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:
Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education
Luis García‐González, Leen Haerens, Ángel Abós, et al.
Teaching and Teacher Education (2023) Vol. 132, pp. 104216-104216
Open Access | Times Cited: 11
Luis García‐González, Leen Haerens, Ángel Abós, et al.
Teaching and Teacher Education (2023) Vol. 132, pp. 104216-104216
Open Access | Times Cited: 11
Showing 11 citing articles:
Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach: Differences by gender, grade level, experiences, intention to be active, and learning
Sergio Diloy-Peña, Ángel Abós, Javier Sevil‐Serrano, et al.
European Physical Education Review (2024) Vol. 30, Iss. 4, pp. 563-583
Closed Access | Times Cited: 6
Sergio Diloy-Peña, Ángel Abós, Javier Sevil‐Serrano, et al.
European Physical Education Review (2024) Vol. 30, Iss. 4, pp. 563-583
Closed Access | Times Cited: 6
How can Physical Education teachers’ high directiveness impact students’ experiences of enjoyment and boredom?
Sergio Diloy-Peña, Javier García-Cazorla, Carlos Mayo-Rota, et al.
Psychology Society & Education (2025) Vol. 17, Iss. 1, pp. 21-28
Open Access
Sergio Diloy-Peña, Javier García-Cazorla, Carlos Mayo-Rota, et al.
Psychology Society & Education (2025) Vol. 17, Iss. 1, pp. 21-28
Open Access
Students’ psychological needs’ frustration in Physical Education and intention to be physically active from a person-centred approach
Alba González-Peño, Evelia Franco Álvarez, Carmen Ocete, et al.
Psychology Society & Education (2025) Vol. 17, Iss. 1, pp. 11-20
Open Access
Alba González-Peño, Evelia Franco Álvarez, Carmen Ocete, et al.
Psychology Society & Education (2025) Vol. 17, Iss. 1, pp. 11-20
Open Access
Predicting students’ engagement through (de)motivating teaching styles: A multi-perspective pilot approach
Javier Coterón López, Alba González-Peño, Laura Martín-Hoz, et al.
The Journal of Educational Research (2025), pp. 1-14
Closed Access
Javier Coterón López, Alba González-Peño, Laura Martín-Hoz, et al.
The Journal of Educational Research (2025), pp. 1-14
Closed Access
Does it matter whether physical education teachers combine structure with autonomy support rather than control? Differences in motivation for teaching and work-related outcomes
Javier García-Cazorla, Ángel Abós, Leen Haerens, et al.
Physical Education and Sport Pedagogy (2025), pp. 1-18
Closed Access
Javier García-Cazorla, Ángel Abós, Leen Haerens, et al.
Physical Education and Sport Pedagogy (2025), pp. 1-18
Closed Access
Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach: Differences in students’ need-based experiences
Sergio Diloy-Peña, Luis García‐González, Leen Haerens, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 105003-105003
Closed Access
Sergio Diloy-Peña, Luis García‐González, Leen Haerens, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 105003-105003
Closed Access
How is observed (de)motivating teaching associated with student motivation and device-based physical activity during physical education?
Nele Van Doren, Sofie Compernolle, Arne Bouten, et al.
European Physical Education Review (2024)
Closed Access | Times Cited: 3
Nele Van Doren, Sofie Compernolle, Arne Bouten, et al.
European Physical Education Review (2024)
Closed Access | Times Cited: 3
Towards a refined insight into physical education teachers’ autonomy-supportive, structuring, and controlling style to the importance of student motivation: a person-centered approach
Sebastián Fierro-Suero, Nele Van Doren, Katrien De Cocker, et al.
Physical Education and Sport Pedagogy (2024), pp. 1-17
Closed Access | Times Cited: 2
Sebastián Fierro-Suero, Nele Van Doren, Katrien De Cocker, et al.
Physical Education and Sport Pedagogy (2024), pp. 1-17
Closed Access | Times Cited: 2
The effect of perceived teachers’ interpersonal behavior on students’ learning in physical education: a systematic review
Lijun Tian, Jun Shen
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 5
Lijun Tian, Jun Shen
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 5
The Interplay of Structuring and Controlling Teaching Styles in Physical Education and Its Impact on Students’ Motivation and Engagement
Javier Coterón López, José Fernández-Caballero, Laura Martín-Hoz, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 9, pp. 836-836
Open Access | Times Cited: 1
Javier Coterón López, José Fernández-Caballero, Laura Martín-Hoz, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 9, pp. 836-836
Open Access | Times Cited: 1
The Effect of Sports Modifications and Mini Games to improve students' physical fitness in the Adaptive Physical Education Course
Yuni Astuti, Erianti Erianti, Dina Amsari, et al.
Retos (2023) Vol. 51, pp. 519-525
Open Access | Times Cited: 1
Yuni Astuti, Erianti Erianti, Dina Amsari, et al.
Retos (2023) Vol. 51, pp. 519-525
Open Access | Times Cited: 1
