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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:

Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims
Davide Marengo, Tomas Jungert, Nathalie O. Iotti, et al.
Educational Psychology (2018) Vol. 38, Iss. 9, pp. 1201-1217
Closed Access | Times Cited: 96

Showing 1-25 of 96 citing articles:

Student–teacher relationship quality and prosocial behaviour: The mediating role of academic achievement and a positive attitude towards school
Claudio Longobardi, Michele Settanni, Shanyan Lin, et al.
British Journal of Educational Psychology (2020) Vol. 91, Iss. 2, pp. 547-562
Closed Access | Times Cited: 113
A cross-cultural comparison of teacher-student relationship quality in Chinese and Italian teachers and students
Matteo Angelo Fabris, Shanyan Lin, Claudio Longobardi
Journal of School Psychology (2023) Vol. 99, pp. 101227-101227
Open Access | Times Cited: 22
Students’ Psychological Adjustment in Normative School Transitions From Kindergarten to High School: Investigating the Role of Teacher-Student Relationship Quality
Claudio Longobardi, Michele Settanni, Laura Elvira Prino, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 62
Associations between Student–Teacher Relationship Quality, Class Climate, and Bullying Roles: A Bayesian Multilevel Multinomial Logit Analysis
Robert Thornberg, Bertil Wegmann, Linda Wänström, et al.
Victims & Offenders (2022) Vol. 17, Iss. 8, pp. 1196-1223
Open Access | Times Cited: 31
Effects of Bullying Victimization on Internalizing and Externalizing Symptoms: The Mediating Role of Alexithymia
Laura Elvira Prino, Claudio Longobardi, Matteo Angelo Fabris, et al.
Journal of Child and Family Studies (2019) Vol. 28, Iss. 9, pp. 2586-2593
Open Access | Times Cited: 49
Empathy and defending behaviours in school bullying: The mediating role of motivation to defend victims
Claudio Longobardi, Laura Borello, Robert Thornberg, et al.
British Journal of Educational Psychology (2019) Vol. 90, Iss. 2, pp. 473-486
Closed Access | Times Cited: 45
Student‐teacher conflict moderates the link between students’ social status in the classroom and involvement in bullying behaviors and exposure to peer victimization
Davide Marengo, Matteo Angelo Fabris, Laura Elvira Prino, et al.
Journal of Adolescence (2021) Vol. 87, Iss. 1, pp. 86-97
Closed Access | Times Cited: 33
Bullying types and roles in early adolescence: Latent classes of perpetrators and victims
Samantha Coyle, Alli Cipra, Sandra Yu Rueger
Journal of School Psychology (2021) Vol. 89, pp. 51-71
Closed Access | Times Cited: 33
Research Review on Teacher Emotion in Asia Between 1988 and 2017: Research Topics, Research Types, and Research Methods
Junjun Chen
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 37
Loneliness, Family Communication, and School Adjustment in a Sample of Cybervictimized Adolescents
Elizabeth Cañas, Estefanía Estévez, Celeste León-Moreno, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 1, pp. 335-335
Open Access | Times Cited: 35
The Role of Body Image Concerns in Online Sexual Victimization among Female Adolescents: The Mediating Effect of Risky Online Behaviors
Claudio Longobardi, Matteo Angelo Fabris, Laura Elvira Prino, et al.
Journal of Child & Adolescent Trauma (2020) Vol. 14, Iss. 1, pp. 51-60
Open Access | Times Cited: 34
The links between students’ relationships with teachers, likeability among peers, and bullying victimization: the intervening role of teacher responsiveness
Claudio Longobardi, Serena Ferrigno, Giulia Gullotta, et al.
European Journal of Psychology of Education (2021) Vol. 37, Iss. 2, pp. 489-506
Open Access | Times Cited: 31
Relationship quality in higher education and the interplay with student engagement and loyalty
Ingrid Snijders, Lisette Wijnia, Rebecca M. Kuiper, et al.
British Journal of Educational Psychology (2021) Vol. 92, Iss. 2, pp. 425-446
Open Access | Times Cited: 30
Closeness in Student–Teacher Relationships and Students’ Psychological Well-Being: The Mediating Role of Hope
Shanyan Lin, Matteo Angelo Fabris, Claudio Longobardi
Journal of Emotional and Behavioral Disorders (2021) Vol. 30, Iss. 1, pp. 44-53
Closed Access | Times Cited: 29
Peer Aggression and Conflictual Teacher-Student Relationships: A Meta-Analysis
Amanda Krause, Jennifer Smith
School Mental Health (2022) Vol. 14, Iss. 2, pp. 306-327
Closed Access | Times Cited: 21
Challenges of Preadolescence in the School Context: A Systematic Review of Protective/Risk Factors and Intervention Programmes
Maria Lidia Mascia, Giulia Langiu, Natale Salvatore Bonfiglio, et al.
Education Sciences (2023) Vol. 13, Iss. 2, pp. 130-130
Open Access | Times Cited: 12
Why don't all victims tell teachers about being bullied? A mixed methods study on how direct and indirect bullying and student-teacher relationship quality are linked with bullying disclosure
Ylva Bjereld, Robert Thornberg, Jun Sung Hong
Teaching and Teacher Education (2024) Vol. 148, pp. 104664-104664
Open Access | Times Cited: 4
Loneliness and prosocial behaviors in childhood and early adolescence: examining the role of teacher–student relationship quality at school
Daniele Di Tata, Matilde Brunetti, Fiorenzo Laghi, et al.
European Journal of Developmental Psychology (2025), pp. 1-18
Closed Access
The impact of perceived stress on school adjustment among Chinese boarding students in rural junior high school: a moderated mediation model of teacher support and self-esteem
Yuqin Jiang, Lyuci Zhang, Priyalatha Govindasamy, et al.
Educational Studies (2025), pp. 1-21
Closed Access
An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspective
Noelia Muñoz‐Fernández, Sebastian Wachs, Nuria Marcenaro, et al.
British Journal of Educational Psychology (2025)
Closed Access
School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence
Martina Berchiatti, Laura Badenes‐Ribera, Antonio Ferrer, et al.
Children and Youth Services Review (2020) Vol. 116, pp. 105226-105226
Closed Access | Times Cited: 32
Effectiveness and mechanisms of change of a mindfulness-based intervention on elementary school children: A cluster-randomized control trial
Carlos García‐Rubio, Marta Herrero, Teodoro Luna-Jarillo, et al.
Journal of School Psychology (2023) Vol. 99, pp. 101211-101211
Closed Access | Times Cited: 9
Unfair teachers, unhappy students: longitudinal associations of perceived teacher relational unfairness with adolescent peer aggression and school satisfaction
Gianluca Gini, Federica Angelini, Tiziana Pozzoli
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 3
Intervention programs for the prevention of bullying and the promotion of prosocial behaviors in adolescence: A systematic review
Alba González Moreno, María del Mar Molero Jurado
Social Sciences & Humanities Open (2024) Vol. 10, pp. 100954-100954
Open Access | Times Cited: 3
Behavioral Changes during the First Year of the COVID-19 Pandemic: A Longitudinal Comparison of Bullying, Cyberbullying, Externalizing Behavior Problems and Prosocial Behavior in Adolescents
Neele Bäker, Jessica Wilke
COVID (2023) Vol. 3, Iss. 2, pp. 289-300
Open Access | Times Cited: 8
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