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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:

Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics.
Rebecca J. Collie, Jennifer D. Shapka, Nancy E. Perry, et al.
Journal of Educational Psychology (2015) Vol. 108, Iss. 6, pp. 788-799
Closed Access | Times Cited: 154

Showing 1-25 of 154 citing articles:

Self-Determination Theory in Human Resource Development: New Directions and Practical Considerations
C. Scott Rigby, Richard M. Ryan
Advances in Developing Human Resources (2018) Vol. 20, Iss. 2, pp. 133-147
Closed Access | Times Cited: 307
Teacher well-being: A systematic review of the research literature from the year 2000–2019
Tina Hascher, Jennifer Waber
Educational Research Review (2021) Vol. 34, pp. 100411-100411
Open Access | Times Cited: 307
Leader autonomy support in the workplace: A meta-analytic review
Gavin R. Slemp, Margaret L. Kern, Kent Patrick, et al.
Motivation and Emotion (2018) Vol. 42, Iss. 5, pp. 706-724
Open Access | Times Cited: 282
Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals
Theresa Dicke, Herbert W. Marsh, Philip Riley, et al.
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 241
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach
Branko Vermote, Nathalie Aelterman, Wim Beyers, et al.
Motivation and Emotion (2020) Vol. 44, Iss. 2, pp. 270-294
Closed Access | Times Cited: 204
Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion
Lieny Jeon, Cynthia K. Buettner, Ashley Grant
Early Education and Development (2017) Vol. 29, Iss. 1, pp. 53-69
Closed Access | Times Cited: 202
COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy
Rebecca J. Collie
AERA Open (2021) Vol. 7
Open Access | Times Cited: 166
A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing
Joy C. Nwoko, Theophilus I. Emeto, A.E.O. Malau‐Aduli, et al.
International Journal of Environmental Research and Public Health (2023) Vol. 20, Iss. 12, pp. 6070-6070
Open Access | Times Cited: 46
Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment
Rebecca J. Collie, Helena Granziera, Andrew J. Martin
Teaching and Teacher Education (2018) Vol. 74, pp. 125-136
Closed Access | Times Cited: 151
Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement
Rebecca J. Collie, Andrew J. Martin
Learning and Individual Differences (2017) Vol. 55, pp. 29-39
Closed Access | Times Cited: 149
A meta-analysis of autonomous and controlled forms of teacher motivation
Gavin R. Slemp, James G. Field, Anna S.H. Cho
Journal of Vocational Behavior (2020) Vol. 121, pp. 103459-103459
Closed Access | Times Cited: 111
Students' interpersonal relationships, personal best (PB) goals, and academic engagement
Rebecca J. Collie, Andrew J. Martin, Brad Papworth, et al.
Learning and Individual Differences (2015) Vol. 45, pp. 65-76
Closed Access | Times Cited: 109
Integrative and suppressive emotion regulation differentially predict well-being through basic need satisfaction and frustration: A test of three countries
Moti Benita, Maya Benish‐Weisman, Lennia Matos, et al.
Motivation and Emotion (2019) Vol. 44, Iss. 1, pp. 67-81
Closed Access | Times Cited: 94
I've had it! Factors associated with burnout and low organizational commitment in Canadian teachers during the second wave of the COVID-19 pandemic
Laura Sokal, Lesley Eblie Trudel, Jeff Babb
International Journal of Educational Research Open (2020) Vol. 2, pp. 100023-100023
Open Access | Times Cited: 90
Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach
Ángel Abós, Leen Haerens, Javier Sevil‐Serrano, et al.
Teaching and Teacher Education (2018) Vol. 74, pp. 21-34
Open Access | Times Cited: 87
Understanding Teacher Wellbeing Through Job Demands-Resources Theory
Helena Granziera, Rebecca J. Collie, Andrew J. Martin
Springer eBooks (2020), pp. 229-244
Closed Access | Times Cited: 78
Teachers’ occupational well-being during the COVID-19 pandemic: The role of resources and demands
Justine Stang‐Rabrig, Thomas Brüggemann, Ramona Lorenz, et al.
Teaching and Teacher Education (2022) Vol. 117, pp. 103803-103803
Open Access | Times Cited: 50
Teacher well-being and student achievement: A multilevel analysis
Helena Granziera, Andrew J. Martin, Rebecca J. Collie
Social Psychology of Education (2023) Vol. 26, Iss. 2, pp. 279-291
Closed Access | Times Cited: 22
Factors Associated with Teacher Wellbeing: A Meta-Analysis
Sijing Zhou, Gavin R. Slemp, Dianne Vella‐Brodrick
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 8
Cultivating Teacher Resilience
Caroline Mansfield
Springer eBooks (2020)
Closed Access | Times Cited: 67
The Relationship between Challenge and Hindrance Stressors and Emotional Exhaustion: The Moderating Role of Perceived Servant Leadership
Hongchao Wu, Shaoping Qiu, Larry M. Dooley, et al.
International Journal of Environmental Research and Public Health (2019) Vol. 17, Iss. 1, pp. 282-282
Open Access | Times Cited: 64
Autonomy support and well-being in teachers: differential mediations through basic psychological need satisfaction and frustration
Selina Ebersold, Tobias Rahm, Elke Heise
Social Psychology of Education (2019) Vol. 22, Iss. 4, pp. 921-942
Closed Access | Times Cited: 60
Cultivating teacher thriving through social–emotional competence and its development
Rebecca J. Collie, Nancy E. Perry
The Australian Educational Researcher (2019) Vol. 46, Iss. 4, pp. 699-714
Closed Access | Times Cited: 57
A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being
Rebecca J. Collie, Lars‐Erik Malmberg, Andrew J. Martin, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 54
Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality
Gissela Lozano-Peña, Fabiola Sáez-Delgado, Yaranay López-Angulo, et al.
Sustainability (2021) Vol. 13, Iss. 21, pp. 12142-12142
Open Access | Times Cited: 52
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