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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.

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Showing 1-25 of 240 citing articles:

‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown
Lisa E. Kim, Kathryn Asbury
British Journal of Educational Psychology (2020) Vol. 90, Iss. 4, pp. 1062-1083
Open Access | Times Cited: 422
The Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face Teaching
Naiara Ozamiz-Etxebarria, Naiara Berasategi Santxo, Nahia Idoiaga Mondragón, et al.
Frontiers in Psychology (2021) Vol. 11
Open Access | Times Cited: 321
Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices
Stuart Woodcock, Umesh Sharma, Pearl Subban, et al.
Teaching and Teacher Education (2022) Vol. 117, pp. 103802-103802
Open Access | Times Cited: 122
A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing
Joy C. Nwoko, Theophilus I. Emeto, A.E.O. Malau‐Aduli, et al.
International Journal of Environmental Research and Public Health (2023) Vol. 20, Iss. 12, pp. 6070-6070
Open Access | Times Cited: 46
From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill
Mohammad Ghafouri, Jaleh Hassaskhah, Amir Mahdavi-Zafarghandi
Language Teaching Research (2024)
Closed Access | Times Cited: 18
Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career
Rebecca Lazarides, Helen M. G. Watt, Paul Richardson
Learning and Instruction (2020) Vol. 69, pp. 101346-101346
Closed Access | Times Cited: 100
Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement
Fani Lauermann, Jean‐Louis Berger
Learning and Instruction (2021) Vol. 76, pp. 101441-101441
Closed Access | Times Cited: 85
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes
Fani Lauermann, Inga ten Hagen
Educational Psychologist (2021) Vol. 56, Iss. 4, pp. 265-282
Closed Access | Times Cited: 79
Positive teacher-student relationships may lead to better teaching
Xintong Li, Christi Bergin, Amanda A. Olsen
Learning and Instruction (2022) Vol. 80, pp. 101581-101581
Closed Access | Times Cited: 66
Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis
Jingxian Wang, Dineke E.H. Tigelaar, Jianghua Luo, et al.
Computers & Education (2022) Vol. 183, pp. 104501-104501
Open Access | Times Cited: 53
Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach
Hang Bing, Bakhtiar Sadjadi, Maryam Afzali, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 47
Promoting the AI teaching competency of K-12 computer science teachers: A TPACK-based professional development approach
Junmei Sun, Hongliang Ma, Y. Zeng, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 2, pp. 1509-1533
Closed Access | Times Cited: 43
Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers
Juan Deng, Tahereh Heydarnejad, Fariba Farhangi, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 39
Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality
Mark Harrison, Ronnel B. King, Hui Wang
British Educational Research Journal (2023) Vol. 49, Iss. 3, pp. 476-498
Closed Access | Times Cited: 30
Is Teachers’ Well-Being Associated with Students’ School Experience? A Meta-analysis of Cross-Sectional Evidence
Laurenţiu P. Maricuțoiu, Zselyke Pap, E. Ștefancu, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 1
Closed Access | Times Cited: 27
Teacher emotions are linked with teaching quality: Cross-sectional and longitudinal evidence from two field studies
Irena Burić, Anne C. Frenzel
Learning and Instruction (2023) Vol. 88, pp. 101822-101822
Closed Access | Times Cited: 26
TikTok for developing learning motivation and oral proficiency in MICE learners
Sun-Yu Gao, Yi-Ying Tsai, Jian-Hao Huang, et al.
Journal of Hospitality Leisure Sport & Tourism Education (2023) Vol. 32, pp. 100415-100415
Open Access | Times Cited: 25
Zbirka psihologijskih skala i upitnika: svezak 12
Ivana Macuka, Marina Nekić, Jelena Ombla, et al.
(2024)
Open Access | Times Cited: 9
Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools
Julia Holzer, Luisa Grützmacher, Marko Lüftenegger, et al.
Learning and Instruction (2024) Vol. 92, pp. 101926-101926
Open Access | Times Cited: 8
Teachers’ Emotions and Self-Efficacy: A Test of Reciprocal Relations
Irena Burić, Ana Slišković, Izabela Sorić
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 65
Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics
Doris Holzberger, Elisabeth Prestele
Learning and Instruction (2021) Vol. 76, pp. 101513-101513
Open Access | Times Cited: 44
Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment
Katharina Hettinger, Rebecca Lazarides, Charlott Rubach, et al.
Teaching and Teacher Education (2021) Vol. 103, pp. 103349-103349
Closed Access | Times Cited: 41
Teachers’ motivational profiles and their longitudinal associations with teaching quality
Désirée Thommen, Vanda Sieber, Urs Grob, et al.
Learning and Instruction (2021) Vol. 76, pp. 101514-101514
Open Access | Times Cited: 41
Teachers' Response to Stress, Anxiety and Depression During COVID‐19 Lockdown: What Have We Learned From the Pandemic?
Laura Lacomba‐Trejo, Konstanze Schoeps, Selene Valero‐Moreno, et al.
Journal of School Health (2022) Vol. 92, Iss. 9, pp. 864-872
Open Access | Times Cited: 34
Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education
Shengtao Zheng, Tahereh Heydarnejad, Amhara Aberash
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 32
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