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:
CHILDREN AND THEIR PARENTS IN THE STRESS SITUATION OF THE COVID-19 PANDEMIC (RESULTS OF A COHORT STUDY IN THE VOLOGDA REGION)
Yuliya Shmatova, Ирина Разварина
SOCIETY AND SECURITY INSIGHTS (2022) Vol. 5, Iss. 3, pp. 138-155
Open Access | Times Cited: 10
Yuliya Shmatova, Ирина Разварина
SOCIETY AND SECURITY INSIGHTS (2022) Vol. 5, Iss. 3, pp. 138-155
Open Access | Times Cited: 10
Showing 10 citing articles:
owards a holistic approach to support learners at risk of interrupted development: Midst- and post-COVID-19 interventions
Andri Schoonen, Appolonia Masunungure, Carolina Botha, et al.
(2023)
Open Access | Times Cited: 9
Andri Schoonen, Appolonia Masunungure, Carolina Botha, et al.
(2023)
Open Access | Times Cited: 9
Resilience anchors for children in an out-of-home care institution during and after COVID-19
Macalane Junel Malindi, John F. Hay
Frontiers in Psychology (2023) Vol. 14
Open Access
Macalane Junel Malindi, John F. Hay
Frontiers in Psychology (2023) Vol. 14
Open Access
Social development of secondary school learners amidst the COVID-19 pandemic and measures to alleviate interruptions
Corlia Twine, Shantha Naidoo, Thabo Makhalemele, et al.
(2023), pp. 69-84
Open Access
Corlia Twine, Shantha Naidoo, Thabo Makhalemele, et al.
(2023), pp. 69-84
Open Access
The psychological impact of the COVID-19 pandemic and the required support to overcome the impact on learners’ psyches
Lynn D. Preston, Wanda van der Merwe, Elmari Fouché, et al.
(2023), pp. 57-68
Open Access
Lynn D. Preston, Wanda van der Merwe, Elmari Fouché, et al.
(2023), pp. 57-68
Open Access
Towards a holistic theoretical approach to learner development in the midst of and post-COVID-19
John F. Hay, Julialet Rens, Macalane Junel Malindi, et al.
(2023), pp. 1-37
Open Access
John F. Hay, Julialet Rens, Macalane Junel Malindi, et al.
(2023), pp. 1-37
Open Access
Spiritual and religious development of learners amidst the COVID-19 pandemic
Lettie Botha, Carolina Botha, Hannelie Louw, et al.
(2023), pp. 85-104
Open Access
Lettie Botha, Carolina Botha, Hannelie Louw, et al.
(2023), pp. 85-104
Open Access
An integrated vision of overcoming the developmental disruptions of COVID-19
Macalane Junel Malindi, John F. Hay, Thabo Makhalemele
(2023), pp. 195-208
Open Access
Macalane Junel Malindi, John F. Hay, Thabo Makhalemele
(2023), pp. 195-208
Open Access
Supporting language and mathematics development in Foundation Phase learners: A case for communities of inquiry
Corné Kruger, Andri Schoonen, Itumeleng B Lesabe, et al.
(2023), pp. 145-169
Open Access
Corné Kruger, Andri Schoonen, Itumeleng B Lesabe, et al.
(2023), pp. 145-169
Open Access
Enabling resilience in learners who experienced grief and loss during the COVID-19 pandemic
Macalane Junel Malindi, Rachel R Mayimele
(2023), pp. 171-194
Open Access
Macalane Junel Malindi, Rachel R Mayimele
(2023), pp. 171-194
Open Access
