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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:

COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis
Kang Ma, Luyao Liang, Muhammad Chutiyami, et al.
Work (2022) Vol. 73, Iss. 1, pp. 3-27
Open Access | Times Cited: 55

Showing 1-25 of 55 citing articles:

Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review
Belinda Agyapong, Gloria Obuobi-Donkor, Lisa Burback, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 17, pp. 10706-10706
Open Access | Times Cited: 257
Understanding and Fostering Mental Health and Well-Being among University Faculty: A Narrative Review
Dalal Hammoudi Halat, Abderrezzaq Soltani, Roua Dalli, et al.
Journal of Clinical Medicine (2023) Vol. 12, Iss. 13, pp. 4425-4425
Open Access | Times Cited: 98
COVID-19 and common mental health symptoms in the early phase of the pandemic: An umbrella review of the evidence
Anke B. Witteveen, Susanne Y. Young, Pim Cuijpers, et al.
PLoS Medicine (2023) Vol. 20, Iss. 4, pp. e1004206-e1004206
Open Access | Times Cited: 71
From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic
Yael Sidi, Tamar Shamir‐Inbal, Yoram Eshet‐Alkalai
Computers & Education (2023) Vol. 201, pp. 104831-104831
Open Access | Times Cited: 29
The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review
Iago Sávyo Duarte Santiago, Emanuelle Pereira dos Santos, José Arinelson da Silva, et al.
International Journal of Environmental Research and Public Health (2023) Vol. 20, Iss. 3, pp. 1747-1747
Open Access | Times Cited: 22
How Did COVID-19 Affect Education and What Can Be Learned Moving Forward?
Martin Daumiller, Raven Rinas, Ingrid Schoon, et al.
Zeitschrift für Psychologie (2023) Vol. 231, Iss. 3, pp. 177-191
Open Access | Times Cited: 17
What can teacher educators learn from career-change teachers’ perceptions and experiences: A systematic literature review.
Linda Hogg, Quincy Elvira, Anne Yates
Teaching and Teacher Education (2023) Vol. 132, pp. 104208-104208
Open Access | Times Cited: 16
Teachers’ Emotional Exhaustion and Teaching Enthusiasm Before Versus During the COVID-19 Pandemic
Thamar Voss, Uta Klusmann, Nikolaus Bönke, et al.
Zeitschrift für Psychologie (2023) Vol. 231, Iss. 2, pp. 103-114
Open Access | Times Cited: 16
Continuing education program and its relationship with the mental health of engineering faculty members
Josué Omar Nava-Manzo, Jesús Alfonso Beltrán-Sánchez, Irma Marcela González-Treviño, et al.
Frontiers in Education (2025) Vol. 9
Open Access
Transformative learning: reflection on the emotional experiences of schoolteachers during and after the pandemic
Yin Yung Chiu
Frontiers in Education (2025) Vol. 10
Open Access
A Multi-Layered Socio-Ecological Framework for Investigating Teacher Well-Being: Key Predictors and Protective Factors
Naureen Durrani, Zhadyra Makhmetova
Sustainability (2025) Vol. 17, Iss. 3, pp. 900-900
Open Access
Exploring the Responsibilities, Boundaries, and Well-Being of Teachers in the Philippines
Lucas Dominic C. Tan, Tim Urdan
Deleted Journal (2025) Vol. 7, Iss. 1, pp. 14-14
Open Access
Shifts in Stressors, Internalizing Symptoms, and Coping Mechanisms of Teachers During the COVID-19 Pandemic
Farshad Ghasemi, Keith C. Herman, Wendy M. Reinke
School Mental Health (2022) Vol. 15, Iss. 1, pp. 272-286
Open Access | Times Cited: 22
School Leadership, Climate, and Professional Isolation as Predictors of Special Education Teachers’ Stress and Coping Profiles
Keith C. Herman, James Sebastian, Colleen L. Eddy, et al.
Journal of Emotional and Behavioral Disorders (2023) Vol. 31, Iss. 2, pp. 120-131
Closed Access | Times Cited: 14
Technology integration in emergency remote teaching: teachers’ self-efficacy and sense of success
Arnon Hershkovitz, Ella Daniel, Yasmin Klein, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 10, pp. 12433-12464
Open Access | Times Cited: 14
Structure and flexibility: systemic and explicit assignment extensions foster an inclusive learning environment
Joseph M. Ruesch, Mark A. Sarvary
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 4
Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology
Diego García-Álvarez, María José Soler, Rubia Cobo‐Rendón, et al.
Sustainability (2023) Vol. 15, Iss. 13, pp. 9852-9852
Open Access | Times Cited: 9
The conceptual framework of shock innovation in education: non-diffusive spread of innovations triggered with the pandemic
Диана Королева, Анастасия Андреева
Innovation The European Journal of Social Science Research (2024), pp. 1-15
Closed Access | Times Cited: 2
Efficacy of Vagal nerve stimulation on anxiety among elderly retired teachers during COVID-19 pandemic
Vignesh Srinivasan, Varalakshmi Ruthuvalan, Sakthi Raja, et al.
Work (2024) Vol. 79, Iss. 2, pp. 645-652
Closed Access | Times Cited: 2
The impact of self-efficacy on the well-being of primary school teachers: a Greek-Cypriot study
Glykeria Reppa, Marilena Mousoulidou, Eirini Tzovla, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 5
From the table to the sofa: The remote work revolution in a context of crises and its consequences on work attitudes and behaviors
Humberto Batista Xavier, Suzana Sampaio, Marcos Felipe Falcão Sobral, et al.
Education and Information Technologies (2024) Vol. 29, Iss. 16, pp. 22085-22124
Open Access | Times Cited: 1
Affective Experiences of U.S. School Personnel in the Sociopolitical Context of 2021: Reflecting on the Past to Shape the Future
Miranda Wood, Cheyeon Ha, Marc A. Brackett, et al.
Education Sciences (2024) Vol. 14, Iss. 10, pp. 1093-1093
Open Access | Times Cited: 1
Educator perspectives on stressors and health: a qualitative study of U.S. K-12 educators in February 2022
Jennifer M. Cavallari, Sierra M. Trudel, Natalie R. Charamut, et al.
BMC Public Health (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 1
Estimation of the prevalence of anxiety during the COVID-19 pandemic: A meta-analysis of meta-analyses
Mostafa Amini‐Rarani, Saber Azami‐Aghdash, Haleh Mousavi Isfahani, et al.
BMC Public Health (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 1
Physical activity level and factors associated with perceived stress among Peruvian university professors during the COVID-19 pandemic
Liliana Cruz-Ausejo, Jun Osada, Lenin Rueda-Torres, et al.
Heliyon (2023) Vol. 9, Iss. 6, pp. e16439-e16439
Open Access | Times Cited: 4
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