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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:

The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior
Hinke M. Endedijk, Linda D. Breeman, Caspar J. Van Lissa, et al.
Review of Educational Research (2021) Vol. 92, Iss. 3, pp. 370-412
Open Access | Times Cited: 90

Showing 1-25 of 90 citing articles:

Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research
Diego Campos, Tim Fütterer, Thomas Gfrörer, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 16
Gender match in secondary education: The role of student gender and teacher gender in student-teacher relationships
Debora L. Roorda, Suzanne Jak
Journal of School Psychology (2024) Vol. 107, pp. 101363-101363
Open Access | Times Cited: 16
Need Support and Need Thwarting: A Meta-Analysis of Autonomy, Competence, and Relatedness Supportive and Thwarting Behaviors in Student Populations
Joshua L. Howard, Gavin R. Slemp, Xiao Wang
Personality and Social Psychology Bulletin (2024)
Open Access | Times Cited: 13
The role of teacher–student relationships and student–student relationships for secondary school students’ well-being in Switzerland
Katja Saxer, Jakob Schnell, Julia Mori, et al.
International Journal of Educational Research Open (2023) Vol. 6, pp. 100318-100318
Open Access | Times Cited: 18
Sensitive minds, supportive environments: A gateway to marginality and dropout intentions, moderated by teacher-student relationships
Mara Marini, Marzia Saglietti, Laura Prislei, et al.
Social Psychology of Education (2025) Vol. 28, Iss. 1
Closed Access
“They are just as different as the rest of us” – a focus group study of primary teachers’ perceptions of children with ADHD who struggle socially
Maria Munch, Signe Hjelen Stige, Steinunn Adólfsdóttir, et al.
International Journal of Qualitative Studies on Health and Well-Being (2025) Vol. 20, Iss. 1
Open Access
Loneliness and prosocial behaviors in childhood and early adolescence: examining the role of teacher–student relationship quality at school
Daniele Di Tata, Matilde Brunetti, Fiorenzo Laghi, et al.
European Journal of Developmental Psychology (2025), pp. 1-18
Closed Access
”It's a way of being for a teacher”: Multiple perspectives on relationship-building competencies in teacher education
Liedewij F. N. Borremans, Astrid Deryck, Jantine L. Spilt
Teaching and Teacher Education (2025) Vol. 159, pp. 104979-104979
Closed Access
Peer rejection and negative teacher feedback: a person-centred approach for identifying students at risk in Swiss elementary classrooms
Ariana Garrote, Celina Nesme, Elisabeth Moser Opitz
Education 3-13 (2025), pp. 1-13
Open Access
Soziale Partizipation in Grundschulklassen – Zum Zusammenhang mit Merkmalen des individuellen Kindes und der Haltung der Lehrkraft gegenüber der Individualität der Schüler*innen
Yvonne Erhardt, Josephine Gatzweiler, Sina Schürer
Zeitschrift für Bildungsforschung (2025)
Open Access
Is Social Mindfulness an Antidote to Early Adolescents' Aggressive Behavior in Daily School Life? The Moderating Role of Classroom Interpersonal Climate
Liu Yang, Christina Salmivalli, Jiayi Wang, et al.
Journal of Personality (2025)
Open Access
The Relationship Between Student Well-Being and Teacher–Student and Student–Student Relationships: A Longitudinal Approach Among Secondary School Students in Switzerland
Katja Saxer, Jakob Schnell, Julia Morinaj, et al.
Education Sciences (2025) Vol. 15, Iss. 3, pp. 384-384
Open Access
Exploring the Quality of School Experiences in Children Raised by Two Lesbian Mothers in Italy Through Children’s Narratives
Roberto Baiocco, Eleonora Innocenzi, Jessica Pistella, et al.
The Journal of Genetic Psychology (2025), pp. 1-13
Closed Access
Social participation in secondary school: The relation to teacher-student interaction, student characteristics and class-related variables
Sina Schürer, Stefanie van Ophuysen, Sophie Marticke
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access
Pubertal Timing, Positive Contexts, and Emotional Symptoms in Early Adolescence: Examining Sex Differences With a Dual Grade Cohort Design
Luowei Bu, Haoxian Ye, Dongfang Wang, et al.
Journal of Youth and Adolescence (2025)
Closed Access
Adolescents' effort in vocational education and training and upper secondary general education: Analyses of stability, determinants, and group differences
Markus Neuenschwander, Lukas Ramseier, Jan Hofmann
Journal of Adolescence (2024) Vol. 96, Iss. 4, pp. 720-731
Open Access | Times Cited: 4
Classroom social networks, students' peer‐related social experiences and sense of belonging: The specific case of students with SEN
Sofia Freire, Cláudia Vanessa Rosa Leitão de Macedo Roçadas, Joana Pipa, et al.
British Educational Research Journal (2024) Vol. 50, Iss. 4, pp. 1617-1635
Open Access | Times Cited: 4
Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education
Liedewij F. N. Borremans, Helma M. Y. Koomen, Jantine L. Spilt
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 4
Towards a curriculum targeting teachers’ relationship-building competence: Results of a Delphi study
Liedewij F. N. Borremans, Jantine L. Spilt
Teaching and Teacher Education (2023) Vol. 130, pp. 104155-104155
Open Access | Times Cited: 10
Longitudinal reciprocal associations between student–teacher relationship quality and verbal and relational bullying victimization
Camilla Forsberg, Björn Sjögren, Robert Thornberg, et al.
Social Psychology of Education (2023) Vol. 27, Iss. 1, pp. 151-173
Open Access | Times Cited: 10
Rohingya students’ voices on the experience of inclusion/exclusion in the non-formal schooling: How do issues about being displaced, with(out) disability, having behavioral problems, and gender itself matter?
Suban Kumar Chowdhury, Anne Keary, Eisuke Saito
Teaching and Teacher Education (2024) Vol. 145, pp. 104615-104615
Closed Access | Times Cited: 3
Associations between teacher-student relationship and externalizing problem behaviors among Chinese rural adolescent
Shuping Yang, Xingchen Zhu, Wencan Li, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
The intermediary role of peer relationships between teachers and students' classroom engagement
Jessica E. Kilday, Allison M. Ryan
Journal of Applied Developmental Psychology (2024) Vol. 92, pp. 101649-101649
Closed Access | Times Cited: 2
Social behavior, academic achievement, language skills, and peer rejection in elementary school classes: the moderating role of teacher feedback
Ariana Garrote, M. Diener, Brigitte Hepberger, et al.
Educational Psychology (2024) Vol. 44, Iss. 5, pp. 613-631
Open Access | Times Cited: 2
Predicting peer acceptance and peer rejection for autistic children
Melanie Feldman, Narmene Hamsho, Jan Blacher, et al.
Psychology in the Schools (2022) Vol. 59, Iss. 11, pp. 2159-2182
Closed Access | Times Cited: 12
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