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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:

Social Dynamics Management: What Is It and Why Is It Important for Intervention?
Thomas W. Farmer, Betsy Talbott, Molly Dawes, et al.
Journal of Emotional and Behavioral Disorders (2018) Vol. 26, Iss. 1, pp. 3-10
Open Access | Times Cited: 32

Showing 1-25 of 32 citing articles:

Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management
Thomas W. Farmer, Jill V. Hamm, Molly Dawes, et al.
Educational Psychologist (2019) Vol. 54, Iss. 4, pp. 286-305
Closed Access | Times Cited: 100
Plandemic Revisited: A Product of Planned Disinformation Amplifying the COVID-19 “infodemic”
Shahin Nazar, Toine Pieters
Frontiers in Public Health (2021) Vol. 9
Open Access | Times Cited: 50
Revealing the Transactional Associations among Teacher-Child Relationships, Peer Rejection and Peer Victimization in Early Adolescence
Karlien Demol, Geertje Leflot, Karine Verschueren, et al.
Journal of Youth and Adolescence (2020) Vol. 49, Iss. 11, pp. 2311-2326
Open Access | Times Cited: 40
Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives
Nicolas Margas
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
Trajectory Classes of Relational and Physical Bullying Victimization: Links with Peer and Teacher-Student Relationships and Social-Emotional Outcomes
Karlien Demol, Karine Verschueren, Isabel M. ten Bokkel, et al.
Journal of Youth and Adolescence (2021) Vol. 51, Iss. 7, pp. 1354-1373
Closed Access | Times Cited: 20
Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims
Molly Dawes, Angela Starrett, Kate E. Norwalk, et al.
Social Development (2023) Vol. 32, Iss. 3, pp. 922-943
Open Access | Times Cited: 7
Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention
Molly Dawes, Thomas W. Farmer, Jill V. Hamm, et al.
Journal of Youth and Adolescence (2019) Vol. 49, Iss. 7, pp. 1447-1463
Closed Access | Times Cited: 22
Adolescent Victim Types Across the Popularity Status Hierarchy: Differences in Internalizing Symptoms
Sarah T. Malamut, Molly Dawes, Yvonne H. M. van den Berg, et al.
Journal of Youth and Adolescence (2021) Vol. 50, Iss. 12, pp. 2444-2455
Open Access | Times Cited: 17
Social Status of Students with Intellectual Disabilities in Special Needs Schools: The Role of Students’ Problem Behavior and Descriptive Classroom Norms
Noemi Schoop‐Kasteler, Verena Hofmann, Antonius H. N. Cillessen, et al.
Journal of Mental Health Research in Intellectual Disabilities (2022) Vol. 16, Iss. 2, pp. 67-91
Open Access | Times Cited: 11
Exploring pupils’ perspectives on school climate
Camilla Forsberg, Eva Hammar Chiriac, Robert Thornberg
Educational Research (2021) Vol. 63, Iss. 4, pp. 379-395
Open Access | Times Cited: 15
General Educators’ Perceptions of Social Inclusion of Elementary Students With Emotional and Behavioral Disorders
Stacy N. McGuire, Hedda Meadan
Behavioral Disorders (2022) Vol. 48, Iss. 1, pp. 16-28
Closed Access | Times Cited: 9
The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis
Dongil Kim, Jin Hyung Lim, Jechun An
PLoS ONE (2022) Vol. 17, Iss. 6, pp. e0269996-e0269996
Open Access | Times Cited: 9
Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology
Chin‐Chih Chen, Thomas W. Farmer, Jill V. Hamm, et al.
Journal of Emotional and Behavioral Disorders (2019) Vol. 28, Iss. 3, pp. 180-192
Closed Access | Times Cited: 13
School Absenteeism and In-class Avoidant Behaviors Mediate the Link Between Peer Victimization and Academic Outcomes
Zachary M. Meehan, Julie A. Hubbard, Megan K. Bookhout, et al.
School Mental Health (2023) Vol. 15, Iss. 2, pp. 519-527
Closed Access | Times Cited: 4
Peer relationship instructions in inclusive educational settings in Korea: a meta-analysis
Jechun An, Seohyeon Choi, Jin Hyung Lim
Asia Pacific Education Review (2024)
Closed Access | Times Cited: 1
Teacher instructional arrangements for supporting social and academic needs of students with special educational needs in regular classrooms
Sérgio Gaitas, T. Sarabando, Colin Alves, et al.
European Journal of Special Needs Education (2024), pp. 1-16
Closed Access | Times Cited: 1
Effects of a seating chart intervention for target and nontarget students
Summer S. Braun, Yvonne H. M. van den Berg, Antonius H. N. Cillessen
Journal of Experimental Child Psychology (2019) Vol. 191, pp. 104742-104742
Open Access | Times Cited: 11
Teachers’ Perceptions of Self- and Peer-Identified Victims
Molly Dawes, Kate E. Norwalk, Chin‐Chih Chen, et al.
School Mental Health (2019) Vol. 11, Iss. 4, pp. 819-832
Closed Access | Times Cited: 9
Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model
Thomas W. Farmer, Brittany I. Sterrett, Kate E. Norwalk, et al.
Frontiers in Education (2021) Vol. 5
Open Access | Times Cited: 8
Predicting elementary teachers’ efforts to manage social dynamics from classroom composition, teacher characteristics, and the early year peer ecology
Summer S. Braun, Kathleen M. Zadzora, Aaron M. Miller, et al.
Social Psychology of Education (2019) Vol. 22, Iss. 4, pp. 795-817
Closed Access | Times Cited: 8
Intensifying Interventions for Students With Emotional and Behavioral Difficulties: A Conceptual Synthesis of Practice Elements and Adaptive Expertise
Chin‐Chih Chen, Kevin S. Sutherland, Rachel L. Kunemund, et al.
Journal of Emotional and Behavioral Disorders (2020) Vol. 29, Iss. 1, pp. 56-66
Closed Access | Times Cited: 8
Teachers’ perceptions of middle schoolers’ social concerns: strategies and barriers to supporting students’ social success
Molly Dawes, Brittany I. Sterrett, Kate E. Norwalk, et al.
Social Psychology of Education (2021) Vol. 24, Iss. 2, pp. 465-488
Closed Access | Times Cited: 6
Use of Mixed Methods in Emotional/Behavioral Disorders Intervention Research
Maureen A. Conroy, David E. Houchins, John H. Hitchcock, et al.
Behavioral Disorders (2023) Vol. 48, Iss. 3, pp. 163-173
Closed Access | Times Cited: 2
In Favor of Large Classes: A Social Networks Perspective on Experiential Learning
Alexander Kofinas, Crystal Han‐Huei Tsay
Organizational Behavior Teaching Review (2021) Vol. 45, Iss. 5, pp. 760-785
Open Access | Times Cited: 5
Teachers' Emphasis on Mastery Goals Moderates the Behavioral Correlates of Coolness in Early Adolescent Classrooms
McKellar, Ryan Ryan, Messman, et al.
Merrill-Palmer Quarterly (2021) Vol. 67, Iss. 2, pp. 203-203
Open Access | Times Cited: 5
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