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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:

Con Cariño: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners
James L. Lewis, Robert K. Ream, Kathleen M. Bocian, et al.
Teachers College Record The Voice of Scholarship in Education (2012) Vol. 114, Iss. 7, pp. 1-42
Open Access | Times Cited: 72

Showing 1-25 of 72 citing articles:

I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance
Kate Talsma, Benjamin Schüz, Ralf Schwarzer, et al.
Learning and Individual Differences (2017) Vol. 61, pp. 136-150
Closed Access | Times Cited: 350
Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants
Christina Passos DeNicolo, Min Yu, Christopher B. Crowley, et al.
Review of Research in Education (2017) Vol. 41, Iss. 1, pp. 500-530
Closed Access | Times Cited: 70
Toward the Role of Teacher Caring and Teacher-Student Rapport in Predicting English as a Foreign Language Learners’ Willingness to Communicate in Second Language
Lili Song, Runfeng Luo, Qiqi Zhan
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 28
Developing caring relationships in schools: a review of the research on caring and nurturing pedagogies
Andrea Velásquez, Richard E. West, Charles R. Graham, et al.
Review of Education (2013) Vol. 1, Iss. 2, pp. 162-190
Closed Access | Times Cited: 60
Undermatched? School-Based Linguistic Status, College Going, and the Immigrant Advantage
Rebecca M. Callahan, Melissa Humphries
American Educational Research Journal (2016) Vol. 53, Iss. 2, pp. 263-295
Open Access | Times Cited: 56
The Influence of Self-Efficacy Beliefs in the Academic Performance of Latina/o Students in the United States: A Systematic Literature Review
Harold Manzano-Sánchez, Corliss Outley, Jorge E. González, et al.
Hispanic Journal of Behavioral Sciences (2018) Vol. 40, Iss. 2, pp. 176-209
Closed Access | Times Cited: 56
Effects of classroom and school climate on language minority students’ PISA mathematics self-concept and achievement scores
Onur Ramazan, Robert Danielson, Annick Rougée, et al.
Large-scale Assessments in Education (2023) Vol. 11, Iss. 1
Open Access | Times Cited: 14
Independent and joint effects of perceived teacher support and math self-efficacy on math achievement in primary school student: Variable-oriented and person-oriented analyses
Hongxiang Zhu, Jiajia Zhang, Hongxia Li, et al.
Learning and Individual Differences (2024) Vol. 112, pp. 102445-102445
Closed Access | Times Cited: 4
Students’ perception on blending mathematics teaching with kindness
Nagham M. Mohammad, Daniel Kraus, Geordie Richards, et al.
Journal of Mathematics and Science Teacher (2025) Vol. 5, Iss. 2, pp. em077-em077
Closed Access
Students’ beliefs about themselves as mathematics learners
Linda Bonne, Michael Johnston
Thinking Skills and Creativity (2016) Vol. 20, pp. 17-28
Closed Access | Times Cited: 40
English Language Learners, Self-efficacy, and the Achievement Gap: Understanding the Relationship between Academic and Social-Emotional Growth
James Soland, Lia E. Sandilos
Journal of Education for Students Placed at Risk (JESPAR) (2020) Vol. 26, Iss. 1, pp. 20-44
Closed Access | Times Cited: 38
Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings
Kara Mitchell Viesca, Kathryn J. Strom, Svenja Hammer, et al.
Review of Research in Education (2019) Vol. 43, Iss. 1, pp. 304-335
Open Access | Times Cited: 36
Teachers caring for students and students caring for math: The development of culturally and linguistically diverse adolescents' math motivation
Osman Umarji, Anna‐Lena Dicke, Nayssan Safavian, et al.
Journal of School Psychology (2021) Vol. 84, pp. 32-48
Open Access | Times Cited: 28
On the Fault Line: A Qualitative Exploration of High School Teachers’ Involvement with Student Mental Health Issues
Kate Phillippo, Michael S. Kelly
School Mental Health (2013) Vol. 6, Iss. 3, pp. 184-200
Closed Access | Times Cited: 41
Cultivating Capital: Latino Newcomer Young Men in a U.S. Urban High School
Megan Hopkins, Mary Martinez‐Wenzl, Ursula S. Aldana, et al.
Anthropology & Education Quarterly (2013) Vol. 44, Iss. 3, pp. 286-303
Closed Access | Times Cited: 38
Sociopolitical development, autonomous motivation, and education outcomes: Implications for low-income Latina/o adolescents.
Paula J. Luginbuhl, Ellen Hawley McWhirter, Benedict T. McWhirter
Journal of Latina/o Psychology (2015) Vol. 4, Iss. 1, pp. 43-59
Closed Access | Times Cited: 38
Supporting Latino high school students’ science motivational beliefs and engagement: examining the unique and collective contributions of family, teachers, and friends
Sandra D. Simpkins, Yangyang Liu, Ta‐yang Hsieh, et al.
Educational Psychology (2019) Vol. 40, Iss. 4, pp. 409-429
Closed Access | Times Cited: 31
Teacher Care and Students’ Sense of Connectedness in the Urban Mathematics Classroom
Tanya Maloney, Jamaal S. Matthews
Journal for Research in Mathematics Education (2020) Vol. 51, Iss. 4, pp. 399-432
Closed Access | Times Cited: 27
Children’s Perceptions of Their Reading Ability and Epistemic Roles in Monologically and Dialogically Organized Bilingual Classrooms
Maren Aukerman, Lorien Chambers Schuldt
Journal of Literacy Research (2015) Vol. 47, Iss. 1, pp. 115-145
Open Access | Times Cited: 28
Parental Occupation and the Gender Math Gap: Examining the Social Reproduction of Academic Advantage among Elementary and Middle School Students
Monica Bowden, John P. Bartkowski, Xiaohe Xu, et al.
Social Sciences (2017) Vol. 7, Iss. 1, pp. 6-6
Open Access | Times Cited: 26
Differentiated instruction for English learners: Teachers' understanding and practices
Hamed Shafiei Rezvani Nejad
TESOL Journal (2024)
Closed Access | Times Cited: 2
Teacher Role Breadth and its Relationship to Student-Reported Teacher Support
Kate Phillippo, Susan Stone
˜The œHigh School journal/˜The œHigh school journal (2013) Vol. 96, Iss. 4, pp. 358-379
Open Access | Times Cited: 26
Emergent Change: A Network Analysis of Elementary Teachers’ Learning About English Learner Instruction
Megan Hopkins, Maxie Gluckman, Tara Vahdani
American Educational Research Journal (2019) Vol. 56, Iss. 6, pp. 2295-2332
Closed Access | Times Cited: 22
Investigating Leader Self-Efficacy Through Policy Engagement and Social Network Position
Yi‐Hwa Liou, Alan J. Daly
Educational Policy (2018) Vol. 34, Iss. 3, pp. 411-448
Closed Access | Times Cited: 21
English learners' achievement in mathematics and science: Examining the role of self-efficacy
Lia E. Sandilos, Alison E. Baroody, Sara E. Rimm‐Kaufman, et al.
Journal of School Psychology (2020) Vol. 79, pp. 1-15
Closed Access | Times Cited: 20
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