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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:

Bystander Responses to Bias‐Based Bullying in Schools: A Developmental Intergroup Approach
Sally B. Palmer, Nicola Abbott
Child Development Perspectives (2017) Vol. 12, Iss. 1, pp. 39-44
Open Access | Times Cited: 59

Showing 1-25 of 59 citing articles:

Promoting Social Inclusion in Educational Settings: Challenges and Opportunities
Jaana Juvonen, Leah M. Lessard, Ritika Rastogi, et al.
Educational Psychologist (2019) Vol. 54, Iss. 4, pp. 250-270
Open Access | Times Cited: 195
Bullying Victimization Due to Racial, Ethnic, Citizenship and/or Religious Status: A Systematic Review
Μαρία Σαπουνά, Leyla De Amicis, Loris Vezzali
Adolescent Research Review (2022) Vol. 8, Iss. 3, pp. 261-296
Open Access | Times Cited: 31
Bias-Based Bullying and School Adjustment among Sexual and Gender Minority Adolescents: The Role of Gay-Straight Alliances
Leah M. Lessard, Ryan J. Watson, Rebecca M. Puhl
Journal of Youth and Adolescence (2020) Vol. 49, Iss. 5, pp. 1094-1109
Closed Access | Times Cited: 49
The Role of Immigration Background, Intergroup Processes, and Social‐Cognitive Skills in Bystanders’ Responses to Bias‐Based Bullying Toward Immigrants During Adolescence
Seçil Gönültaş, Kelly Lynn Mulvey
Child Development (2020) Vol. 92, Iss. 3
Closed Access | Times Cited: 36
Effects of intergroup contact on explicit and implicit outgroup attitudes: A longitudinal field study with majority and minority group members
Loris Vezzali, Simon Lolliot, Elena Trifiletti, et al.
British Journal of Social Psychology (2022) Vol. 62, Iss. 1, pp. 215-240
Open Access | Times Cited: 20
The Mentors in Violence Prevention programme: impact on students’ knowledge and attitudes related to violence, prejudice, and abuse, and willingness to intervene as a bystander in secondary schools in England
Nadia Butler, Zara Quigg, Charley Wilson, et al.
BMC Public Health (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 4
Teachers’ responses to racism and racist bullying in Dutch primary schools
Karen M. A. Sieben-Aduful, Roy A. Willems, Trijntje Völlink, et al.
Frontiers in Psychology (2025) Vol. 15
Open Access
Teachers’ Responses to Identity-Based Bullying: Social Inequality, Identity, and Diversity at Teacher and School Level
Anke Görzig, Lucy R. Betts, Rachel Maunder, et al.
International Journal of Bullying Prevention (2025)
Open Access
“If Somebody is Different”: A critical analysis of parent, teacher and student perspectives on bullying and cyberbullying
Faye Mishna, Jane E. Sanders, Sandra McNeil, et al.
Children and Youth Services Review (2020) Vol. 118, pp. 105366-105366
Closed Access | Times Cited: 28
Encouraging Positive Bystander Responses to Bias-Based Bullying in Primary Schools Through a Serious Game Approach: A Non-Randomized Controlled Evaluation of the ‘GATE-BULL’ Program
Roy A. Willems, Μαρία Σαπουνά, Leyla De Amicis, et al.
International Journal of Bullying Prevention (2024)
Open Access | Times Cited: 3
Ethnic Bullying Victimization in Italy: The Role of Acculturation Orientation for Ethnic Minority Adolescents With Differing Citizenship Statuses
Benedetta Emanuela Palladino, Maria Rosaria Nappa, Valentina Zambuto, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 26
Minority- and majority-status bystander reactions to, and reasoning about, intergroup social exclusion
Sally B. Palmer, Andrea Filippou, Eirini K. Argyri, et al.
Journal of Experimental Child Psychology (2021) Vol. 214, pp. 105290-105290
Closed Access | Times Cited: 21
Don’t hurt my outgroup friend: A multifaceted form of imagined contact promotes intentions to counteract bullying
Loris Vezzali, Michèle D. Birtel, Gian Antonio Di Bernardo, et al.
Group Processes & Intergroup Relations (2019) Vol. 23, Iss. 5, pp. 643-663
Open Access | Times Cited: 24
Definitions of Bullying
Lisa Hellström, Robert Thornberg, Dorothy L. Espelage
(2021), pp. 2-21
Closed Access | Times Cited: 19
Promoting Social Inclusion in Educational Settings: Challenges and Opportunities
Jaana Juvonen, Leah M. Lessard, Ritika Rastogi, et al.
(2019)
Open Access | Times Cited: 22
Bystander responses to bias‐based bullying and retaliation: Is retaliation perceived as more acceptable than bias‐based bullying?
Seçil Gönültaş, Kelly Lynn Mulvey
British Journal of Developmental Psychology (2021) Vol. 39, Iss. 3, pp. 442-461
Closed Access | Times Cited: 16
Do Adolescents Intervene in Intergroup Bias‐based Bullying? Bystander Judgments and Responses to Intergroup Bias‐based Bullying of Refugees
Seçil Gönültaş, Kelly Lynn Mulvey
Journal of Research on Adolescence (2022) Vol. 33, Iss. 1, pp. 4-23
Open Access | Times Cited: 11
Research trends in the bias-based aggression among youth
Ana María Sánchez Sánchez, David Ruíz-Muñoz, Francisca J. Sánchez-Sánchez
Children and Youth Services Review (2024) Vol. 158, pp. 107444-107444
Open Access | Times Cited: 2
Poly-Strengths and Peer Violence Perpetration: What Strengths Can Add to Risk Factor Analyses
Victoria L. Banyard, Katie M. Edwards, Lisa M. Jones, et al.
Journal of Youth and Adolescence (2020) Vol. 49, Iss. 3, pp. 735-746
Closed Access | Times Cited: 18
Interpersonal racism and peer relationships: An integrative framework and directions for research
Olga Kornienko, Ashwin Rambaran, Deborah Rivas‐Drake
Journal of Applied Developmental Psychology (2022) Vol. 80, pp. 101414-101414
Closed Access | Times Cited: 10
Intergroup Relationships, Context, and Prejudice in Childhood
Amanda R. Burkholder, Alexander P. D’Esterre, Melanie Killen
Springer eBooks (2019), pp. 115-130
Closed Access | Times Cited: 17
Teaching tolerance or acting tolerant? Evaluating skills- and contact-based prejudice reduction interventions among Palestinian-Israeli and Jewish-Israeli youth
Alaina Brenick, Samantha E. Lawrence, Daniell Carvalheiro, et al.
Journal of School Psychology (2019) Vol. 75, pp. 8-26
Closed Access | Times Cited: 17
Evaluating the impact of a defender role-play intervention on adolescent’s defender intentions and responses towards name-calling
Nicola Abbott, Lindsey Cameron, Jayne Thompson
School Psychology International (2019) Vol. 41, Iss. 2, pp. 154-169
Open Access | Times Cited: 16
Bystanders of ethnic victimization: Do classroom context and teachers' approach matter for how adolescents intend to act?
Sevgi Bayram Özdemir, Takuya Yanagida, Metin Özdemir
Child Development (2022) Vol. 93, Iss. 5, pp. 1540-1558
Open Access | Times Cited: 9
What motivates adolescent bystanders to intervene when immigrant youth are bullied?
Aline Hitti, Seçil Gönültaş, Kelly Lynn Mulvey
Journal of Research on Adolescence (2023) Vol. 33, Iss. 2, pp. 603-617
Closed Access | Times Cited: 5
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