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:
That’s not fair! The effects of teacher justice and academic achievement on Self and Other’s resistant agency
Consuelo Mameli, Luca Caricati, Luisa Molinari
British Journal of Educational Psychology (2019) Vol. 90, Iss. 4, pp. 933-947
Open Access | Times Cited: 18
Consuelo Mameli, Luca Caricati, Luisa Molinari
British Journal of Educational Psychology (2019) Vol. 90, Iss. 4, pp. 933-947
Open Access | Times Cited: 18
Showing 18 citing articles:
The Relationship Between Teacher’s Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity
Agnė Brandišauskienė, Loreta Bukšnytė-Marmienė, Jūratė Česnavičienė, et al.
SAGE Open (2023) Vol. 13, Iss. 2
Open Access | Times Cited: 11
Agnė Brandišauskienė, Loreta Bukšnytė-Marmienė, Jūratė Česnavičienė, et al.
SAGE Open (2023) Vol. 13, Iss. 2
Open Access | Times Cited: 11
Upper Secondary School Students’ Learning at Work: The Effect on Agency in School
Maria Erss, Krista Loogma
Social Sciences (2025) Vol. 14, Iss. 1, pp. 17-17
Open Access
Maria Erss, Krista Loogma
Social Sciences (2025) Vol. 14, Iss. 1, pp. 17-17
Open Access
A cross-cultural study of school climate and student agency in literacy
Margaret Vaughn, Kira J. Carbonneau, Consuelo Mameli, et al.
The Journal of Educational Research (2025), pp. 1-10
Closed Access
Margaret Vaughn, Kira J. Carbonneau, Consuelo Mameli, et al.
The Journal of Educational Research (2025), pp. 1-10
Closed Access
Students’ school climate perceptions: do engagement and burnout matter?
Luisa Molinari, Valentina Grazia
Learning Environments Research (2021) Vol. 26, Iss. 1, pp. 1-18
Open Access | Times Cited: 25
Luisa Molinari, Valentina Grazia
Learning Environments Research (2021) Vol. 26, Iss. 1, pp. 1-18
Open Access | Times Cited: 25
Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?
Valentina Grazia, Consuelo Mameli, Luisa Molinari
European Journal of Psychology of Education (2020) Vol. 36, Iss. 4, pp. 1117-1134
Open Access | Times Cited: 16
Valentina Grazia, Consuelo Mameli, Luisa Molinari
European Journal of Psychology of Education (2020) Vol. 36, Iss. 4, pp. 1117-1134
Open Access | Times Cited: 16
Student perceptions of interpersonal justice, engagement, agency and anger: a longitudinal study for reciprocal effects
Consuelo Mameli, Valentina Grazia, Stefano Passini, et al.
European Journal of Psychology of Education (2021) Vol. 37, Iss. 3, pp. 765-784
Open Access | Times Cited: 13
Consuelo Mameli, Valentina Grazia, Stefano Passini, et al.
European Journal of Psychology of Education (2021) Vol. 37, Iss. 3, pp. 765-784
Open Access | Times Cited: 13
Student agency: Theoretical elaborations and implications for research and practice
Consuelo Mameli, Valentina Grazia, Luisa Molinari
International Journal of Educational Research (2023) Vol. 122, pp. 102258-102258
Closed Access | Times Cited: 5
Consuelo Mameli, Valentina Grazia, Luisa Molinari
International Journal of Educational Research (2023) Vol. 122, pp. 102258-102258
Closed Access | Times Cited: 5
Contrasting school dropout: The protective role of perceived teacher justice
Valentina Grazia, Luisa Molinari, Consuelo Mameli
Learning and Instruction (2023) Vol. 89, pp. 101826-101826
Closed Access | Times Cited: 4
Valentina Grazia, Luisa Molinari, Consuelo Mameli
Learning and Instruction (2023) Vol. 89, pp. 101826-101826
Closed Access | Times Cited: 4
Understanding the complex interplay of victimization experiences, empathy and school climate in Tunisian schools
Imed Chokri, Mohamed Jarraya
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Imed Chokri, Mohamed Jarraya
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Procedural fairness during university education and students’ trust in science and scientists
Stanisław Burdziej, Michał Główczewski
Studies in Higher Education (2024), pp. 1-15
Closed Access | Times Cited: 1
Stanisław Burdziej, Michał Główczewski
Studies in Higher Education (2024), pp. 1-15
Closed Access | Times Cited: 1
The emotional faces of student agency
Consuelo Mameli, Valentina Grazia, Luisa Molinari
Journal of Applied Developmental Psychology (2021) Vol. 77, pp. 101352-101352
Open Access | Times Cited: 9
Consuelo Mameli, Valentina Grazia, Luisa Molinari
Journal of Applied Developmental Psychology (2021) Vol. 77, pp. 101352-101352
Open Access | Times Cited: 9
Assessment of a Novel Instrument Measuring Perceived Physical Education Teachers’ In-Class Skills
Armando Cocca, Nellie Veulliet, Clemens Drenowatz, et al.
Behavioral Sciences (2023) Vol. 13, Iss. 1, pp. 42-42
Open Access | Times Cited: 2
Armando Cocca, Nellie Veulliet, Clemens Drenowatz, et al.
Behavioral Sciences (2023) Vol. 13, Iss. 1, pp. 42-42
Open Access | Times Cited: 2
Perceived teacher procedural justice and aggressive behaviors among Chinese primary students: The mediating roles of negative evaluation of school rules and malicious envy
Huanu Xu, Zheng Chen
Social Psychology of Education (2022) Vol. 26, Iss. 1, pp. 25-44
Closed Access | Times Cited: 4
Huanu Xu, Zheng Chen
Social Psychology of Education (2022) Vol. 26, Iss. 1, pp. 25-44
Closed Access | Times Cited: 4
The discovery of the implicit pupil‐teacher social contract
Ben Looker
Review of Education (2022) Vol. 10, Iss. 3
Open Access | Times Cited: 1
Ben Looker
Review of Education (2022) Vol. 10, Iss. 3
Open Access | Times Cited: 1
A multidimensional approach to the study of school climate and student engagement
Valentina Grazia, Luisa Molinari
The Journal of Educational Research (2023) Vol. 116, Iss. 6, pp. 386-395
Closed Access
Valentina Grazia, Luisa Molinari
The Journal of Educational Research (2023) Vol. 116, Iss. 6, pp. 386-395
Closed Access
Enactment of mathematical agency in ‘the mangle’
Lekwa Mokwana, Kabelo Chuene, Satsope Maoto
Eurasia Journal of Mathematics Science and Technology Education (2022) Vol. 18, Iss. 8, pp. em2139-em2139
Open Access
Lekwa Mokwana, Kabelo Chuene, Satsope Maoto
Eurasia Journal of Mathematics Science and Technology Education (2022) Vol. 18, Iss. 8, pp. em2139-em2139
Open Access
Teacher Injustice and Classroom Citizenship Behavior of Pakistani Nursing Students: A Moderated Mediation Model
Syed Harris Laeeque, Madeeha Ali
Psychological Reports (2022) Vol. 127, Iss. 3, pp. 1453-1479
Closed Access
Syed Harris Laeeque, Madeeha Ali
Psychological Reports (2022) Vol. 127, Iss. 3, pp. 1453-1479
Closed Access
