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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:

Profiles of adolescents' peer and teacher relatedness: Differences in well-being and academic achievement across latent groups
Jaime León, Jeffrey Liew
Learning and Individual Differences (2017) Vol. 54, pp. 41-50
Closed Access | Times Cited: 41

Showing 1-25 of 41 citing articles:

The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior
Hinke M. Endedijk, Linda D. Breeman, Caspar J. Van Lissa, et al.
Review of Educational Research (2021) Vol. 92, Iss. 3, pp. 370-412
Open Access | Times Cited: 89
Profiles of motivation and engagement in foreign language learning: Associations with emotional factors, academic achievement, and demographic features
Jiajing Li, Ronnel B. King, Chuang Wang
System (2022) Vol. 108, pp. 102820-102820
Closed Access | Times Cited: 53
Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement
Jaime León, Elena Medina-Garrido, Juan Luis Núñez Alonso
Frontiers in Psychology (2017) Vol. 8
Open Access | Times Cited: 62
The role of teacher–student relationships and student–student relationships for secondary school students’ well-being in Switzerland
Katja Saxer, Jakob Schnell, Julia Mori, et al.
International Journal of Educational Research Open (2023) Vol. 6, pp. 100318-100318
Open Access | Times Cited: 17
School Satisfaction and Self-Efficacy in Adolescents and Intention to Drop Out of School
Maria Luisa Pedditzi
International Journal of Environmental Research and Public Health (2024) Vol. 21, Iss. 1, pp. 111-111
Open Access | Times Cited: 5
Need-supportive teaching in higher education: Configurations of autonomy support, structure, and involvement
Martijn J. M. Leenknecht, Lisette Wijnia, Sofie M. M. Loyens, et al.
Teaching and Teacher Education (2017) Vol. 68, pp. 134-142
Open Access | Times Cited: 54
Patterns of Social Connectedness and Psychosocial Wellbeing among African American and Caribbean Black Adolescents
Theda Rose, Ashley McDonald, Tara Von Mach, et al.
Journal of Youth and Adolescence (2019) Vol. 48, Iss. 11, pp. 2271-2291
Closed Access | Times Cited: 47
Need-supportive teaching is positively associated with students' well-being: A cross-cultural study
Yi Wang, Ronnel B. King, Faming Wang, et al.
Learning and Individual Differences (2021) Vol. 92, pp. 102051-102051
Closed Access | Times Cited: 36
High Qualities of Relationships with Parents and Teachers Contribute to the Development of Adolescent Life Satisfaction Through Resilience: A Three-Wave Prospective Longitudinal Study
Rui Zhang, Linxin Wang, Jesus Alfonso D. Datu, et al.
Journal of Happiness Studies (2023) Vol. 24, Iss. 4, pp. 1339-1365
Closed Access | Times Cited: 13
“Do I Belong Here?” School Dropout

(2025), pp. 399-424
Closed Access
Understanding academic expectations: the influence of students’ academic emotions on academic expectations and the mediational role of perceived teacher competence and warmth
Zhaoxiang Niu, Yang Wang, Ke Yang, et al.
Social Psychology of Education (2025) Vol. 28, Iss. 1
Closed Access
Academic Resilience Despite Early Academic Adversity: A Three-Wave Longitudinal Study on Regulation-Related Resiliency, Interpersonal Relationships, and Achievement in First to Third Grade
Jeffrey Liew, Qian Cao, Jan N. Hughes, et al.
Early Education and Development (2018) Vol. 29, Iss. 5, pp. 762-779
Open Access | Times Cited: 38
The quality of social relationships in schools and adult health: Differential effects of student–student versus student–teacher relationships.
Jinho Kim
School Psychology (2020) Vol. 36, Iss. 1, pp. 6-16
Open Access | Times Cited: 37
Teachers’ Interpersonal Style in Physical Education: Exploring Patterns of Students’ Self-Determined Motivation and Enjoyment of Physical Activity in a Longitudinal Study
Gracielle Fin, Juan Antônio Moreno Murcia, Jaime León, et al.
Frontiers in Psychology (2019) Vol. 9
Open Access | Times Cited: 30
Predicting students' basic psychological need profiles through motivational appeals: Relations with grit and well-being
Elisa Santana‐Monagas, Juan Luis Núñez Alonso
Learning and Individual Differences (2022) Vol. 97, pp. 102162-102162
Open Access | Times Cited: 18
Beyond CLIL: Fostering Student and Teacher Engagement for Personal Growth and Deeper Learning
Oliver Meyer, Do Coyle, Margarete Imhof, et al.
Springer eBooks (2018), pp. 277-297
Closed Access | Times Cited: 28
Young adolescent psychological need profiles: Associations with classroom achievement and well‐being
Stephen R. Earl, Ian Taylor, Carla Meijen, et al.
Psychology in the Schools (2019) Vol. 56, Iss. 6, pp. 1004-1022
Open Access | Times Cited: 28
Emotional Maltreatment and Adolescent Depression: Mediating Mechanisms and Demographic Considerations in a Child Welfare Sample
Shiesha L. McNeil, Arthur R. Andrews, Joseph R. Cohen
Child Development (2020) Vol. 91, Iss. 5, pp. 1681-1697
Closed Access | Times Cited: 24
Technology‐supported cooperative learning as a universal mental health intervention in middle and high school
Benedetta Zagni, Mark J. Van Ryzin
British Journal of Educational Psychology (2024) Vol. 94, Iss. 3, pp. 792-808
Closed Access | Times Cited: 2
The relationship between primary human needs of the Good Lives Model (GLM) and subjective well-being in adolescents: A multi-level meta-analysis
Colinda Serie, Lore Van Damme, Stefaan Pleysier, et al.
Aggression and Violent Behavior (2021) Vol. 61, pp. 101651-101651
Open Access | Times Cited: 17
What makes a student feel vital? Links between teacher-student relatedness and teachers’ engaging messages
Elisa Santana‐Monagas, Juan Luis Núñez Alonso, Juan Francisco Loro-Ferrer, et al.
European Journal of Psychology of Education (2022) Vol. 38, Iss. 3, pp. 1201-1226
Open Access | Times Cited: 10
Pathways to Reading Competence: Emotional Self-regulation, Literacy Contexts, and Embodied Learning Processes
Jeffrey Liew, Florina Erbeli, Juliet M. Nyanamba, et al.
Reading Psychology (2020) Vol. 41, Iss. 7, pp. 633-659
Closed Access | Times Cited: 15
Motivational dynamics in basic needs profiles: Toward a person‐centered motivation approach in engineering education
Gunter Bombaerts, Bram E. Vaessen
Journal of Engineering Education (2022) Vol. 111, Iss. 2, pp. 357-375
Open Access | Times Cited: 9
The association between teacher–student relationships and school engagement: an investigation of gender differences
Donghyun Kang, Laura M. Stough, Myeongsun Yoon, et al.
Educational Psychology (2023) Vol. 43, Iss. 6, pp. 623-642
Closed Access | Times Cited: 5
Associations Between Child Maltreatment and Adolescents’ Health-Related Quality of Life and Emotional and Social Problems in Low-Income Families, and the Moderating Role of Social Support
Camilla K. M. Lo, Frederick K. Ho, Elsie Yan, et al.
Journal of Interpersonal Violence (2019) Vol. 36, Iss. 15-16, pp. 7436-7455
Open Access | Times Cited: 14
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