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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:

Studying classroom climate effects in the context of multi-level structural equation modelling: an application-focused theoretical discussion and empirical demonstration
Lisa Bardach, Takuya Yanagida, Marko Lüftenegger
International Journal of Research & Method in Education (2020) Vol. 43, Iss. 4, pp. 348-363
Open Access | Times Cited: 26

Showing 1-25 of 26 citing articles:

A strategic roadmap to overcome blockchain technology barriers for sustainable construction: A deep learning-based dual-stage SEM-ANN approach
Atul Kumar Singh, V.R. Prasath Kumar, Muhammad Shoaib, et al.
Technological Forecasting and Social Change (2023) Vol. 194, pp. 122716-122716
Open Access | Times Cited: 39
Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates
Kristy A. Robinson
Educational Psychologist (2023) Vol. 58, Iss. 2, pp. 92-110
Closed Access | Times Cited: 33
Revealing associations between students' school-related well-being, achievement goals, and academic achievement
Julia Holzer, Sarah Bürger, Marko Lüftenegger, et al.
Learning and Individual Differences (2022) Vol. 95, pp. 102140-102140
Open Access | Times Cited: 28
Integration in the Achievement Motivation Literature and the Hierarchical Model of Achievement Motivation
Andrew J. Elliot, Nicolas Sommet
Educational Psychology Review (2023) Vol. 35, Iss. 3
Closed Access | Times Cited: 19
Associations between Autonomy-Supportive Teaching, the Use of Non-Academic ICTs, and Student Motivation in English Language Learning
Joy Muth, Marko Lüftenegger
Sustainability (2024) Vol. 16, Iss. 3, pp. 1337-1337
Open Access | Times Cited: 5
Student, teacher, and school factors predicting differences in classroom climate: A multilevel analysis
Jesús Alonso‐Tapia, Miguel A. Ruíz
Learning and Individual Differences (2022) Vol. 94, pp. 102115-102115
Closed Access | Times Cited: 21
Perceived need-supportive leadership, perceived need-supportive teaching, and student engagement: A self-determination perspective
Joseph Y. Haw, Ronnel B. King
Social Psychology of Education (2023) Vol. 26, Iss. 5, pp. 1289-1319
Closed Access | Times Cited: 11
Organizational Climate as a Key to Positive Mental Health and Academic Engagement in University Students: A Structural Equation Modeling Approach
Roger Pedro Norabuena Figueroa, Hugo Marino Rodríguez-Orellana, Emerson Norabuena-Figueroa, et al.
European Journal of Investigation in Health Psychology and Education (2025) Vol. 15, Iss. 2, pp. 17-17
Open Access
Open Classroom Climate in International Large-Scale Assessments: Individual Construct or Climate Construct?
Eunjung Myoung, Pey‐Yan Liou
SAGE Open (2025) Vol. 15, Iss. 1
Open Access
Associations Between Classroom Climate, Empathy, Self-Efficacy, and Countering Hate Speech Among Adolescents: A Multilevel Mediation Analysis
Sebastian Wachs, Melisa Castellanos, Alexander Wettstein, et al.
Journal of Interpersonal Violence (2022) Vol. 38, Iss. 5-6, pp. 5067-5091
Open Access | Times Cited: 17
The role of the learning environment in adolescents’ motivational development
Diana Raufelder, Stefan Kulakow
Motivation and Emotion (2021) Vol. 45, Iss. 3, pp. 299-311
Open Access | Times Cited: 22
Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives
Nicolas Margas
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures
Lisa Bardach, Takuya Yanagida, Alexandre J. S. Morin, et al.
Learning and Instruction (2020) Vol. 71, pp. 101400-101400
Open Access | Times Cited: 23
Achievement goal profiles and their associations with math achievement, self‐efficacy, anxiety and instructional quality: A single and multilevel mixture study
Melvin Chan, Gregory Arief D. Liem
British Journal of Educational Psychology (2023) Vol. 93, Iss. 4, pp. 1072-1088
Closed Access | Times Cited: 7
How Many Classes and Students Should Ideally be Sampled When Assessing the Role of Classroom Climate via Student Ratings on a Limited Budget? An Optimal Design Perspective
Steffen Zitzmann, Wolfgang Wagner, Martin Hecht, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 2, pp. 511-536
Open Access | Times Cited: 13
Assessing the effects of student perceptions of instructional quality: A cross-subject within-student design
Erik Ruzek, Karen Aldrup, Oliver Lüdtke
Contemporary Educational Psychology (2022) Vol. 70, pp. 102085-102085
Closed Access | Times Cited: 7
Same Classroom, Different Affordances? Demographic Differences in Perceptions of Motivational Climate in Five STEM Courses
Kristy A. Robinson, So Yeon Lee
The Journal of Experimental Education (2023) Vol. 93, Iss. 1, pp. 110-135
Closed Access | Times Cited: 3
Implizite Fähigkeitstheorien, akademisches Selbstkonzept und schulisches Wohlbefinden
Marko Lüftenegger, Julia Holzer, Barbara Schober
Unterrichtswissenschaft (2021) Vol. 49, Iss. 4, pp. 567-584
Open Access | Times Cited: 7
Modeling Cluster-Level Constructs Measured by Individual Responses: Configuring a Shared Approach
Suzanne Jak, Terrence D. Jorgensen, Debby ten Hove, et al.
Advances in Methods and Practices in Psychological Science (2023) Vol. 6, Iss. 3
Open Access | Times Cited: 2
The contribution of Multilevel Structural Equation Modelling to contemporary trends in educational research
James Hall, Lars‐Erik Malmberg
International Journal of Research & Method in Education (2020) Vol. 43, Iss. 4, pp. 339-347
Open Access | Times Cited: 4
The Mediation Role of Teacher Recognition Between Transformational Leadership and Teacher Professionalism: A Multilevel Mediation Analysis
Ying Zhang
Educational Administration Quarterly (2024) Vol. 60, Iss. 4, pp. 383-417
Closed Access
Charting the Murky Waters of Motivational Climate Measurement: Past Approaches and Future Directions
Cole D. Johnson, So Yeon Lee, Rachael Diamant, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 4
Closed Access
Perceived goal structures and student outcomes: Consistency of motivational experiences within and across classrooms
Rasa Erentaitė, Rimantas Vosylis
Learning and Individual Differences (2024) Vol. 117, pp. 102594-102594
Closed Access
Messy but Real Levels in the Social Sciences
Harold Kincaid
Oxford University Press eBooks (2024), pp. 222-234
Closed Access
CLASSROOM CLIMATE IN THE CONTEXT OF TEACHING PRACTICES IN JUNIOR HIGH SCHOOLS
Rosmawati Abdul Maing, Syahruddin Mahmud
KLASIKAL JOURNAL OF EDUCATION LANGUAGE TEACHING AND SCIENCE (2022) Vol. 4, Iss. 2, pp. 342-359
Open Access | Times Cited: 2
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