Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: a structural equation modeling approach
Mehdi Solhi, Ali Derakhshan, Büşra Ünsal
Journal of Multilingual and Multicultural Development (2023), pp. 1-20
Closed Access | Times Cited: 68

Showing 1-25 of 68 citing articles:

Towards Innovative Research Approaches to Investigating the Role of Emotional Variables in Promoting Language Teachers’ and Learners’ Mental Health
Ali Derakhshan, Yongliang Wang, Yongxiang Wang, et al.
International Journal of Mental Health Promotion (2023) Vol. 25, Iss. 7, pp. 823-832
Open Access | Times Cited: 126
Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy
Ali Derakhshan, Jalil Fathi
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 4, pp. 759-769
Open Access | Times Cited: 126
What do we know about L2 teachers' emotion regulation? A bibliometric analysis of the pertinent literature
Hanwei Wu, Yongliang Wang, Yunsong Wang
Forum for Linguistic Studies (2023) Vol. 5, Iss. 3
Open Access | Times Cited: 58
A structural equation modeling approach in examining EFL students’ foreign language enjoyment, trait emotional intelligence, and classroom climate
Miaomiao Wang, Yongliang Wang
Learning and Motivation (2024) Vol. 86, pp. 101981-101981
Closed Access | Times Cited: 51
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms
Kun Dai, Yongliang Wang
System (2024) Vol. 123, pp. 103339-103339
Closed Access | Times Cited: 47
Sketching the ecology of humor in English language classes: disclosing the determinant factors
S. Qi, Yongliang Wang
Applied Linguistics Review (2024)
Closed Access | Times Cited: 28
Chinese EFL Teachers’ Perceptions of Positive Emotionality and Emotion Regulation Strategies: A Qualitative Study
Zhang Xiaohuan, Yongliang Wang
The Asia-Pacific Education Researcher (2024)
Closed Access | Times Cited: 22
Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies
Mehdi Solhi, Ali Derakhshan, Mirosław Pawlak, et al.
Language Teaching Research (2024)
Closed Access | Times Cited: 19
Growth mindset and ideal L2 self as predictors of student engagement in EFL students: The mediating role of L2 grit
Ali Derakhshan, Jalil Fathi
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2024), Iss. IX, pp. 69-91
Open Access | Times Cited: 17
Modeling the associations between L2 teacher support and EFL learners’ reading motivation: The mediating impact of reading enjoyment, anxiety, and boredom
Ali Derakhshan, Mehdi Solhi, Jean‐Marc Dewaele, et al.
Studies in Second Language Learning and Teaching (2025)
Open Access | Times Cited: 2
An investigation into the association between student-perceived affective teacher variables and students’ L2-Grit
Ali Derakhshan, Mehdi Solhi, Mostafa Azari Noughabi
Journal of Multilingual and Multicultural Development (2023), pp. 1-17
Closed Access | Times Cited: 36
The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study
Ali Derakhshan, Javad Zare
Brain Sciences (2023) Vol. 13, Iss. 3, pp. 458-458
Open Access | Times Cited: 32
Do emotional regulation behaviors matter in EFL teachers' professional development? A process model approach
Shengji Li, Huma Akram
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023)
Open Access | Times Cited: 29
A Longitudinal Analysis of Informal Digital Learning of English, Willingness to Communicate and Foreign Language Boredom: A Latent Change Score Mediation Model
Tahereh Taherian, Majid Elahi Shirvan, Elham Yazdanmehr, et al.
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 4, pp. 997-1010
Open Access | Times Cited: 25
On the Role of Academic Buoyancy and Self-Efficacy in Predicting Teachers’ Work Engagement: A Case of Chinese English as a Foreign Language Teachers
Ran Zhi, Yongxiang Wang, Ali Derakhshan
Perceptual and Motor Skills (2023) Vol. 131, Iss. 2, pp. 612-629
Closed Access | Times Cited: 25
The Impact of EFL Learners’ Negative Emotional Orientations on (Un)Willingness to Communicate in In-person and Online L2 Learning Contexts
Mehdi Solhi
Journal of Psycholinguistic Research (2024) Vol. 53, Iss. 2
Open Access | Times Cited: 9
Exploring emotional support and engagement in adolescent EFL learning: The mediating role of emotion regulation strategies
Yuchi Zhang, Yibin Hu, Meng Yu
Language Teaching Research (2024)
Closed Access | Times Cited: 9
Longitudinal exploration of interconnectedness through a cross-lagged panel design: enjoyment, anxiety, willingness to communicate, and L2 grit in english language learning
Ali Derakhshan, Jalil Fathi
Journal of Multilingual and Multicultural Development (2024), pp. 1-19
Closed Access | Times Cited: 9
Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies
Ali Derakhshan, Barry Bai
System (2025) Vol. 129, pp. 103605-103605
Closed Access | Times Cited: 1
Domain-Specific L2 Grit, Anxiety, Boredom, and Enjoyment in Online Chinese Learning
Xian Zhao, Danping Wang
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 4, pp. 783-794
Open Access | Times Cited: 16
From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence‐Powered Classrooms
Zhonggui Xin, Ali Derakhshan
European Journal of Education (2024)
Closed Access | Times Cited: 7
EFL teachers’ engagement: The impact of well-being and emotion regulation
Sian Chen, Linqiang Tang
Heliyon (2024) Vol. 10, Iss. 5, pp. e27338-e27338
Open Access | Times Cited: 6
EFL teachers’ perceptions of emotional exhaustion and associated regulation strategies: a phenomenological analysis
Xin Zhao, Yunsong Wang
Innovation in Language Learning and Teaching (2024), pp. 1-15
Closed Access | Times Cited: 6
Do L2 Teacher Support and Peer Support Predict L2 Speaking Motivation in Online Classes?
Mehdi Solhi
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 4, pp. 829-842
Closed Access | Times Cited: 15
When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model
Mariusz Kruk, Mirosław Pawlak, Tahereh Taherian, et al.
Studies in Second Language Learning and Teaching (2023) Vol. 13, Iss. 1, pp. 39-69
Open Access | Times Cited: 14
Page 1 - Next Page

Scroll to top