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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:

Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions
Peter D. MacIntyre, Tammy Gregersen, Sarah Mercer
System (2020) Vol. 94, pp. 102352-102352
Closed Access | Times Cited: 760

Showing 1-25 of 760 citing articles:

Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers
Vincent Greenier, Ali Derakhshan, Jalil Fathi
System (2021) Vol. 97, pp. 102446-102446
Closed Access | Times Cited: 360
Resilience, Coping Strategies and Posttraumatic Growth in the Workplace Following COVID-19: A Narrative Review on the Positive Aspects of Trauma
Georgia Libera Finstad, Gabriele Giorgi, Lucrezia Ginevra Lulli, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 18, pp. 9453-9453
Open Access | Times Cited: 215
Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress
Ion Ovidiu Pânişoară, Iuliana Lazăr, Georgeta Pânișoară, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 21, pp. 8002-8002
Open Access | Times Cited: 201
Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland
Tomasz Jakubowski, Magdalena Sitko-Dominik
PLoS ONE (2021) Vol. 16, Iss. 9, pp. e0257252-e0257252
Open Access | Times Cited: 135
Addressing work‐life balance challenges of working women during COVID‐19 in Bangladesh
Mahi Uddin
International Social Science Journal (2021) Vol. 71, Iss. 239-240, pp. 7-20
Open Access | Times Cited: 123
Teaching and learning languages online: Challenges and responses
Jian Tao, Xuesong Gao
System (2022) Vol. 107, pp. 102819-102819
Open Access | Times Cited: 122
Examining the Associations between COVID-19-Related Psychological Distress, Social Media Addiction, COVID-19-Related Burnout, and Depression among School Principals and Teachers through Structural Equation Modeling
Turgut Karaköse, Ramazan Yirci, Stamatios Papadakis
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 4, pp. 1951-1951
Open Access | Times Cited: 120
Teaching during COVID-19: The Decisions Made in Teaching
Liina Lepp, Triinu Aaviku, Äli Leijen, et al.
Education Sciences (2021) Vol. 11, Iss. 2, pp. 47-47
Open Access | Times Cited: 112
E‐learning? Never again! On the unintended consequences of COVID‐19 forced e‐learning on academic teacher motivational job characteristics
Konrad Kulikowski, Sylwia Przytuła, Łukasz Sułkowski
Higher Education Quarterly (2021) Vol. 76, Iss. 1, pp. 174-189
Closed Access | Times Cited: 112
Digitalization and beyond: the effects of Covid-19 on post-pandemic educational policy and delivery in Europe
Adrián Zancajo, Antoni Verger, Pedro Bolea
Policy and Society (2022) Vol. 41, Iss. 1, pp. 111-128
Open Access | Times Cited: 112
The interplay of EFL teachers’ immunity, work engagement, and psychological well-being: Evidence from four Asian countries
Yongliang Wang, Ali Derakhshan, Mostafa Azari Noughabi
Journal of Multilingual and Multicultural Development (2022) Vol. 45, Iss. 8, pp. 3241-3257
Closed Access | Times Cited: 111
Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic
Tzofnat Zadok-Gurman, Ronit Jakobovich, Eti Dvash, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 7, pp. 3689-3689
Open Access | Times Cited: 109
Teachers’ Mental Health and Self-Reported Coping Strategies During the COVID-19 Pandemic in Ecuador: A Mixed-Methods Study
Paula Hidalgo-Andrade, Carlos Hermosa‐Bosano, Clara Paz
Psychology Research and Behavior Management (2021) Vol. Volume 14, pp. 933-944
Open Access | Times Cited: 106
Stress and Burnout in Teachers During Times of Pandemic
Natalia Vargas Rubilar, Laura Beatriz Oros
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 102
Revisiting Research on Positive Psychology in Second and Foreign Language Education: Trends and Directions
Ali Derakhshan
Language Related Research (2022) Vol. 13, Iss. 5, pp. 1-43
Open Access | Times Cited: 101
Investigating the impact of pandemic job stress and transformational leadership on innovative work behavior: The mediating and moderating role of knowledge sharing
Muhammad Asim Rafique, Yumei Hou, Muhammad Adnan Zahid Chudhery, et al.
Journal of Innovation & Knowledge (2022) Vol. 7, Iss. 3, pp. 100214-100214
Open Access | Times Cited: 85
Social support, psychological flexibility and coping mediate the association between COVID-19 related stress exposure and psychological distress
Richard Tindle, Alla Hemi, Ahmed A. Moustafa
Scientific Reports (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 70
Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era
Fangwei Huang, Yongliang Wang, Haijing Zhang
European Journal of Education (2024)
Closed Access | Times Cited: 42
Modelling the interplay between resilience, emotion regulation and psychological well‐being among Chinese English language teachers: The mediating role of self‐efficacy beliefs
Ran Zhi, Ali Derakhshan
European Journal of Education (2024) Vol. 59, Iss. 3
Closed Access | Times Cited: 35
Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective
Magdalena Jelińska, Michał B. Paradowski
Online Learning (2021) Vol. 25, Iss. 1
Open Access | Times Cited: 98
Boredom in online English language classes: Mediating variables and coping strategies
Mirosław Pawlak, Ali Derakhshan, Mostafa Mehdizadeh, et al.
Language Teaching Research (2021)
Closed Access | Times Cited: 97
Responses of the English-Language-Teaching Community to the COVID-19 Pandemic
Benjamin Luke Moorhouse, Lucas Kohnke
RELC Journal (2021) Vol. 52, Iss. 3, pp. 359-378
Open Access | Times Cited: 88
A global crash-course in teaching and learning online: A thematic review of empirical Emergency Remote Teaching (ERT) studies in higher education during Year 1 of COVID-19
William H. Stewart
Open Praxis (2021) Vol. 13, Iss. 1, pp. 89-89
Open Access | Times Cited: 79
Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic.
Keith C. Herman, James Sebastian, Wendy M. Reinke, et al.
School Psychology (2021) Vol. 36, Iss. 6, pp. 483-493
Open Access | Times Cited: 79
A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching
Hui-Lien Chou, Chien Chou
Computers & Education (2021) Vol. 175, pp. 104335-104335
Open Access | Times Cited: 74
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