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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:

A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning: Moderators and Components of Efficacy
Susan M. Sheridan, Tyler E. Smith, Elizabeth Moorman Kim, et al.
Review of Educational Research (2019) Vol. 89, Iss. 2, pp. 296-332
Closed Access | Times Cited: 151

Showing 1-25 of 151 citing articles:

The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis.
Michael M. Barger, Elizabeth Moorman Kim, Nathan R. Kuncel, et al.
Psychological Bulletin (2019) Vol. 145, Iss. 9, pp. 855-890
Open Access | Times Cited: 337
Public mental health: required actions to address implementation failure in the context of COVID-19
Jonathan Campion, Afzal Javed, Crick Lund, et al.
The Lancet Psychiatry (2022) Vol. 9, Iss. 2, pp. 169-182
Open Access | Times Cited: 111
The Effects of Family-School Partnership Interventions on Academic and Social-Emotional Functioning: a Meta-Analysis Exploring What Works for Whom
Tyler E. Smith, Susan M. Sheridan, Elizabeth M. Kim, et al.
Educational Psychology Review (2019) Vol. 32, Iss. 2, pp. 511-544
Closed Access | Times Cited: 140
Early childhood education and care quality and associations with child outcomes: A meta-analysis
Antje von Suchodoletz, D. Susie Lee, Junita Henry, et al.
PLoS ONE (2023) Vol. 18, Iss. 5, pp. e0285985-e0285985
Open Access | Times Cited: 33
Guidance for individual and social projection in youth and adult education: a mixed study on life projects
Yamilet Noroña González, Ana Lucía Colala Troya, Juan Ismael Peñate Hernández
Región Científica (2023)
Open Access | Times Cited: 23
How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model
Shaomei Li, Yu Tang, Yuxin Zheng
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 22
The Influence of Motor Competence on Broader Aspects of Health: A Systematic Review of the Longitudinal Associations Between Motor Competence and Cognitive and Social-Emotional Outcomes
Phillip J. Hill, Melitta A. McNarry, Kelly A. Mackintosh, et al.
Sports Medicine (2023) Vol. 54, Iss. 2, pp. 375-427
Open Access | Times Cited: 19
The role of parenting self-efficacy on teacher-child relationships and parent-teacher communication: Evidence from an Australian national longitudinal study
Tianyi Ma, Cassandra L. Tellegen, Matthew R. Sanders
Journal of School Psychology (2024) Vol. 103, pp. 101296-101296
Open Access | Times Cited: 7
Interventions for Young Children’s Mental Health: A Review of Reviews
Jennifer L. Hudson, Savannah Minihan, Wenting Chen, et al.
Clinical Child and Family Psychology Review (2023) Vol. 26, Iss. 3, pp. 593-641
Open Access | Times Cited: 15
School attendance problems and absenteeism as early warning signals: review and implications for health-based protocols and school-based practices
Christopher A. Kearney, Randolph Dupont, Michael Fensken, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 13
Mindfulness as an intrapreneurship tool for improving the working environment and self-awareness
Alba Yela Aránega, María Teresa del Val Núñez, Rafael Castaño Sánchez
Journal of Business Research (2020) Vol. 115, pp. 186-193
Closed Access | Times Cited: 36
Serious Games as a Complementary Tool for Social Skill Development in Young People: A Systematic Review of the Literature
Lucy Zheng, Catherine Oberle, W. A. Hawkes-Robinson, et al.
Simulation & Gaming (2021) Vol. 52, Iss. 6, pp. 686-714
Closed Access | Times Cited: 27
A Case for Early Language and Behavior Screening: Implications for Policy and Child Development
Ann P. Kaiser, Jason C. Chow, Jennifer E. Cunningham
Policy Insights from the Behavioral and Brain Sciences (2022) Vol. 9, Iss. 1, pp. 120-128
Closed Access | Times Cited: 22
Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review
Tyler E. Smith, Aaron M. Thompson, Brandy R. Maynard
Campbell Systematic Reviews (2022) Vol. 18, Iss. 1
Open Access | Times Cited: 21
Evaluating the Effects of Family–School Engagement Interventions on Parent–Teacher Relationships: A Meta-analysis
Tyler E. Smith, Shannon R. Holmes, Monica E. Romero, et al.
School Mental Health (2022) Vol. 14, Iss. 2, pp. 278-293
Closed Access | Times Cited: 20
Examining Bullying Victimization, Bullying Perpetration, and Positive Childhood Experiences
Elizabeth Crouch, Kristen Figas, Elizabeth Radcliff, et al.
Journal of School Health (2023) Vol. 93, Iss. 8, pp. 669-678
Closed Access | Times Cited: 11
Dyadic mechanisms of effect in home–school consultation: Evidence from two school-based consultation models
Brittany A. Dale, Lindsey Ogle, Lisa A. Ruble, et al.
School Psychology International (2025)
Closed Access
CHILD DEVELOPMENT AND FAMILY HUMAN CAPITAL INVESTMENT DECISIONS IN NIGERIA: A STUDY OF SELECTED STATES IN THE SIX GEO-POLITICAL ZONES
Mohammed Yelwa, Sarah O. Anyanwu
(2025)
Closed Access
Examining a Short Form of the Positive Family Support Strengths and Needs Assessment
Andy Garbacz, Caleb Flack, Qi Huang, et al.
Assessment for Effective Intervention (2025)
Closed Access
CHILD DEVELOPMENT AND FAMILY HUMAN CAPITAL INVESTMENT DECISIONS IN NIGERIA: A STUDY OF SELECTED STATES IN THE SIX GEO-POLITICAL ZONES
Mohammed Yelwa, Sarah O. Anyanwu
(2025)
Closed Access
Parental Involvement on Learners’ Behavior in the Classroom
Junairah Amerol, Erlinda N. Basmayor
(2025) Vol. 33, Iss. 3, pp. 366-390
Open Access
The role of active methodologies in the socio-emotional development of children at risk: a case study in 3 public schools in the Basque Country
Irune Corres-Medrano, Klara Smith-Etxeberria, Patricia Macía, et al.
European Early Childhood Education Research Journal (2025), pp. 1-21
Closed Access
Extending Egger’s Regression: Detecting Outcome Reporting Bias in Meta-Analysis on Dependent Multiple Outcomes
Sunyoung Park, S. Natasha Beretvas, Tyler E. Smith
The Journal of Experimental Education (2025), pp. 1-39
Closed Access
Enhancing family involvement assessment in inclusive preschool education: insights from a Serbian validation study of the family involvement questionnaire
Marija Jelić, Irena Stojković, Nataša Buha, et al.
International Journal of Inclusive Education (2025), pp. 1-17
Closed Access
Home-school partnerships: values and expectations of rural teachers and parents
Innocent Uche Anazia, Barbara Skinner, Claire Woods
Educational Research (2025), pp. 1-20
Open Access
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