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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:

The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement
Sofie Lietaert, Debora L. Roorda, Ferre Laevers, et al.
British Journal of Educational Psychology (2015) Vol. 85, Iss. 4, pp. 498-518
Open Access | Times Cited: 237

Showing 1-25 of 237 citing articles:

Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic
Thomas K. F. Chiu
Journal of Research on Technology in Education (2021) Vol. 54, Iss. sup1
Open Access | Times Cited: 561
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement
Debora L. Roorda, Suzanne Jak, Marjolein Zee, et al.
School Psychology Review (2017) Vol. 46, Iss. 3, pp. 239-261
Open Access | Times Cited: 456
Digital support for student engagement in blended learning based on self-determination theory
Thomas K. F. Chiu
Computers in Human Behavior (2021) Vol. 124, pp. 106909-106909
Open Access | Times Cited: 216
A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education
Qi Xia, Thomas K. F. Chiu, Min Lee, et al.
Computers & Education (2022) Vol. 189, pp. 104582-104582
Closed Access | Times Cited: 205
Children’s daily well-being: The role of mothers’, teachers’, and siblings’ autonomy support and psychological control.
Jolene van der Kaap‐Deeder, Maarten Vansteenkiste, Bart Soenens, et al.
Developmental Psychology (2016) Vol. 53, Iss. 2, pp. 237-251
Closed Access | Times Cited: 199
A Bright and a Dark Path to Adolescents’ Functioning: The Role of Need Satisfaction and Need Frustration Across Gender, Age, and Socioeconomic Status
Ana Rodríguez‐Meirinhos, Lucía Antolín Suárez, Katrijn Brenning, et al.
Journal of Happiness Studies (2019) Vol. 21, Iss. 1, pp. 95-116
Closed Access | Times Cited: 91
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories
Maaike Engels, Jantine L. Spilt, Katrijn Denies, et al.
Learning and Instruction (2021) Vol. 75, pp. 101485-101485
Open Access | Times Cited: 90
Teacher–student interaction and lower secondary school students’ situational engagement
Sanni Pöysä, Kati Vasalampi, Joona Muotka, et al.
British Journal of Educational Psychology (2018) Vol. 89, Iss. 2, pp. 374-392
Open Access | Times Cited: 88
The Teachers’ Role in Student Engagement: A Review
Megan Pedler, Tony Yeigh, Susan D. Hudson
˜The œAustralian journal of teacher education (2020) Vol. 45, Iss. 3, pp. 48-62
Open Access | Times Cited: 81
Investigating the relationship of technology learning support to digital literacy from the perspective of self-determination theory
Thomas K. F. Chiu, Jerry Chih‐Yuan Sun, Murod Ismailov
Educational Psychology (2022) Vol. 42, Iss. 10, pp. 1263-1282
Open Access | Times Cited: 53
Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis
Jingxian Wang, Dineke E.H. Tigelaar, Jianghua Luo, et al.
Computers & Education (2022) Vol. 183, pp. 104501-104501
Open Access | Times Cited: 52
The moderating effects of gender and need satisfaction on self-regulated learning through Artificial Intelligence (AI)
Qi Xia, Thomas K. F. Chiu, Ching Sing Chai
Education and Information Technologies (2022) Vol. 28, Iss. 7, pp. 8691-8713
Closed Access | Times Cited: 39
Exploring English language learning via Chabot: A case study from a self determination theory perspective
Nagaletchimee Annamalai, Mohd. Elmagzoub Eltahir, Samer H. Zyoud, et al.
Computers and Education Artificial Intelligence (2023) Vol. 5, pp. 100148-100148
Open Access | Times Cited: 39
Student engagement during emergency remote teaching: A scoping review
Dong Yang, Huanhuan Wang, Ahmed Hosny Saleh Metwally, et al.
Smart Learning Environments (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 22
Online learning environment and student engagement: the mediating role of expectancy and task value beliefs
Vo Ngoc Hoi, H. L. Ho
The Australian Educational Researcher (2024) Vol. 51, Iss. 5, pp. 2183-2207
Open Access | Times Cited: 8
Measuring Teacher Practices That Support Student Motivation: Examining the Factor Structure of the Teacher as Social Context Questionnaire Using Multilevel Factor Analyses
In-Ok Ahn, Helen Patrick, Ming Ming Chiu, et al.
Journal of Psychoeducational Assessment (2018) Vol. 37, Iss. 6, pp. 743-756
Closed Access | Times Cited: 78
Boys Don’t Work? On the Psychological Benefits of Showing Low Effort in High School
Anke Heyder, Ursula Kessels
Sex Roles (2016) Vol. 77, Iss. 1-2, pp. 72-85
Closed Access | Times Cited: 71
Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes
Ruiqi Deng, Pierre Benckendorff, Deanne Gannaway
Journal of Computer Assisted Learning (2020) Vol. 36, Iss. 5, pp. 688-708
Closed Access | Times Cited: 61
Positive emotions, learning behavior and teacher support in self‐directed learning during adolescence: Do age and gender matter?
Sabine Schweder, Diana Raufelder
Journal of Adolescence (2019) Vol. 73, Iss. 1, pp. 73-84
Closed Access | Times Cited: 60
Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes?
Lisette Hornstra, Kim Stroet, Desirée Weijers
Teaching and Teacher Education (2020) Vol. 99, pp. 103257-103257
Open Access | Times Cited: 60
Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions
Élizabeth Olivier, Benoît Galand, Alexandre J. S. Morin, et al.
Learning and Instruction (2020) Vol. 71, pp. 101389-101389
Closed Access | Times Cited: 53
Student engagement as a mediator of the effects of socio‐economic status on academic performance among secondary school students in Australia
Wojtek Tomaszewski, Ning Xiang, Mark Western
British Educational Research Journal (2020) Vol. 46, Iss. 3, pp. 610-630
Closed Access | Times Cited: 50
Creating a Supportive Classroom Environment Through Effective Feedback: Effects on Students’ School Identification and Behavioral Engagement
Vera Monteiro, Carolina Carvalho, Natalie Nóbrega Santos
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 43
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
A meta-analytic review of the relationships between autonomy support and positive learning outcomes
Sakhavat Mammadov, Kayla Schroeder
Contemporary Educational Psychology (2023) Vol. 75, pp. 102235-102235
Closed Access | Times Cited: 16
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