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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:

Teacher sensitivity in interaction with individual students: the role of teachers’ daily negative emotions
Anne-Katrien Koenen, Eleonora Vervoort, Geert Kelchtermans, et al.
European Journal of Special Needs Education (2018) Vol. 34, Iss. 4, pp. 514-529
Open Access | Times Cited: 20

Showing 20 citing articles:

Measuring Teachers’ Social-Emotional Competence: Development and Validation of a Situational Judgment Test
Karen Aldrup, Bastian Carstensen, Michaela Köller, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 79
Practitioner Review: Dyadic teacher–child relationships: comparing theories, empirical evidence and implications for practice
Jantine L. Spilt, Karine Verschueren, Mirella B. W. M. Van Minderhout, et al.
Journal of Child Psychology and Psychiatry (2022) Vol. 63, Iss. 7, pp. 724-733
Open Access | Times Cited: 28
Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education
Liedewij F. N. Borremans, Helma M. Y. Koomen, Jantine L. Spilt
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 4
Adaptation and Preliminary Validation of the TRUST for Primary School Teachers (TRUST-PS)
Francesc Sidera, Anna Amadó, Clara Andrés‐Roqueta, et al.
Psicologí a Educativa (2025) Vol. 31, Iss. 1, pp. 63-71
Open Access
”It's a way of being for a teacher”: Multiple perspectives on relationship-building competencies in teacher education
Liedewij F. N. Borremans, Astrid Deryck, Jantine L. Spilt
Teaching and Teacher Education (2025) Vol. 159, pp. 104979-104979
Closed Access
Towards a curriculum targeting teachers’ relationship-building competence: Results of a Delphi study
Liedewij F. N. Borremans, Jantine L. Spilt
Teaching and Teacher Education (2023) Vol. 130, pp. 104155-104155
Open Access | Times Cited: 10
Secondary Analysis of Reading-Based Activities Utilizing a Scripted Language Approach: Evaluating Interactions Between Students With Autism and Their Interventionists
Nicole Sparapani, Emily J. Solari, Laurel Towers, et al.
Journal of Speech Language and Hearing Research (2020) Vol. 63, Iss. 9, pp. 3130-3154
Closed Access | Times Cited: 9
Examining the Reciprocity in Dyadic Teacher-Child Relationships: One-With-Many Multilevel Design
Athanasios Gregoriadis, Anastasia Vatou, Nikolaos Tsigilis, et al.
Frontiers in Education (2022) Vol. 6
Open Access | Times Cited: 6
Development of the Competence Measure of Individual Teacher-Student Relationships (COMMIT): Insight Into the Attitudes, Knowledge, and Self-Efficacy of Pre-service Teachers
Liedewij F. N. Borremans, Jantine L. Spilt
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 5
Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism
Nicole Sparapani, Vanessa P. Reinhardt, Jessica L. Hooker, et al.
Journal of Autism and Developmental Disorders (2021) Vol. 52, Iss. 5, pp. 2284-2299
Open Access | Times Cited: 4
Measuring Teacher Talk and the Behavior of Autistic Students in Preschool Through Third-Grade Special Education Mathematics Activities
Nicole Sparapani, Sandy Birkeneder, Laurel Towers, et al.
Advances in Neurodevelopmental Disorders (2024)
Open Access
The Relationship Between Childcare Teachers’ Sensitivity and Teacher Strategy Addressing Challenging Behaviors of Preschool Children: A Moderating Role of Social Support in the Workplace
Yang Sun An, Jung Eun Kim, Yang Woon Chung
Journal of Families and Better Life (2024) Vol. 42, Iss. 2, pp. 13-26
Closed Access
Conceptualisation and empirical verification of the affective role of the teacher
Milica Tošić Radev, Ana Pešikan
Educational Studies (2024), pp. 1-21
Closed Access
‘I Still Have Tears in My Eyes’: A Situational Psychological Approach of Teachers' Emotional Labour in Special Needs Education
Oriane Petiot, Gilles Kermarrec, Sylvain Dugény, et al.
European Journal of Education (2024) Vol. 59, Iss. 4
Open Access
Managing problem behavior and the role of metacognitive skills
Reena Cheruvalath, Ajay Ramchandra Gaude
European Journal of Psychology of Education (2022) Vol. 38, Iss. 3, pp. 1227-1250
Closed Access | Times Cited: 2
Challenge-appraisal profiles of beginning teachers and inter-profile differences in self-efficacy, self-regulation, and emotions
Manuela Keller-Schneider
European Journal of Teacher Education (2021) Vol. 47, Iss. 1, pp. 81-103
Open Access | Times Cited: 2
Problemas de conducta en el aula: construcción del concepto desde la perspectiva de las maestras de primaria
Rosalinda Lozada García, G. Tomasini
Revista Iberoamericana de Psicología (2021) Vol. 14, Iss. 3, pp. 131-143
Open Access | Times Cited: 2
Zusammenhang von Belastungen der Lehrpersonen und Eltern mit reaktiver und proaktiver Aggression der Kinder: Bedeutung von Emotionsregulation und kooperativem Verhalten
Markus Neuenschwander, Ilona Rösti, Vanessa Prieth, et al.
Zeitschrift für Grundschulforschung (2022) Vol. 15, Iss. 2, pp. 419-434
Open Access | Times Cited: 1
Differential effect of socio-demographics on emotional competence of training college teachers of Kerala
K. Geetha, Amutha Sree N
International Journal of Literacy and Education (2023) Vol. 3, Iss. 2, pp. 17-20
Open Access
Roles and Responsibilities of a Virtual Teacher
Divya Ahluwalia, Navjot Hothi, Ishwar Dutt
(2023), pp. 1-18
Closed Access
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