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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:

Applying the theory of planned behaviour in assessments of teachers’ intentions towards practicing inclusive education: a scoping review
Maxwell Peprah Opoku, Monica Cuskelly, SJ Pedersen, et al.
European Journal of Special Needs Education (2020) Vol. 36, Iss. 4, pp. 577-592
Closed Access | Times Cited: 76

Showing 1-25 of 76 citing articles:

Toward a theory of behavioral control
Weng Marc Lim, Marc Arul Weissmann
Journal of Strategic Marketing (2021) Vol. 31, Iss. 1, pp. 185-211
Closed Access | Times Cited: 125
Evaluating the Intention for the Adoption of Artificial Intelligence-Based Robots in the University to Educate the Students
Rita Roy, Mohammad Dawood Babakerkhell, Subhodeep Mukherjee, et al.
IEEE Access (2022) Vol. 10, pp. 125666-125678
Open Access | Times Cited: 58
Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour
İpek GÜLSÜN, Olli-Pekka Malinen, Akie Yada, et al.
Teaching and Teacher Education (2023) Vol. 132, pp. 104228-104228
Open Access | Times Cited: 23
Attitudes and self-efficacy as significant predictors of intention of secondary school teachers towards the implementation of inclusive education in Ghana
Maxwell Peprah Opoku, Monica Cuskelly, SJ Pedersen, et al.
European Journal of Psychology of Education (2020) Vol. 36, Iss. 3, pp. 673-691
Closed Access | Times Cited: 50
Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices
Constanza San Martín, Chenda Ramírez Vega, Rubén Calvo, et al.
Sustainability (2021) Vol. 13, Iss. 4, pp. 2300-2300
Open Access | Times Cited: 48
Understanding Medical Students’ Perceptions of and Behavioral Intentions toward Learning Artificial Intelligence: A Survey Study
Xin Li, Michael Yi‐Chao Jiang, Morris Siu‐Yung Jong, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 14, pp. 8733-8733
Open Access | Times Cited: 32
Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior
Christophe Dierendonck, Débora Poncelet, Mélanie Tinnes-Vigne
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 5
Comparative study of teachers’ attitudes, self-efficacy and job satisfaction when teaching gifted students in Ethiopia and Kenya
Maxwell Peprah Opoku, Shashidhar Belbase, William Nketsia, et al.
Compare A Journal of Comparative and International Education (2025), pp. 1-18
Closed Access
Predictors of In-Service Teachers' Intention and Willingness to Teach Climate Action in Physics Classrooms
Matthias Fasching, Thomas Schubatzky, Martin Hopf
Journal of Science Teacher Education (2025), pp. 1-26
Open Access
Building architecture for gifted education in Arab countries: a theoretical overview for implementing the ‘Actiotope model’
Sadiq Abdulwahed Ahmed Ismail, Maxwell Peprah Opoku, Mariam Ali Alghawi, et al.
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour Perspective
Mélanie Tinnes-Vigne, Claude Houssemand, Frédéric Guay, et al.
European Journal of Investigation in Health Psychology and Education (2025) Vol. 15, Iss. 4, pp. 48-48
Open Access
Attitude, Subjective Norms and Teachers’ Effectiveness in Handling Learners with Difficulty in Applying Knowledge
Rhia Genn Cosmeño
(2025) Vol. 34, Iss. 9, pp. 1117-1125
Open Access
TEACHER THEORY AND ADAPTABLE MODEL: AN APPLICATION TO TEACHING PROFESSION
Leovigildo Lito D. Mallillin
European Journal of Education Studies (2021) Vol. 8, Iss. 12
Open Access | Times Cited: 25
Teachers’ attitudes towards students with disabilities: the role of the type of information provided in the students’ profiles of children with disabilities
Maria Cristina Ginevra, Ilaria Di Maggio, Isabella Valbusa, et al.
European Journal of Special Needs Education (2021) Vol. 37, Iss. 3, pp. 357-370
Closed Access | Times Cited: 20
The use of theory of planned behavior to systemically study the integrative-qualitative intentional behavior in Romanian preschool education with network analysis
Dana Rad, Adela Redeş, Alina Felicia Roman, et al.
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 8
Exploring the intentions of school leaders towards implementing inclusive education in secondary schools in Ghana
Maxwell Peprah Opoku
International Journal of Leadership in Education (2021) Vol. 27, Iss. 3, pp. 539-559
Closed Access | Times Cited: 19
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses
Henrike Mentel, Natalie Förster, Boris Forthmann, et al.
Teaching and Teacher Education (2024) Vol. 141, pp. 104509-104509
Open Access | Times Cited: 2
Stop the spread: Empowering students to address misinformation through community‐engaged, interdisciplinary science communication training
Shelby M. Cagle, Ashley A. Anderson, Nicole C. Kelp
Journal of Research in Science Teaching (2024)
Open Access | Times Cited: 2
ATTITUDES, SELF-EFFICACY, AND INTENTION TO TEACH IN INCLUSIVE CLASSROOMS OF IN-SERVICE TEACHERS IN CHILE: VALIDATING SCALES
Constanza San Martín, Rubén Calvo, Umesh Sharma, et al.
Revista Brasileira de Educação Especial (2024) Vol. 30
Open Access | Times Cited: 2
A comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms: does the context matter?
Caroline Sahli Lozano, Umesh Sharma, Sergej Wüthrich
International Journal of Inclusive Education (2021) Vol. 28, Iss. 7, pp. 1205-1223
Closed Access | Times Cited: 15
Special educators’ intentions towards supporting practice of inclusive education for students with disabilities in secondary schools in Ghana
Maxwell Peprah Opoku
African Journal of Disability (2022) Vol. 11
Open Access | Times Cited: 10
An analysis of classroom teachers’ awareness of inclusive education
Özgür Sirem, Turgay Çatal
European Journal of Special Needs Education (2022) Vol. 38, Iss. 2, pp. 203-217
Closed Access | Times Cited: 9
Online or Traditional Learning at the Near End of the Pandemic: Assessment of Students’ Intentions to Pursue Online Learning in the Philippines
Maria Kathryne A. Illescas, Ardvin Kester S. Ong, Josephine D. German
Sustainability (2023) Vol. 15, Iss. 8, pp. 6611-6611
Open Access | Times Cited: 5
Exploring Attitudinal Dimensions of Inclusive Education: Predictive Factors among Romanian Teachers
Andra-Maria Jurca, Damaris Baciu, Anca Luştrea, et al.
Education Sciences (2023) Vol. 13, Iss. 12, pp. 1224-1224
Open Access | Times Cited: 5
The Role of District Learning Support Officials in the Application of Concessions to Learners with Learning Disabilities
Mokwena Morelle, Sindisa Bila
International Journal of Innovative Science and Research Technology (IJISRT) (2024), pp. 1852-1855
Open Access | Times Cited: 1
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