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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:

Teacher coping profiles in relation to teacher well-being: A mixed method approach
Anna‐Mari Aulén, Eija Pakarinen, Taru Feldt, et al.
Teaching and Teacher Education (2021) Vol. 102, pp. 103323-103323
Open Access | Times Cited: 54

Showing 1-25 of 54 citing articles:

A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers
Shen Xi-yun, Jalil Fathi, Naser Shirbagi, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 67
Teacher well-being: Investigating the contributions of school climate and job crafting
Benjamin Dreer
Cogent Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 50
Unleashing Pre-Service Language Teachers’ Productivity with Generative AI: Emotions, Appraisal and Coping Strategies
Hongbiao Yin, Chan Wang, Zhijun Liu
Computers in Human Behavior (2024) Vol. 161, pp. 108417-108417
Closed Access | Times Cited: 8
Patterns of Teachers’ Occupational Well-Being During the COVID-19 Pandemic: Relations to Experiences of Exhaustion, Recovery, and Interactional Styles of Teaching
Sanni Pöysä, Eija Pakarinen, Marja‐Kristiina Lerkkanen
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 45
Coping through the unknown: School staff wellbeing during the COVID-19 pandemic
Melanie C. Brooks, Edwin Creely, Stella Laletas
International Journal of Educational Research Open (2022) Vol. 3, pp. 100146-100146
Open Access | Times Cited: 28
Mindfulness-based interventions for stress and burnout in teachers: A systematic review
Tarissa Hidajat, Elizabeth Edwards, Rachel Wood, et al.
Teaching and Teacher Education (2023) Vol. 134, pp. 104303-104303
Open Access | Times Cited: 17
Interventions fostering well-being of schoolteachers: a review of research
Benjamin Dreer, Natalie Gouasé
Oxford Review of Education (2021) Vol. 48, Iss. 5, pp. 587-605
Open Access | Times Cited: 33
Exploring the knowledge structure of coping strategies in teacher education research using bibliometric analysis
Shwe Ye Phyo, Erika Kopp
European Journal of Teacher Education (2025), pp. 1-20
Open Access
Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study
Iryna Nadyukova, Anne C. Frenzel
Teaching and Teacher Education (2025) Vol. 157, pp. 104941-104941
Closed Access
Design and pedagogical implications of a digital learning platform to promote well-being in teacher education
Alesia Mickle Moldavan, Christine Edwards-Leis, Jennifer Murray
Teaching and Teacher Education (2022) Vol. 115, pp. 103732-103732
Closed Access | Times Cited: 20
A multilevel latent profile analysis to job demands, job resources, and personal resources in early childhood educators: Implications for multidimensional well-being
Jian‐Bin Li, Yu Xu, Jin Sun, et al.
Journal of School Psychology (2024) Vol. 109, pp. 101405-101405
Closed Access | Times Cited: 3
Profiles of Work Engagement and Work-Related Effort and Reward Among Teachers: Associations to Occupational Well-Being and Leader–Follower Relationship During the COVID-19 Pandemic
Sanni Pöysä, Eija Pakarinen, Marja‐Kristiina Lerkkanen
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 14
The Power of School Conditions: Individual, Relational, and Organizational Influences on Educator Wellbeing
Rachel Cann, Claire Sinnema, Alan J. Daly, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 12
Is ‘the more the better’? Investigating linear and nonlinear effects of school culture on teacher well-being and commitment to teaching across school size
Lei Mee Thien, Hoay Chyi Lee
Studies In Educational Evaluation (2022) Vol. 74, pp. 101176-101176
Closed Access | Times Cited: 12
The diurnal course of salivary cortisol and alpha-amylase on workdays and leisure days in teachers and the role of social isolation and neuroticism
Sandra Schneider, Martin Grosse Holtforth, Alexander Wettstein, et al.
PLoS ONE (2023) Vol. 18, Iss. 5, pp. e0286475-e0286475
Open Access | Times Cited: 5
Well-Being at Work: Burnout and Engagement Profiles of University Workers
Pablo González-Rico, Eloísa Julia Guerrero Barona, María José Chambel, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 23, pp. 15436-15436
Open Access | Times Cited: 8
Early career teachers thriving in the everyday challenges of teaching: understanding the relationship between professional competence and teacher buoyancy
Sylvia Yee Fan Tang, Eric Siu-Chung Lo, Fang-Yin Yeh, et al.
Journal of Professional Capital and Community (2023) Vol. 8, Iss. 1, pp. 30-46
Closed Access | Times Cited: 4
The multidimensional teacher well-being: a mixed-methods approach
Junjun Chen, Lutong Zhang, Xinlin Li, et al.
Teachers and Teaching (2023) Vol. 30, Iss. 6, pp. 724-744
Closed Access | Times Cited: 4
Moderating personal factors for the effectiveness of a self-care- and mindfulness-based intervention for teachers
Inga Wagner, Teresa Noichl, Malte Cramer, et al.
Teaching and Teacher Education (2024) Vol. 144, pp. 104576-104576
Open Access | Times Cited: 1
Öğretmenlerde Mental İyi Oluş ve İş Yaşam Kalitesi
Şerife Boyalıoğlu, Fatma Çobanoğlu
Batı anadolu eğitim bilimleri dergisi (2024) Vol. 15, Iss. 1, pp. 444-474
Open Access | Times Cited: 1
Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race
Summer S. Braun, Chelsea A. Kaihoi, Heather L. McDaniel, et al.
Teaching and Teacher Education (2022) Vol. 118, pp. 103819-103819
Closed Access | Times Cited: 7
Inteligencia emocional como factor protector en docentes: Perfiles de estrategias de afrontamiento centrado en personas
Manuel Pulido‐Martos, Esther López‐Zafra, Daniel Cortés-Denia
Escritos de Psicología / Psychological Writings (2022) Vol. 15, Iss. 2, pp. 182-193
Open Access | Times Cited: 7
Stress-coping Strategies amongst Newly Qualified Primary and Lower Secondary School Teachers with a Master’s Degree in Norway
Kristin Emilie Willumsen Bjørndal, Yngve Antonsen, Rachel Jakhelln
Scandinavian Journal of Educational Research (2021) Vol. 66, Iss. 7, pp. 1253-1268
Open Access | Times Cited: 9
A social perspective on resilience: social support and dyadic coping in teacher training
Tobias Kärner, Julia K. Weiss, Karin Heinrichs
Empirical research in vocational education and training (2021) Vol. 13, Iss. 1
Open Access | Times Cited: 9
Toward an Ecological Understanding of Transnational Chinese Language Teachers’ Professional Wellbeing in the United Kingdom
Isobel Kai-Hui Wang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 6
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