Orsolya Bereczki, Zsófia K. Takács, J. Elizabeth Richey, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 4, pp. 1567-1590
Open Access | Times Cited: 2
A Pilot Study Testing the Effectiveness of a Mindfulness-Based Program for Portuguese School Children
Sofia Magalhães, Tânia Nunes, Inês Soeiro, et al.
Mindfulness (2022) Vol. 13, Iss. 11, pp. 2751-2764
Open Access | Times Cited: 10
Examining the Impact and Moderating Effects of an 8-Week Mindfulness-Based Program in Grade 4
Teresa Limpo, Ana Isabel Vieira, Sofia Magalhães, et al.
Mindfulness (2023) Vol. 14, Iss. 8, pp. 2026-2043
Open Access | Times Cited: 6
Exploring the effects of a mindfulness-based intervention in university students: MindKinder adult version program (MK-A)
Alfonso Moreno-Gómez, Pablo Luna, Concepción García-Diego, et al.
Evaluation and Program Planning (2023) Vol. 97, pp. 102252-102252
Open Access | Times Cited: 5
An Exploration of the Cognitive, Motivational, Emotional and Regulatory Behaviours of Elementary-School Novice and Expert Problem Solvers
Vanessa Hanin, Catherine Van Nieuwenhoven
Canadian Journal of Science Mathematics and Technology Education (2020) Vol. 20, Iss. 2, pp. 312-341
Closed Access | Times Cited: 12
Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components
Renata S. Rocha, Inês Soeiro, Sofia Magalhães, et al.
Reading and Writing (2023) Vol. 37, Iss. 6, pp. 1457-1487
Open Access | Times Cited: 4
Validation of the Comprehensive Inventory of Mindfulness Experiences (CHIME) in Portuguese Children
Sofia Magalhães, Teresa Limpo
Mindfulness (2022) Vol. 13, Iss. 7, pp. 1692-1705
Open Access | Times Cited: 6
Promoviendo el éxito escolar mediante una intervención basada en atención plena (mindfulness) en Educación Infantil: Programa Mindkinder
Alfonso Moreno-Gómez, Pablo Luna, Javier Cejudo
Revista de Psicodidáctica (2020) Vol. 25, Iss. 2, pp. 136-142
Closed Access | Times Cited: 8
Promoting school success through mindfulness-based interventions in early childhood
Alfonso Moreno-Gómez, Pablo Luna, Javier Cejudo
Revista de Psicodidáctica (English ed ) (2020) Vol. 25, Iss. 2, pp. 136-142
Closed Access | Times Cited: 8
The relationship between school-age children’s interoceptive awareness and executive functioning: An exploratory study
Caitlin Bishop, Ted Brown, Mong‐Lin Yu
British Journal of Occupational Therapy (2022) Vol. 86, Iss. 2, pp. 116-129
Closed Access | Times Cited: 5
The “what,” “why,” and “when” of using mindfulness in schools: Best practices and guidance for educators and policymakers
Naheed E. Hosan, Veronica Smith, William B. Strean, et al.
Theory Into Practice (2022) Vol. 61, Iss. 4, pp. 465-476
Closed Access | Times Cited: 4
Post-secular affective labours of teaching: contemplative practices and the ‘belaboured self’
Christopher T. McCaw, Jessica Gerrard
Critical Studies in Education (2022) Vol. 64, Iss. 2, pp. 134-150
Closed Access | Times Cited: 3
Delivering mindfulness in the classroom via a technology-enabled approach: Feasibility and the potential impact on teachers' psychological well-being, self-efficacy, and mindfulness
Birte Klusmann, Robbert Sanderman, Maya J. Schroevers
Teaching and Teacher Education (2022) Vol. 122, pp. 103950-103950
Open Access | Times Cited: 3
PENERAPAN MODEL PEMBELAJARAN BERBASIS MINDFULNESS UNTUK PENGEMBANGAN ETIKA SISWA SEKOLAH DASAR
Yanti Krismayanti
Educational Journal of Bhayangkara (2024) Vol. 4, Iss. 2, pp. 56-63
Open Access
Meditation, Mindfulness, and Mental Health
Sanjeev Kumar Gupta
Advances in psychology, mental health, and behavioral studies (APMHBS) book series (2021), pp. 1-14
Closed Access | Times Cited: 2
The Effectiveness of Stress Coping Skills Training on Mindfulness of Female students
Katayon Haddadi, Nazanin Abed
Iranian Journal of Educational Sociology (2019) Vol. 2, Iss. 1, pp. 111-117
Open Access | Times Cited: 1
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