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:
Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion: A comparative study before and during the COVID-19 lockdown
Idit Katz, Angelica Moè
Teaching and Teacher Education (2024) Vol. 148, pp. 104706-104706
Open Access | Times Cited: 7
Idit Katz, Angelica Moè
Teaching and Teacher Education (2024) Vol. 148, pp. 104706-104706
Open Access | Times Cited: 7
Showing 7 citing articles:
An Autonomy-Supportive Intervention Program for STEM Teachers to Enhance Engagement among Students
John Wang, Johnmarshall Reeve, Woon Chia Liu, et al.
Heliyon (2025) Vol. 11, Iss. 3, pp. e42150-e42150
Open Access
John Wang, Johnmarshall Reeve, Woon Chia Liu, et al.
Heliyon (2025) Vol. 11, Iss. 3, pp. e42150-e42150
Open Access
The Line of Emotion Dysregulation and Need Frustration from Parents to Adolescents: The Role of Parental Psychological Control
Sebastiano Costa, Marco Cannavò, Francesca Liga, et al.
The Journal of Genetic Psychology (2025), pp. 1-18
Closed Access
Sebastiano Costa, Marco Cannavò, Francesca Liga, et al.
The Journal of Genetic Psychology (2025), pp. 1-18
Closed Access
Preschool teachers' professional well-being, emotion regulation, and professional identity: A multi-level latent profile approach
Barry Bai, Jing Li
Teaching and Teacher Education (2025) Vol. 157, pp. 104965-104965
Closed Access
Barry Bai, Jing Li
Teaching and Teacher Education (2025) Vol. 157, pp. 104965-104965
Closed Access
Transitions in motivation across self-directed and teacher-directed learning: A self-determination theory perspective
Sabine Schweder, Gerda Hagenauer, Lia Grahl, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 105001-105001
Open Access
Sabine Schweder, Gerda Hagenauer, Lia Grahl, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 105001-105001
Open Access
The impact of TPACK on teachers’ willingness to integrate generative artificial intelligence (GenAI): The moderating role of negative emotions and the buffering effects of need satisfaction
Yiming Yang, Qi Xia, C. C. Liu, et al.
Teaching and Teacher Education (2024) Vol. 154, pp. 104877-104877
Closed Access | Times Cited: 2
Yiming Yang, Qi Xia, C. C. Liu, et al.
Teaching and Teacher Education (2024) Vol. 154, pp. 104877-104877
Closed Access | Times Cited: 2
Strategies teachers use to maintain motivation
Susan Beltman, E. B. Poulton
Teaching and Teacher Education (2024) Vol. 155, pp. 104882-104882
Open Access
Susan Beltman, E. B. Poulton
Teaching and Teacher Education (2024) Vol. 155, pp. 104882-104882
Open Access
Teacher Emotion Regulation in Chinese Rural and Urban Schools: Impact on Burnout and Teaching Styles
Jiawei Wang, Qiang Xing, Angelica Moè
The Asia-Pacific Education Researcher (2024)
Closed Access
Jiawei Wang, Qiang Xing, Angelica Moè
The Asia-Pacific Education Researcher (2024)
Closed Access
