Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Family–School Connectedness and Children's Early Social Development
Zewelanji Serpell, Andrew J. Mashburn
Social Development (2011) Vol. 21, Iss. 1, pp. 21-46
Open Access | Times Cited: 109

Showing 1-25 of 109 citing articles:

Nested or Networked? Future Directions for Ecological Systems Theory
Jennifer Watling Neal, Zachary P. Neal
Social Development (2013) Vol. 22, Iss. 4, pp. 722-737
Closed Access | Times Cited: 374
Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement
Sara A. Schmitt, Megan E. Pratt, Megan M. McClelland
Early Education and Development (2014) Vol. 25, Iss. 5, pp. 641-660
Closed Access | Times Cited: 127
Parent beliefs and children's social-behavioral functioning: The mediating role of parent–teacher relationships
Elizabeth Moorman Kim, Susan M. Sheridan, Kyongboon Kwon, et al.
Journal of School Psychology (2013) Vol. 51, Iss. 2, pp. 175-185
Closed Access | Times Cited: 107
Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools
Amy Jane Griffiths, James Alsip, Shelley R. Hart, et al.
Canadian Journal of School Psychology (2020) Vol. 36, Iss. 1, pp. 59-85
Open Access | Times Cited: 67
How teachers' perceptions of the parent–teacher relationship affect children's risk for early childhood expulsion
Courtney Zulauf, Katherine M. Zinsser
Psychology in the Schools (2020) Vol. 58, Iss. 1, pp. 69-88
Closed Access | Times Cited: 39
General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies
Yasamine Bolourian, Ainsley Losh, Narmene Hamsho, et al.
Journal of Autism and Developmental Disorders (2021) Vol. 52, Iss. 9, pp. 3977-3990
Open Access | Times Cited: 35
The Role of the Relationship between Parents and Educators for Child Behaviour and Wellbeing
Sabine Pirchio, Chiara Tritrini, Ylenia Passiatore, et al.
International Journal about Parents in Education (2023) Vol. 7, Iss. 2
Open Access | Times Cited: 13
Assessing Young Children’s Social-Emotional Development Through the Lens of Social-Cultural Ecological Systems
Yaoying Xu, Jamie Cage, Chin‐Chih Chen, et al.
Early Childhood Education Journal (2025)
Closed Access
Improving Special Education Practice for Students with Emotional and/or Behavioral Disorders in Türkiye
Neslihan Ünlüol Ünal
Springer international handbooks of education (2025), pp. 1-17
Closed Access
Longitudinal associations between externalizing problems and student–teacher relationship quality for young children with ASD
Abbey Eisenhower, Jacques Blacher, Hillary H. Bush
Research in autism spectrum disorders (2014) Vol. 9, pp. 163-173
Closed Access | Times Cited: 41
Family–school connectivity during transition to primary school
Elizabeth Tobin, Seaneen Sloan, Jennifer Symonds, et al.
Educational Research (2022) Vol. 64, Iss. 3, pp. 277-294
Open Access | Times Cited: 17
“No Intervention, Just Straight Suspension”: Family perspectives of suspension and expulsion
Charis L. Wahman, Tiffany Steele, Elizabeth A. Steed, et al.
Children and Youth Services Review (2022) Vol. 143, pp. 106678-106678
Closed Access | Times Cited: 17
The Role of Parent, Provider, and Child Characteristics in Parent–Provider Relationships in Infant and Toddler Classrooms
Mallary I. Swartz, M. Ann Easterbrooks
Early Education and Development (2014) Vol. 25, Iss. 4, pp. 573-598
Closed Access | Times Cited: 31
Validity and Utility of the Parent–Teacher Relationship Scale–II
Anne E. Dawson, Brian T. Wymbs
Journal of Psychoeducational Assessment (2016) Vol. 34, Iss. 8, pp. 751-764
Closed Access | Times Cited: 30
Perceptions of stigma and self-reported school engagement in same-sex couples with young children.
Abbie E. Goldberg, JuliAnna Z. Smith
Psychology of Sexual Orientation and Gender Diversity (2014) Vol. 1, Iss. 3, pp. 202-212
Open Access | Times Cited: 30
AN ECOLOGICAL PERSPECTIVE OF MENTOR SATISFACTION WITH THEIR YOUTH MENTORING RELATIONSHIPS
Rachael L. Suffrin, Nathan R. Todd, Bernadette Sánchez
Journal of Community Psychology (2016) Vol. 44, Iss. 5, pp. 553-568
Closed Access | Times Cited: 28
Forestalling Preschool Expulsion: A Mixed-Method Exploration of the Potential Protective Role of Teachers’ Perceptions of Parents
Courtney Zulauf, Katherine M. Zinsser
American Educational Research Journal (2019) Vol. 56, Iss. 6, pp. 2189-2220
Closed Access | Times Cited: 28
Associations between parent-teacher and teacher-child relationships and children’s socioemotional functioning
Hyun‐Joo Jeon, Christina M. McCartney, Victor Richard, et al.
Early Child Development and Care (2020) Vol. 191, Iss. 15, pp. 2407-2421
Closed Access | Times Cited: 24
Partnership with families in early childhood education: Exploratory study
Catherine Murphy, Jan Matthews, Olivia Clayton, et al.
Australasian Journal of Early Childhood (2021) Vol. 46, Iss. 1, pp. 93-106
Closed Access | Times Cited: 23
Nested or Networked? Future Directions for Ecological Systems Theory
Jennifer Watling Neal, Zachary P. Neal
(2021)
Closed Access | Times Cited: 22
Longitudinal impact of parent-teacher relationship on middle school students’ academic achievements in China
Wangqian Fu, Qianqian Pan, Ying Yuan, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 15
The conceptualization and construction of the Self in a Social Context—Social Connectedness Scale: A multidimensional scale for high school students
Annemaree Carroll, Julie Bower, Sandy Muspratt
International Journal of Educational Research (2016) Vol. 81, pp. 97-107
Closed Access | Times Cited: 23
Teachers’ Views on the Participation of Parents in the Transition of their Children from Kindergarten to Primary School
Marina Besi, Μαρία Σακελλαρίου
Behavioral Sciences (2019) Vol. 9, Iss. 12, pp. 124-124
Open Access | Times Cited: 23
Improving Social Skills through Structured Playfulness Program in Preschool Children
Marina Borges Tersi, Ουρανία Ματσούκα
International Journal of Instruction (2020) Vol. 13, Iss. 3, pp. 259-274
Open Access | Times Cited: 21
Teacher Burnout in Saudi Arabia: The Catastrophic Role of Parental Disengagement
Georgios D. Sideridis, Mohammed H. Alghamdi
Behavioral Sciences (2023) Vol. 13, Iss. 5, pp. 367-367
Open Access | Times Cited: 7
Page 1 - Next Page

Scroll to top