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:
Supervisors matter, but what about peers? The distinct contributions of quality supervision and peer support to doctoral students’ research experience
Faming Wang, Lily Min Zeng, Amelia Yue Zhu, et al.
Studies in Higher Education (2023) Vol. 48, Iss. 11, pp. 1724-1740
Closed Access | Times Cited: 8
Faming Wang, Lily Min Zeng, Amelia Yue Zhu, et al.
Studies in Higher Education (2023) Vol. 48, Iss. 11, pp. 1724-1740
Closed Access | Times Cited: 8
Showing 8 citing articles:
Articulating your research focus via a capability statement: professional development for early career researchers
Amy‐Louise Byrne, Shannon Dhollande, Pauline Calleja
Journal of research in nursing (2025)
Closed Access | Times Cited: 1
Amy‐Louise Byrne, Shannon Dhollande, Pauline Calleja
Journal of research in nursing (2025)
Closed Access | Times Cited: 1
Who matters and why? The contributions of different sources of social support to doctoral students' academic engagement
Fei Cao, Huan Li, Xin Chen, et al.
European Journal of Education (2024) Vol. 59, Iss. 3
Open Access | Times Cited: 6
Fei Cao, Huan Li, Xin Chen, et al.
European Journal of Education (2024) Vol. 59, Iss. 3
Open Access | Times Cited: 6
Teacher support for basic needs is associated with socio-emotional skills: a self-determination theory perspective
Faming Wang, Lily Min Zeng, Ronnel B. King
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access
Faming Wang, Lily Min Zeng, Ronnel B. King
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access
Feedback as socialization in doctoral education: towards the enactment of authentic feedback
David Carless, Jisun Jung, Yongyan Li
Studies in Higher Education (2023) Vol. 49, Iss. 3, pp. 534-545
Closed Access | Times Cited: 8
David Carless, Jisun Jung, Yongyan Li
Studies in Higher Education (2023) Vol. 49, Iss. 3, pp. 534-545
Closed Access | Times Cited: 8
Alone in the Academic Ultraperiphery: Online Doctoral Candidates’ Quest to Belong, Thrive, and Succeed
Efrem Melián, Julio Meneses
The International Review of Research in Open and Distributed Learning (2024) Vol. 25, Iss. 2, pp. 114-131
Open Access | Times Cited: 1
Efrem Melián, Julio Meneses
The International Review of Research in Open and Distributed Learning (2024) Vol. 25, Iss. 2, pp. 114-131
Open Access | Times Cited: 1
Institutional, supervisory, and personal demands: unravelling the challenge-hindrance demands in doctoral programs
Vrinda Acharya, Ambigai Rajendran, Nandan Prabhu, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 1
Vrinda Acharya, Ambigai Rajendran, Nandan Prabhu, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 1
Supervisors’ power sources and doctoral students’ working conditions: a qualitative study of doctoral supervision in a developing country
Mohammad Moshtari, Martin C. Schleper
Studies in Higher Education (2024), pp. 1-18
Open Access
Mohammad Moshtari, Martin C. Schleper
Studies in Higher Education (2024), pp. 1-18
Open Access
How to support researchers in the primary care setting?
Frida Gyllenberg, Niko Wasenius, Merja K. Laine
Scandinavian Journal of Primary Health Care (2024), pp. 1-2
Open Access
Frida Gyllenberg, Niko Wasenius, Merja K. Laine
Scandinavian Journal of Primary Health Care (2024), pp. 1-2
Open Access
