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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:

Values and beliefs as predictors of pre‐service teachers’ enjoyment of teaching in inclusive settings
Alexander Georg Büssing, Susanne Menzel, Maxime Schnieders, et al.
Journal of Research in Special Educational Needs (2019) Vol. 19, Iss. S1, pp. 8-23
Open Access | Times Cited: 20

Showing 20 citing articles:

Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019
Junjun Chen
Cambridge Journal of Education (2020) Vol. 51, Iss. 3, pp. 327-357
Closed Access | Times Cited: 87
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: 75
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
Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students
Susanne Schwab, Katharina Resch, Ghaleb H. Alnahdi
International Journal of Inclusive Education (2021) Vol. 28, Iss. 2, pp. 214-230
Open Access | Times Cited: 34
Emotions, connectedness to nature and sustainable behaviour: investigating the effects of students’ engagement in extracurricular activities with living animals
Alexander Georg Büssing, Milan-Kevin Wülfing, Till Bruckermann
Journal of Biological Education (2025), pp. 1-18
Open Access
Do German Student Biology Teachers Intend to Eat Sustainably? Extending the Theory of Planned Behavior with Nature Relatedness and Environmental Concern
Alina Weber, Alexander Georg Büssing, Raphael Jarzyna, et al.
Sustainability (2020) Vol. 12, Iss. 12, pp. 4909-4909
Open Access | Times Cited: 25
Topic Specificity and Antecedents for Preservice Biology Teachers’ Anticipated Enjoyment for Teaching About Socioscientific Issues: Investigating Universal Values and Psychological Distance
Alexander Georg Büssing, Jacqueline Dupont, Susanne Menzel
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 16
Competencias docentes para la inclusión de alumnos con necesidades educativas especiales: una revisión sistemática
Verónica Nistal Anta, Mercedes López Aguado, María Lourdes Gutiérrez Provecho
Revista Complutense de Educación (2024) Vol. 35, Iss. 2, pp. 393-405
Open Access | Times Cited: 1
A look across the borders: Swiss vs. Italian future special education Teachers' perspectives on inclusive education
Caroline Sahli Lozano, Sergej Wüthrich, Fabian Setz, et al.
Journal of Research in Special Educational Needs (2024)
Open Access | Times Cited: 1
Teachers' emotional intelligence as a predictor of their attitude, concerns and sentiments about inclusive education: teacher professional‐related factors as control variables
Kingsley Chinaza Nwosu, Williem Petrus Wahl, Adeline Nne Anyanwu, et al.
Journal of Research in Special Educational Needs (2022) Vol. 23, Iss. 1, pp. 38-51
Open Access | Times Cited: 7
The Intentions of Teachers towards Practicing Inclusive Education in Secondary Schools in Ghana: A Qualitative Study
Maxwell Peprah Opoku
Africa Education Review (2021) Vol. 18, Iss. 3-4, pp. 93-111
Closed Access | Times Cited: 7
Secondary School Teachers’ Educational Philosophies: Differences Regarding Work Experience, Type of School, and Education Programs
Sani Ćavar, Tonća Jukić
Education Sciences (2024) Vol. 14, Iss. 9, pp. 936-936
Open Access
Inclusive Education in Higher Education: The Perspective of Lecturer
Muhammad Ashar, Asri Wijiastuti, Ima Kurrotun Ainin, et al.
Journal of ICSAR (2023) Vol. 7, Iss. 2, pp. 262-262
Open Access | Times Cited: 1
Further development of the Teacher Attitudes to Inclusion Scale: principal components and Rasch analysis
Christopher Boyle, Shane Costello, Joanna Anderson, et al.
International Journal of Inclusive Education (2022) Vol. 28, Iss. 10, pp. 2122-2137
Closed Access | Times Cited: 2
The Interaction Between Typically Developing Students and Peers With Autism Spectrum Disorder in Regular Schools in Ghana: An Exploration Using the Theory of Planned Behaviour
Maxwell Peprah Opoku, William Nketsia, Jf, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 2
Pre-service Teachers’ Psychological Distance Towards Environmental and Health Socio-Scientific Issues
Alexander Georg Büssing, Jacqueline Dupont, Susanne Menzel
Contributions from science education research (2021), pp. 185-196
Closed Access | Times Cited: 2
Diversitätssensibel und lebens(welt)nah
Nadine Großmann, Svea Isabel Kleinert, Melanie Basten
Springer eBooks (2021), pp. 293-313
Closed Access | Times Cited: 1
Characteristics and Predictors of Scientific Practices: A Large-scale Study
Alexander Georg Büssing, Christian Dietz, Marc Grahmann, et al.
(2022)
Open Access
Advancing Teacher Candidates' Capabilities for Differentiated Instruction
Alpana Bhattacharya
Advances in educational marketing, administration, and leadership book series (2021), pp. 77-99
Closed Access
Ahilik Değerleri ve Global Compact İlkeleri: Örtüşme ve Ayrışma Noktaları Üzerine Bir Çözümleme
Hasan Tutar
Bilimname (2021), Iss. 46, pp. 155-192
Open Access
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