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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.

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Showing 23 citing articles:

Chinese EFL Teachers’ Perceptions of Positive Emotionality and Emotion Regulation Strategies: A Qualitative Study
Zhang Xiaohuan, Yongliang Wang
The Asia-Pacific Education Researcher (2024)
Closed Access | Times Cited: 21
A latent growth curve modeling of Chinese EFL learners’ emotional fluctuations in AI-mediated L2 education: is positivity or negativity on the rise?
Guofeng Zhao
Innovation in Language Learning and Teaching (2025), pp. 1-14
Closed Access | Times Cited: 1
“Not waiting for the storm to pass, but dancing in the rain”: professional identity construction of efl teachers at tutoring institutions
Shi Han, Yunsong Wang, Yongliang Wang
Asian-Pacific Journal of Second and Foreign Language Education (2025) Vol. 10, Iss. 1
Open Access | Times Cited: 1
From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence‐Powered Classrooms
Zhonggui Xin, Ali Derakhshan
European Journal of Education (2024)
Closed Access | Times Cited: 7
The effects of personality traits on learning engagement among college students: the mediating role of emotion regulation
Tongtong Dang, Wei Du, Menghui Niu, et al.
Frontiers in Psychology (2025) Vol. 15
Open Access
Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios
Claudio Dí­az Larenas, Mabel Ortiz Navarrete, Tania Tagle Ochoa, et al.
Education Sciences (2025) Vol. 15, Iss. 1, pp. 74-74
Open Access
Cultivating resilience through a community of inquiry: how academic emotions impact the professional growth of pre-service teachers
Lucas Kohnke, Di Zou
Journal of Multilingual and Multicultural Development (2025), pp. 1-18
Closed Access
Enhancing Sustainability: Exploring the Knowledge, Actions, and Willingness of Pre-Service Primary School Teachers
Aurora Muñoz-Losa, Jorge Crespo-Martín, Miriam Andrea Hernández del Barco, et al.
Sustainability (2025) Vol. 17, Iss. 3, pp. 1120-1120
Open Access
Ecological factors influencing early-career teachers retention and attrition: insights from Bhutan
Karma Sonam Rigdel, Thinley Wangdi, Pema Lhadon, et al.
Asia Pacific Journal of Education (2025), pp. 1-15
Closed Access
Modeling the Contributions of Perceived Teacher Autonomy Support and School Climate to Chinese EFL Students’ Learning Engagement
Mengzhong Wang
Perceptual and Motor Skills (2024) Vol. 131, Iss. 5, pp. 2008-2029
Closed Access | Times Cited: 2
Sustainable Growth of Learner Engagement and Well‐Being Through Social (Teacher and Peer) Support: The Mediator Role of Self‐Efficacy
Yang Song
European Journal of Education (2024) Vol. 59, Iss. 4
Open Access | Times Cited: 2
Teacher‐Student Rapport: An Essential Mediator in Creating a Learning Climate Conducive to Psychological Well‐Being of Chinese Students
Yue Cao
European Journal of Education (2024)
Open Access | Times Cited: 1
Exploring the Interplay between Well-being, Mindfulness, Creativity, and Work Engagement among EFL Teachers
Ran Zhi, Yongxiang Wang
Thinking Skills and Creativity (2024), pp. 101697-101697
Closed Access | Times Cited: 1
Exploring Chinese EFL teachers’ perceptions of creativity and criticality in assessment practices: A qualitative study
Wenli Xu, Sheng Li
International Journal of Applied Linguistics (2024)
Closed Access
The facilitating role of English as a foreign language teachers’ positive psychological capital and cognitive flexibility in their professional success
Jing Zhang, Lipei Li, Qiaoyun Liao
International Journal of Applied Linguistics (2024)
Closed Access
Exploring the predictive role of job satisfaction on bilingual English teachers’ aggression and stress in the Chinese EFL context: a latent growth curve modelling
Lei Yang, Manfu Duan
Journal of Multilingual and Multicultural Development (2024), pp. 1-17
Closed Access
A Voyage of Discovering the Role of Principal Transformational Leadership Behaviour on EFL Teacher Psychological Well‐Being and Success
Jun Zhou, J. H. null Guo
European Journal of Education (2024)
Closed Access
Modeling the contribution of self‐efficacy, collective efficacy, and autonomy to professional creativity of Chinese EFL teachers
M. M. Huang, Meiru Zhang, Vincent Greenier
International Journal of Applied Linguistics (2024)
Closed Access
Validating the short-form of foreign language classroom burnout, boredom and anxiety scales in online Chinese learning
Fangwei Huang, Haijing Zhang
System (2024) Vol. 126, pp. 103507-103507
Closed Access
The interplay of flow, self-efficacy, learning motivation, and learning outcomes in music education: A comprehensive analysis of multidimensional interactions
Pengcheng Su, Jinping Kong, Lijun Zhou, et al.
Acta Psychologica (2024) Vol. 250, pp. 104515-104515
Open Access
Unveiling the Role of Classroom Climate in Chinese EFL Teachers’ Perceptions of Their Emotional Exhaustion and Attrition
Yazong Mai
Perceptual and Motor Skills (2024)
Closed Access
Exploring the Interplay Between Teachers' Emotions, Personal Traits, Environmental Factors and Psychological Well‐Being
Tong Qin
European Journal of Education (2024)
Closed Access
Chinese EFL Teachers’ Professional Agency as a Facilitator of Their Sustainable Development and Work Engagement
Guangping Cao
International Journal of Applied Linguistics (2024)
Closed Access
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