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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’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study.
Uta Klusmann, Dirk Richter, Oliver Lüdtke
Journal of Educational Psychology (2016) Vol. 108, Iss. 8, pp. 1193-1203
Closed Access | Times Cited: 305

Showing 1-25 of 305 citing articles:

Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic
Laura Sokal, Lesley Eblie Trudel, Jeff Babb
International Journal of Educational Research Open (2020) Vol. 1, pp. 100016-100016
Open Access | Times Cited: 372
Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit
Daniel J. Madigan, Lisa E. Kim
Teaching and Teacher Education (2021) Vol. 105, pp. 103425-103425
Open Access | Times Cited: 363
Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship
Karen Aldrup, Uta Klusmann, Oliver Lüdtke, et al.
Learning and Instruction (2018) Vol. 58, pp. 126-136
Open Access | Times Cited: 312
Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students
Daniel J. Madigan, Thomas Curran
Educational Psychology Review (2020) Vol. 33, Iss. 2, pp. 387-405
Closed Access | Times Cited: 309
Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes
Daniel J. Madigan, Lisa E. Kim
International Journal of Educational Research (2020) Vol. 105, pp. 101714-101714
Open Access | Times Cited: 277
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
Teacher emotions in the classroom and their implications for students
Anne C. Frenzel, Lia M. Daniels, Irena Burić
Educational Psychologist (2021) Vol. 56, Iss. 4, pp. 250-264
Closed Access | Times Cited: 237
Teacher burnout explained: Teacher-, student-, and organisation-level variables
Timo Saloviita, Eija Pakarinen
Teaching and Teacher Education (2020) Vol. 97, pp. 103221-103221
Open Access | Times Cited: 184
Supporting Teachers in Times of Change: The Job Demands- Resources Model and Teacher Burnout During the COVID-19 Pandemic
Laura Sokal, Lesley G. Eblie Trudel, Jeff Babb
International Journal of Contemporary Education (2020) Vol. 3, Iss. 2, pp. 67-67
Open Access | Times Cited: 158
Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace
Benjamin Dreer
Educational Studies (2021) Vol. 50, Iss. 1, pp. 61-77
Closed Access | Times Cited: 116
Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes
Karen Aldrup, Bastian Carstensen, Uta Klusmann
Educational Psychology Review (2022) Vol. 34, Iss. 3, pp. 1177-1216
Open Access | Times Cited: 103
AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention
Reem Hashem, Nagla Ali, Farah El Zein, et al.
Research and Practice in Technology Enhanced Learning (2023) Vol. 19, pp. 023-023
Open Access | Times Cited: 44
From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill
Mohammad Ghafouri, Jaleh Hassaskhah, Amir Mahdavi-Zafarghandi
Language Teaching Research (2024)
Closed Access | Times Cited: 18
Interventions to Teacher Well-Being and Burnout A Scoping Review
Pauliina Avola, Tiina Soini, Anne Jyrkiäinen, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access | Times Cited: 1
Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers
Karen Aldrup, Uta Klusmann, Oliver Lüdtke
Learning and Instruction (2016) Vol. 50, pp. 21-30
Open Access | Times Cited: 127
Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences
Rachel R. Ouellette, Stacy L. Frazier, Elisa S. Shernoff, et al.
Behavior Therapy (2017) Vol. 49, Iss. 4, pp. 494-508
Open Access | Times Cited: 121
Work Burnout and Engagement Profiles Among Teachers
Katariina Salmela‐Aro, Lauri Hietajärvi, Kirsti Lonka
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 106
Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm
Joacim Ramberg, Sara Brolin Låftman, Torbjörn Åkerstedt, et al.
Scandinavian Journal of Educational Research (2019) Vol. 64, Iss. 6, pp. 816-830
Open Access | Times Cited: 99
Dual Stressors and Female Pre-school Teachers' Job Satisfaction During the COVID-19: The Mediation of Work-Family Conflict
Xiumin Hong, Qianqian Liu, Mingzhu Zhang
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 99
Schooling and Children's Mental Health: Realigning Resources to Reduce Disparities and Advance Public Health
Marc S. Atkins, Elise Cappella, Elisa S. Shernoff, et al.
Annual Review of Clinical Psychology (2017) Vol. 13, Iss. 1, pp. 123-147
Open Access | Times Cited: 98
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
What makes good and bad days for beginning teachers? A diary study on daily uplifts and hassles
Juliane Schmidt, Uta Klusmann, Oliver Lüdtke, et al.
Contemporary Educational Psychology (2016) Vol. 48, pp. 85-97
Open Access | Times Cited: 89
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019
Junjun Chen
Cambridge Journal of Education (2020) Vol. 51, Iss. 3, pp. 327-357
Closed Access | Times Cited: 87
Measuring Teachers’ Social-Emotional Competence: Development and Validation of a Situational Judgment Test
Karen Aldrup, Bastian Carstensen, Michaela Köller, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 78
Should Burnout Be Conceptualized as a Mental Disorder?
Lindsey Nadon, Leon T. De Beer, Alexandre J. S. Morin
Behavioral Sciences (2022) Vol. 12, Iss. 3, pp. 82-82
Open Access | Times Cited: 65
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