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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:

Classroom-level predictors of the social status of aggression: Friendship centralization, friendship density, teacher–student attunement, and gender.
Hai-Jeong Ahn, Philip C. Rodkin
Journal of Educational Psychology (2014) Vol. 106, Iss. 4, pp. 1144-1155
Closed Access | Times Cited: 73

Showing 1-25 of 73 citing articles:

A review on the accuracy of teacher judgments
Detlef Urhahne, Lisette Wijnia
Educational Research Review (2020) Vol. 32, pp. 100374-100374
Closed Access | Times Cited: 132
A meta-analytical evaluation of the dual-hormone hypothesis: Does cortisol moderate the relationship between testosterone and status, dominance, risk taking, aggression, and psychopathy?
Tycho J. Dekkers, Joost A. Agelink van Rentergem, Bren Meijer, et al.
Neuroscience & Biobehavioral Reviews (2018) Vol. 96, pp. 250-271
Open Access | Times Cited: 115
Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management
Thomas W. Farmer, Jill V. Hamm, Molly Dawes, et al.
Educational Psychologist (2019) Vol. 54, Iss. 4, pp. 286-305
Closed Access | Times Cited: 100
Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education
Thomas W. Farmer, Molly Dawes, Jill V. Hamm, et al.
Remedial and Special Education (2017) Vol. 39, Iss. 3, pp. 177-192
Closed Access | Times Cited: 71
The Role of the Classroom Teacher in the Lives of Children Victimized by Peers
Wendy Troop‐Gordon
Child Development Perspectives (2015) Vol. 9, Iss. 1, pp. 55-60
Closed Access | Times Cited: 61
Improving the School Context of Early Adolescence Through Teacher Attunement to Victimization
Kate E. Norwalk, Jill V. Hamm, Thomas W. Farmer, et al.
The Journal of Early Adolescence (2015) Vol. 36, Iss. 7, pp. 989-1009
Open Access | Times Cited: 47
School and Family Factors Predicting Adolescent Cognition Regarding Bystander Intervention in Response to Bullying and Victim Retaliation
Kelly Lynn Mulvey, Seçil Gönültaş, Eric E. Goff, et al.
Journal of Youth and Adolescence (2018) Vol. 48, Iss. 3, pp. 581-596
Closed Access | Times Cited: 44
Targeted Victimization: Exploring Linear and Curvilinear Associations Between Social Network Prestige and Victimization
Naomi C. Z. Andrews, Laura D. Hanish, Kimberly A. Updegraff, et al.
Journal of Youth and Adolescence (2016) Vol. 45, Iss. 9, pp. 1772-1785
Closed Access | Times Cited: 43
Assessing the Impact of Homophobic Name Calling on Early Adolescent Mental Health: A Longitudinal Social Network Analysis of Competing Peer Influence Effects
Dawn DeLay, Laura D. Hanish, Linlin Zhang, et al.
Journal of Youth and Adolescence (2016) Vol. 46, Iss. 5, pp. 955-969
Closed Access | Times Cited: 39
Classroom social networks, students' peer‐related social experiences and sense of belonging: The specific case of students with SEN
Sofia Freire, Cláudia Vanessa Rosa Leitão de Macedo Roçadas, Joana Pipa, et al.
British Educational Research Journal (2024) Vol. 50, Iss. 4, pp. 1617-1635
Open Access | Times Cited: 4
Get Ready to Buy With Me: The Effect of Social Presence Interaction and Social Commerce Intention on S-commerce Live Streaming
Tao Meng, Faizan Alam, Eva Lahuerta-Otero, et al.
SAGE Open (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 4
Connecting engagement to classroom friendships and popular peers' prosocial behaviour
Jessica E. Kilday, Allison M. Ryan
British Journal of Educational Psychology (2025)
Closed Access
Classroom Popularity Hierarchy Predicts Prosocial and Aggressive Popularity Norms Across the School Year
Lydia Laninga‐Wijnen, Zeena Harakeh, Claire Garandeau, et al.
Child Development (2019) Vol. 90, Iss. 5
Open Access | Times Cited: 33
Identifying Influence Agents That Promote Physical Activity Through the Simulation of Social Network Interventions: Agent-Based Modeling Study
Thabo J. van Woudenberg, Bojan Simoski, Eric Fernandes de Mello Araújo, et al.
Journal of Medical Internet Research (2019) Vol. 21, Iss. 8, pp. e12914-e12914
Open Access | Times Cited: 33
Social Dynamics Management: What Is It and Why Is It Important for Intervention?
Thomas W. Farmer, Betsy Talbott, Molly Dawes, et al.
Journal of Emotional and Behavioral Disorders (2018) Vol. 26, Iss. 1, pp. 3-10
Open Access | Times Cited: 32
The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom
Jessica E. Kilday, Allison M. Ryan
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2095-2127
Closed Access | Times Cited: 18
Students With Disabilities and Involvement in Peer Victimization
Thomas W. Farmer, Traci L. Wike, Quentin Alexander, et al.
Remedial and Special Education (2015) Vol. 36, Iss. 5, pp. 263-274
Closed Access | Times Cited: 29
Antecedents and consequences of teacher attunement in primary and secondary school classrooms
Eleonora Marucci
(2023)
Open Access | Times Cited: 8
The Influence of Peers During Adolescence: Does Homophobic Name Calling by Peers Change Gender Identity?
Dawn DeLay, Carol Lynn Martin, Rachel Cook, et al.
Journal of Youth and Adolescence (2017) Vol. 47, Iss. 3, pp. 636-649
Closed Access | Times Cited: 28
Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims
Molly Dawes, Angela Starrett, Kate E. Norwalk, et al.
Social Development (2023) Vol. 32, Iss. 3, pp. 922-943
Open Access | Times Cited: 7
An ensemble framework for community detection
Lian Duan, Meral Binbasioglu
Journal of Industrial Information Integration (2017) Vol. 5, pp. 1-5
Closed Access | Times Cited: 24
A description of classroom help networks, individual network position, and their associations with academic achievement
Louise Gerharda Maria van Rijsewijk, Beau Oldenburg, Tom A. B. Snijders, et al.
PLoS ONE (2018) Vol. 13, Iss. 12, pp. e0208173-e0208173
Open Access | Times Cited: 23
Mittendrin oder nur dabei? Zum Zusammenhang zwischen sonderpädagogischem Förderbedarf und sozialer Partizipation von Grundschülerinnen und Grundschülern
Thorsten Henke, Stefanie Bosse, Jennifer Lambrecht, et al.
Zeitschrift für Pädagogische Psychologie (2017) Vol. 31, Iss. 2, pp. 111-123
Closed Access | Times Cited: 22
Do teachers know their students? Examining teacher attunement in secondary schools
Eleonora Marucci, Beau Oldenburg, Davide Barrera
School Psychology International (2018) Vol. 39, Iss. 4, pp. 416-432
Open Access | Times Cited: 21
Power Structure in the Peer Group: The Role of Classroom Cohesion and Hierarchy in Peer Acceptance and Rejection of Victimized and Aggressive Students
Javier Martín Babarro, María José Díaz-Aguado, Rosario Martı́nez Arias, et al.
The Journal of Early Adolescence (2016) Vol. 37, Iss. 9, pp. 1197-1220
Open Access | Times Cited: 20
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