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:
A systematic review of school-based positive psychology interventions to foster teacher wellbeing
Duyen T. Vo, Kelly‐Ann Allen
Teachers and Teaching (2022) Vol. 28, Iss. 8, pp. 964-999
Closed Access | Times Cited: 15
Duyen T. Vo, Kelly‐Ann Allen
Teachers and Teaching (2022) Vol. 28, Iss. 8, pp. 964-999
Closed Access | Times Cited: 15
Showing 15 citing articles:
Interventions to Teacher Well-Being and Burnout A Scoping Review
Pauliina Avola, Tiina Soini, Anne Jyrkiäinen, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access | Times Cited: 1
Pauliina Avola, Tiina Soini, Anne Jyrkiäinen, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access | Times Cited: 1
On the outcomes of teacher wellbeing: a systematic review of research
Benjamin Dreer
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 32
Benjamin Dreer
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 32
Teachers’ Burnout – The Role of Social Support, Gratitude, Hope, Entitlement and Loneliness
Michal Einav, Dan Confino, Noa Geva, et al.
International Journal of Applied Positive Psychology (2024) Vol. 9, Iss. 2, pp. 827-849
Open Access | Times Cited: 8
Michal Einav, Dan Confino, Noa Geva, et al.
International Journal of Applied Positive Psychology (2024) Vol. 9, Iss. 2, pp. 827-849
Open Access | Times Cited: 8
The effects of an online positive psychology intervention on pre‐service teachers' efficacy, ability to cope and emotional regulation
Frances Hoferichter, Armin Jentsch
British Educational Research Journal (2024) Vol. 50, Iss. 5, pp. 2441-2460
Open Access | Times Cited: 5
Frances Hoferichter, Armin Jentsch
British Educational Research Journal (2024) Vol. 50, Iss. 5, pp. 2441-2460
Open Access | Times Cited: 5
Assessment of health behaviors of primary school teachers based on their nutritional knowledge and physical activity: A cross-sectional study in the Asir Region
Amani Alhazmi, Maha Ali, Adam Dawria, et al.
PLoS ONE (2025) Vol. 20, Iss. 1, pp. e0318146-e0318146
Open Access
Amani Alhazmi, Maha Ali, Adam Dawria, et al.
PLoS ONE (2025) Vol. 20, Iss. 1, pp. e0318146-e0318146
Open Access
Key school leadership practices to enhance teacher wellbeing: a meta-synthesis of qualitative evidence
Figen Karaferye, Mehmet Şükrü Bellibaş
Research Papers in Education (2025), pp. 1-33
Closed Access
Figen Karaferye, Mehmet Şükrü Bellibaş
Research Papers in Education (2025), pp. 1-33
Closed Access
Addressing schoolteacher food and nutrition-related health and wellbeing: a scoping review of the food and nutrition constructs used across current research
Tammie Jakstas, Berit Follong, Tamara Bucher, et al.
International Journal of Behavioral Nutrition and Physical Activity (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 4
Tammie Jakstas, Berit Follong, Tamara Bucher, et al.
International Journal of Behavioral Nutrition and Physical Activity (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 4
Enhancing Positive Wellbeing in Schools: The Relationship Between Inclusion and Belonging
Christopher Boyle, Kelly‐Ann Allen, Rachel Bleeze, et al.
(2023), pp. 371-384
Closed Access | Times Cited: 2
Christopher Boyle, Kelly‐Ann Allen, Rachel Bleeze, et al.
(2023), pp. 371-384
Closed Access | Times Cited: 2
The psychological well-being of schoolteachers in South Africa: A critical review
A Fourie, Werner de Klerk
Journal of Psychology in Africa (2024) Vol. 34, Iss. 1, pp. 95-105
Open Access
A Fourie, Werner de Klerk
Journal of Psychology in Africa (2024) Vol. 34, Iss. 1, pp. 95-105
Open Access
Overcoming Challenges
Annette G. Walters
Advances in educational marketing, administration, and leadership book series (2024), pp. 235-251
Closed Access
Annette G. Walters
Advances in educational marketing, administration, and leadership book series (2024), pp. 235-251
Closed Access
The Intervention Effects on Teacher Well-being: A Three-Level Meta-Analysis
Yingxiu Li, Wang Xiang, Junjun Chen, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 4
Closed Access
Yingxiu Li, Wang Xiang, Junjun Chen, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 4
Closed Access
A Narrative Exploration of One Teacher’s Storied Experiences of Online Learning during COVID-19
Joanna Lim
Education Sciences (2023) Vol. 13, Iss. 12, pp. 1211-1211
Open Access | Times Cited: 1
Joanna Lim
Education Sciences (2023) Vol. 13, Iss. 12, pp. 1211-1211
Open Access | Times Cited: 1
Using Metaphors to Shine a Light on Wellbeing Education
Duyen T. Vo, Kelly‐Ann Allen, Andrea Reupert, et al.
(2023), pp. 207-226
Closed Access
Duyen T. Vo, Kelly‐Ann Allen, Andrea Reupert, et al.
(2023), pp. 207-226
Closed Access
<p>Application of a program to improve growth mindset, eudaimonic well-being and multidimensional well-being within the framework of teacher professional development <sub>[Aplicación de un programa para la mejora de la mentalidad de crecimiento, bienestar eudaimónico y bienestar multidimensional en el marco del desarrollo profesional docente]</sub></p>
Diego García-Álvarez, María José Soler, Rubia Cobo‐Rendón, et al.
ESPIRAL CUADERNOS DEL PROFESORADO (2023) Vol. 16, Iss. 34, pp. 40-52
Open Access
Diego García-Álvarez, María José Soler, Rubia Cobo‐Rendón, et al.
ESPIRAL CUADERNOS DEL PROFESORADO (2023) Vol. 16, Iss. 34, pp. 40-52
Open Access
Toward a Coherent and Comprehensive Approach to Teacher Well-Being: A Synthesis of Theory and Review of Intervention Research
Lia E. Sandilos, Annemarie H. Hindman, Jessica A. Lathrop, et al.
Review of Research in Education (2023) Vol. 47, Iss. 1, pp. 274-310
Closed Access
Lia E. Sandilos, Annemarie H. Hindman, Jessica A. Lathrop, et al.
Review of Research in Education (2023) Vol. 47, Iss. 1, pp. 274-310
Closed Access
