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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:

Predictors and outcomes of teachers’ burnout trajectories over a seven-year period
Nicolas Gillet, Alexandre J. S. Morin, Émilie Sandrin, et al.
Teaching and Teacher Education (2022) Vol. 117, pp. 103781-103781
Open Access | Times Cited: 30

Showing 1-25 of 30 citing articles:

Teacher Burnout in the Time of COVID-19: Antecedents and Psychological Consequences
Anita Padmanabhanunni, Tyrone B. Pretorius
International Journal of Environmental Research and Public Health (2023) Vol. 20, Iss. 5, pp. 4204-4204
Open Access | Times Cited: 26
Research on the Influencing Factors and Problems of Teacher Professional Motivation from the Perspective of Teacher Professional Beliefs
Jun Su
Lecture Notes in Education Psychology and Public Media (2025) Vol. 81, Iss. 1, pp. 86-93
Closed Access | Times Cited: 1
The effects of an online positive psychology intervention on pre‐service teachers' efficacy, ability to cope and emotional regulation
Frances Hoferichter, Armin Jentsch
British Educational Research Journal (2024) Vol. 50, Iss. 5, pp. 2441-2460
Open Access | Times Cited: 5
Happy Teachers Make Happy Students: The Social Contagion of Well-Being from Teachers to Their Students
Ma. Jenina N. Nalipay, Ronnel B. King, Yuyang Cai
School Mental Health (2024) Vol. 16, Iss. 4, pp. 1223-1235
Closed Access | Times Cited: 5
Teachers' professional identity and job burnout: The mediating roles of work engagement and psychological capital
Qinhan Zhang, Weijian Li, Jianwei Gao, et al.
Psychology in the Schools (2023) Vol. 61, Iss. 1, pp. 123-136
Open Access | Times Cited: 11
Creating a resilient pedagogy: Character strengths intervention for aspiring educators
Gayathri Janapati, V. Vijayalakshmi
Acta Psychologica (2024) Vol. 249, pp. 104465-104465
Open Access | Times Cited: 4
Teacher career calling reduces burnout: The mediation effects of work engagement and psychological capital
Xuan Zhao, Kejia Wu, Binghai Sun, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 19
“I can do this!” How early childhood teacher education influences preservice teachers’ confidence for teaching
Michelle Bauml, Kathleen Kyzar
Journal of Early Childhood Teacher Education (2025), pp. 1-19
Closed Access
Lessons for the COVID Era and Beyond: The Impact of Inactive Lifestyle and Mental Health Events on Burnout Syndrome in University Professors Working from Home During the Pandemic
Angélica Castilho Alonso, Anna María Pessoa de Carvalho, Juliana Onofre de Lira, et al.
Heliyon (2025) Vol. 11, Iss. 3, pp. e42256-e42256
Open Access
Toxic university: the relationships between instructor job satisfaction, burnout, conflict resolution styles, and intentions to quit
Kristen A. Foltz, Stephen M. Kromka, Theresa MacNeil
Communication Quarterly (2025), pp. 1-19
Closed Access
Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia
Jorge Chávez, Juan Pablo Barril, Tatiana López Jiménez, et al.
Pedagogy Culture and Society (2024), pp. 1-17
Closed Access | Times Cited: 3
Longitudinal trajectories of teacher emotions among teachers in role transition: the role of emotional intelligence and teacher-student relationships
Mengmeng Sun, Kuilin Ying, Yuxiang Ji, et al.
Current Psychology (2024) Vol. 43, Iss. 24, pp. 21180-21191
Closed Access | Times Cited: 3
Longitudinal trajectories of affective commitment to the occupation among school principals: A person-centered perspective
Simon A. Houle, Alexandre J. S. Morin, Claude Fernet
Journal of Vocational Behavior (2022) Vol. 137, pp. 103758-103758
Closed Access | Times Cited: 14
Teachers' profiles of work engagement and burnout over the course of a school year
Sophie Drouin‐Rousseau, Alexandre J. S. Morin, Claude Fernet, et al.
Applied Psychology (2023) Vol. 73, Iss. 1, pp. 57-92
Open Access | Times Cited: 8
The stressors affecting teacher burnout in emergency remote teaching context
Gamze Emir, Nesli Çiğdem Saral, Bilge Merve Saçan, et al.
Teaching and Teacher Education (2023) Vol. 134, pp. 104313-104313
Closed Access | Times Cited: 7
Illegitimate Tasks, Negative Affectivity, and Organizational Citizenship Behavior among Private School Teachers: A Mediated–Moderated Model
Nessrin Shaya, Laila Mohebi, Rekha Pillai, et al.
Sustainability (2024) Vol. 16, Iss. 2, pp. 733-733
Open Access | Times Cited: 2
Stories of struggle and resilience: Examining the experiences of two Spanish teachers through history in person
Kristin J. Davin, Richard Donato
Modern Language Journal (2024) Vol. 108, Iss. 3, pp. 670-687
Open Access | Times Cited: 2
Burnout Among School Staff: A Longitudinal Analysis of Leadership, Connectedness, and Psychological Safety
Christopher M. Fleming, Hannah G. Calvert, Lindsey Turner
School Mental Health (2023) Vol. 15, Iss. 3, pp. 900-912
Closed Access | Times Cited: 5
The daily dynamics of basic psychological need satisfaction at work, their determinants, and their implications: An application of Dynamic Structural Equation Modeling
Tiphaine Huyghebaert‐Zouaghi, Alexandre J. S. Morin, Jérémy Thomas, et al.
European Journal of Work and Organizational Psychology (2023) Vol. 33, Iss. 3, pp. 294-309
Closed Access | Times Cited: 4
Psychological safety among K‐12 educators: Patterns over time, and associations with staff well‐being and organizational context
Christopher M. Fleming, Hannah G. Calvert, Lindsey Turner
Psychology in the Schools (2024) Vol. 61, Iss. 6, pp. 2315-2337
Closed Access | Times Cited: 1
Developmental heterogeneity of school burnout across the transition from upper secondary school to higher education: A 9-year follow-up study
Lindsey Nadon, Alexandre J. S. Morin, William Gilbert, et al.
Journal of School Psychology (2024) Vol. 107, pp. 101385-101385
Open Access | Times Cited: 1
Funcionamiento psicológico adaptativo y burnout en docentes: implicaciones sobre los procesos instruccionales
Valéria Romero, José Carlos Núñez, Carlos Freire, et al.
Psychology Society & Education (2023) Vol. 15, Iss. 1, pp. 1-10
Open Access | Times Cited: 2
Teachers’ Resilience and Burnout in the United Arab Emirates: Teaching Through the COVID- 19 Pandemic
Christopher Bryan, Antje von Suchodoletz
Gulf Education and Social Policy Review (GESPR) (2023)
Open Access | Times Cited: 2
SÍNDROME DE BURNOUT E SENTIDO DE VIDA EM PROFESSORES
Emile Santos de Almeida, Karine David Andrade Santos, Joilson Pereira da Silva
Interações - cultura e comunidade (2023) Vol. 18, Iss. 1, pp. e181t03-e181t03
Open Access | Times Cited: 1
Diagnóstico del bienestar psicológico y Burnout en docentes de Educación Superior
Ruiz Segarra, José Andrés Cortés Valiente, Cristian Moisés Villafuerte Garzón, et al.
Revista Ecuatoriana de Psicología (2024) Vol. 7, Iss. 17, pp. 50-59
Open Access
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