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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:

Perceived Teacher Support and Intentions to Quit Upper Secondary School: Direct, and Indirect Associations via Emotional Engagement and Boredom
Maren Stabel Tvedt, Edvin Bru, Thormod Idsøe
Scandinavian Journal of Educational Research (2019) Vol. 65, Iss. 1, pp. 101-122
Closed Access | Times Cited: 52

Showing 1-25 of 52 citing articles:

Boredom in online classes in the Iranian EFL context: Sources and solutions
Ali Derakhshan, Mariusz Kruk, Mostafa Mehdizadeh, et al.
System (2021) Vol. 101, pp. 102556-102556
Closed Access | Times Cited: 240
The Interrelationship Between Chinese English as a Foreign Language Teachers’ Immediacy and Clarity With Learners’ Boredom
Jieping Xu, Yuehong Pan, Ali Derakhshan
Perceptual and Motor Skills (2024) Vol. 131, Iss. 5, pp. 1934-1957
Closed Access | Times Cited: 15
What promotes teachers’ turnover intention? Evidence from a meta-analysis
Ruoxuan Li, Meilin Yao
Educational Research Review (2022) Vol. 37, pp. 100477-100477
Closed Access | Times Cited: 67
The association between peer relationship and learning engagement among adolescents: The chain mediating roles of self-efficacy and academic resilience
Yanhong Shao, Shumin Kang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 56
Psychological wellbeing in Chinese university students: insights into the influences of academic self-concept, teacher support, and student engagement
Hua Zhang
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 6
Does perceived support from teachers moderate the relationship between personal resources and engagement among upper secondary school students?
Maren Stabel Tvedt, Kati Vasalampi, Tuomo Virtanen
European Journal of Psychology of Education (2025) Vol. 40, Iss. 1
Open Access
Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis
Alexandra Patzak, Xiaorong Zhang
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access
Personality Traits and Entrepreneurial Competencies of the TLE Teachers: The Moderating Influence of Socioemotional Needs
John Stephen Dingcong, Maria Rina Quilestino
(2025) Vol. 33, Iss. 2, pp. 140-156
Open Access
What Are Teacher–Student Relationships in Adolescent Motivation Research? A Systematic Review of Conceptualizations, Measurement, and Analysis
Emma C. Burns, Penny Van Bergen
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access
Challenges in engaging EFL learners
Trang Le Diem Bui, Dao Thi Thuy Nguyen, T Ly, et al.
Language Teaching for Young Learners (2025)
Closed Access
Examining the association between teacher support and commitment as well as willingness to communicate in Chinese college students: The sequential mediation role of growth language mindset and enjoyment
Wei Yin, Xinyue Zhang, Kaifan Ji
System (2025) Vol. 131, pp. 103674-103674
Closed Access
Teacher support and the social classroom environment as predictors of student loneliness
Astrid Hoås Morin
Social Psychology of Education (2020) Vol. 23, Iss. 6, pp. 1687-1707
Open Access | Times Cited: 35
Student, teacher, and school factors predicting differences in classroom climate: A multilevel analysis
Jesús Alonso‐Tapia, Miguel A. Ruíz
Learning and Individual Differences (2022) Vol. 94, pp. 102115-102115
Closed Access | Times Cited: 21
What motivates rural teachers to retain? A study on Chinese rural teachers' turnover from grounded theory and FsQCA
Cheng Chao, Yanjie Diao, Xing Ding
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 10
Antecedents and effects of students’ enjoyment and boredom in synchronous online English courses
Aisah Apridayani, Budi Waluyo
Journal of Multilingual and Multicultural Development (2022) Vol. 45, Iss. 10, pp. 4254-4269
Closed Access | Times Cited: 15
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms
Nazila Fattahi, Faramarz Ebn-Abbasi, Elouise Botes, et al.
Language Teaching Research (2023)
Open Access | Times Cited: 8
Resources of emotional resilience and its mediating role in teachers’ well-being and intention to leave
Dalia Bagdžiūnienė, Aušra Kazlauskienė, Dalia Nasvytienė, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
Completion of upper secondary education: Predictions of the psychosocial learning environment and academic achievement
Maren Stabel Tvedt, Edvin Bru
Learning and Instruction (2023) Vol. 88, pp. 101824-101824
Open Access | Times Cited: 7
Factors mitigating the decline of motivation during the first academic year: a latent change score analysis
Steffen Wild, Sebastian Rahn, Thomas Meyer
Motivation and Emotion (2023) Vol. 48, Iss. 1, pp. 36-50
Open Access | Times Cited: 7
Interest and its associations with university entrance grades, lecturers’ perceived support, and student dropout
Steffen Wild, Sebastian Rahn, Thomas Meyer
International Journal for Educational and Vocational Guidance (2024)
Open Access | Times Cited: 2
The influence of perceived social support on academic engagement among adolescents: the mediating role of self-efficacy
Begoña María Tortosa Martínez, María del Carmen Pérez Fuentes, María del Mar Molero Jurado
Anales de Psicología (2024) Vol. 40, Iss. 3, pp. 409-420
Open Access | Times Cited: 2
Exploring the impact of student perceptions of Assessment for Learning on intrinsic motivation
Ron Pat‐El, Natascha de Hoog, Mien Segers, et al.
Studies In Educational Evaluation (2024) Vol. 83, pp. 101420-101420
Open Access | Times Cited: 2
Student engagement profiles and the role of support in general upper secondary education
Fiia Söderholm, Jaana Viljaranta, Heta Tuominen, et al.
Learning and Individual Differences (2023) Vol. 104, pp. 102289-102289
Open Access | Times Cited: 6
Intentions to quit, emotional support from teachers, and loneliness among peers: developmental trajectories and longitudinal associations in upper secondary school
Maren Stabel Tvedt, Edvin Bru, Thormod Idsøe, et al.
Educational Psychology (2021) Vol. 41, Iss. 8, pp. 967-984
Closed Access | Times Cited: 14
Barriers to Equality and Cultural Responsiveness in Three Urban Norwegian Primary Schools: A Critical Lens for School Staff Perceptions
Anabel Corral-Granados, Anna Cecilia Rapp, Eli Smeplass
The Urban Review (2022) Vol. 55, Iss. 1, pp. 94-132
Open Access | Times Cited: 9
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