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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:

The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality
Benjamin Fauth, Jasmin Decristan, Anna‐Theresia Decker, et al.
Teaching and Teacher Education (2019) Vol. 86, pp. 102882-102882
Open Access | Times Cited: 371

Showing 1-25 of 371 citing articles:

Achieving Academic Excellence
Asma Khaleel Abdallah, Rasha Khalil Abdallah
Advances in higher education and professional development book series (2023), pp. 136-158
Closed Access | Times Cited: 62
A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers’ desire for professional development: evidence from Iran and Kuwait
Robert Kirkpatrick, Ali Derakhshan, Hala Almutawa, et al.
Journal of Multilingual and Multicultural Development (2024), pp. 1-21
Closed Access | Times Cited: 18
Can teaching be taught? Improving teachers' pedagogical skills at scale in rural Peru
Juan Francisco Castro, Paul Glewwe, Alexandra Heredia-Mayo, et al.
Quantitative Economics (2025) Vol. 16, Iss. 1, pp. 185-233
Open Access | Times Cited: 2
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
Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner
Yves Karlen, Silke Hertel, Carmen Nadja Hirt
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 76
Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education
Rebecca Lazarides, Benjamin Fauth, Hanna Gaspard, et al.
Learning and Instruction (2020) Vol. 73, pp. 101435-101435
Closed Access | Times Cited: 76
The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age
Yue Liu, Li Zhao, Yu-Sheng Su
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 10, pp. 6282-6282
Open Access | Times Cited: 57
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
Enhancing Performance in Mathematics Through Motivation, Peer Assisted Learning, And Teaching Quality: The Mediating Role of Student Interest
Yarhands Dissou Arthur, Courage Simon Kofi Dogbe, Samuel Kwesi Asiedu-Addo
Eurasia Journal of Mathematics Science and Technology Education (2022) Vol. 18, Iss. 2, pp. em2072-em2072
Open Access | Times Cited: 40
Learning processes and their mediating role between teaching quality and student achievement: A systematic review
Ayşenur Alp Christ, Vanda Sieber, Urs Grob, et al.
Studies In Educational Evaluation (2022) Vol. 75, pp. 101209-101209
Open Access | Times Cited: 40
Teaching for creativity in an EFL context: The predictive roles of school climate, teaching enthusiasm, and metacognition
Vincent Greenier, Jalil Fathi, Seyyed-Foad Behzadpoor
Thinking Skills and Creativity (2023) Vol. 50, pp. 101419-101419
Open Access | Times Cited: 31
“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy
Janina Täschner, Theresa Dicke, Sarah Reinhold, et al.
Review of Educational Research (2024) Vol. 95, Iss. 1, pp. 3-52
Open Access | Times Cited: 11
Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study
Christin Lucksnat, Eric Richter, Sofie Henschel, et al.
Educational Assessment Evaluation and Accountability (2024) Vol. 36, Iss. 1, pp. 75-106
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
Unterricht in Zeiten von Corona: Ein Blick auf die Herausforderungen aus der Sicht von Unterrichts- und Instruktionsforschung
Thamar Voss, Jörg Wittwer
Unterrichtswissenschaft (2020) Vol. 48, Iss. 4, pp. 601-627
Open Access | Times Cited: 55
Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes
Ricarda Steinmayr, Rebecca Lazarides, Anne F. Weidinger, et al.
Zeitschrift für Pädagogische Psychologie (2021) Vol. 35, Iss. 2-3, pp. 85-106
Open Access | Times Cited: 50
A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms
Hui‐Min Lai, Pi-Jung Hsieh, Lorna Uden, et al.
Computers & Education (2021) Vol. 175, pp. 104318-104318
Closed Access | Times Cited: 50
Do technological knowledge and game-based learning promote students achievement: lesson from Indonesia
Cipto Wardoyo, Yogi Dwi Satrio, Bagus Shandy Narmaditya, et al.
Heliyon (2021) Vol. 7, Iss. 11, pp. e08467-e08467
Open Access | Times Cited: 45
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
Exploring Teachers’ Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference?
Nedim Özdemir, Ali̇ Çağatay Kılınç, Mahmut Polatcan, et al.
Educational Administration Quarterly (2023) Vol. 59, Iss. 2, pp. 255-305
Closed Access | Times Cited: 16
Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education
Yi-Chen Lai, Li-Hsun Peng
Sustainability (2019) Vol. 12, Iss. 1, pp. 28-28
Open Access | Times Cited: 48
Interrelationship Between Inquiry-Based Learning and Instructional Quality in Predicting Science Literacy
Jingoo Kang
Research in Science Education (2020) Vol. 52, Iss. 1, pp. 339-355
Open Access | Times Cited: 46
The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions?
Cora Parrisius, Hanna Gaspard, Ulrich Trautwein, et al.
Contemporary Educational Psychology (2020) Vol. 62, pp. 101891-101891
Closed Access | Times Cited: 40
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