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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:

The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement
Ellen A. Skinner, Nicolette P. Rickert, Justin W. Vollet, et al.
Educational Psychologist (2022) Vol. 57, Iss. 2, pp. 87-113
Closed Access | Times Cited: 64

Showing 1-25 of 64 citing articles:

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?
Jeffrey A. Greene
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 3011-3035
Open Access | Times Cited: 40
University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs
Faming Wang, Ronnel B. King, Ching Sing Chai, et al.
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 39
Need-support facilitates well-being across cultural, economic, and political contexts: A self-determination theory perspective
Ronnel B. King, Joseph Y. Haw, Yi Wang
Learning and Instruction (2024) Vol. 93, pp. 101978-101978
Closed Access | Times Cited: 14
A multi-informant study on teachers' mindset, classroom practices, and student well-being
Ming‐Te Wang, Christina L. Scanlon, Sarah E. McKellar, et al.
Learning and Instruction (2024) Vol. 91, pp. 101875-101875
Closed Access | Times Cited: 9
A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement
Norman B. Mendoza, Artem Zadorozhnyy, John Ian Wilzon T. Dizon
British Journal of Educational Psychology (2025)
Open Access | Times Cited: 1
From beliefs to behaviors: Conceptualizing and assessing students’ practices that reflect a growth mindset
Norman B. Mendoza, Zi Yan
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access | Times Cited: 1
Complex Social Ecologies and the Development of Academic Motivation
Ellen A. Skinner, Thomas A. Kindermann, Justin W. Vollet, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2129-2165
Closed Access | Times Cited: 30
Four Guideposts toward an Integrated Model of Academic Motivation: Motivational Resilience, Academic Identity, Complex Social Ecologies, and Development
Ellen A. Skinner
Educational Psychology Review (2023) Vol. 35, Iss. 3
Closed Access | Times Cited: 17
Facilitating Youth’s Curiosity in Learning: Needs-based Ecological Examinations
Haoyan Huang, Xin Tang, Katariina Salmela‐Aro
Journal of Youth and Adolescence (2024) Vol. 53, Iss. 3, pp. 595-608
Closed Access | Times Cited: 5
Coeditors’ outgoing editorial statement
Jeffrey A. Greene, Lisa Linnenbrink‐Garcia
Educational Psychologist (2025) Vol. 60, Iss. 1, pp. 1-3
Closed Access
Perceptions and experiences of science among diverse adolescent youth during COVID-19
Matthew H. Kim, Nicholette DeRosia, Rachel Guldin, et al.
Journal of Applied Developmental Psychology (2025) Vol. 97, pp. 101755-101755
Closed Access
Exploring the implications of using parent-teacher associations (PTAs) as a pathway for school-community development
Boadi Agyekum, Inusah Salifu, Samuel Nuamah Eshun, et al.
Journal of Professional Capital and Community (2025)
Closed 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
Classroom Carrying Capacity: A Resource and Limiting Factors Framework
Kristen L. Granger, Jason C. Chow
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access
Predicting pre-school learning behaviours with classroom quality for children with developmental risk
Katherine C. Cheng, Courtney Boise, Susan M. Sheridan, et al.
Educational Psychology (2025), pp. 1-19
Closed Access
Multiple attachment perspectives: the relationship between interpersonal attachment from family and school environments and children’s learning engagement
Li Qi, Dié Wang, Guihua Qin
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access
Investigating the Interplay Between Teacher‐Student and Peer Relationships in Predicting Academic Engagement in Early Adolescents
Katja Košir, Ivana Pikić Jugović
Psychology in the Schools (2025)
Open Access
Understanding Filipino students’ achievement in PISA: The roles of personal characteristics, proximal processes, and social contexts
Joseph Y. Haw, Ronnel B. King
Social Psychology of Education (2023) Vol. 26, Iss. 4, pp. 1089-1126
Closed Access | Times Cited: 11
Examining the dynamic links among perceived teacher support, mathematics learning engagement, and dimensions of mathematics anxiety in elementary school students: A Four-wave longitudinal study
Hongxia Li, Mingliang Zhang, Shuyang Hou, et al.
Contemporary Educational Psychology (2023) Vol. 75, pp. 102211-102211
Closed Access | Times Cited: 11
How Needs-Supplies Fit Processes With Teachers, Peers, and Parents Relate to Youth Outcomes: A Theoretical and Methodological Extension of Self-Determination Theory
Fernando Núñez‐Regueiro, Elisa Santana‐Monagas, Jacques Juhel
Journal of Youth and Adolescence (2024)
Closed Access | Times Cited: 4
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' and schools' expectancy-value beliefs are associated with reading achievement: A cross-cultural study
Jiajing Li, Ronnel B. King, Yi Wang, et al.
Learning and Individual Differences (2023) Vol. 106, pp. 102344-102344
Closed Access | Times Cited: 9
The effect of social media upward comparison on Chinese adolescent learning engagement: a moderated multiple mediation model
Xinjie Qi, Yi Jiang, Rong Lian
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 3
Differing gender diverse children have differing experiences with same‐ and other‐gender peers
Carol Lynn Martin, Sonya Xinyue Xiao, Dawn DeLay, et al.
British Journal of Developmental Psychology (2024)
Closed Access | Times Cited: 3
The intermediary role of peer relationships between teachers and students' classroom engagement
Jessica E. Kilday, Allison M. Ryan
Journal of Applied Developmental Psychology (2024) Vol. 92, pp. 101649-101649
Closed Access | Times Cited: 2
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