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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:

Exploring University Instructors’ Achievement Goals and Discrete Emotions
Raven Rinas, Markus Dresel, Julia Hein, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 35

Showing 1-25 of 35 citing articles:

Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences
Martin Daumiller, Stefan Janke, Julia Hein, et al.
Learning and Instruction (2021) Vol. 76, pp. 101458-101458
Open Access | Times Cited: 58
‘When They Struggle, I Cannot Sleep Well Either’: Perceptions and Interactions Surrounding University Student and Teacher Well-Being
Lisa Kiltz, Raven Rinas, Martin Daumiller, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 34
Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study
Melanie V. Keller, Raven Rinas, Stefan Janke, et al.
Social Psychology of Education (2024) Vol. 27, Iss. 6, pp. 3119-3152
Open Access | Times Cited: 4
Discrete achievement emotions as mediators between achievement goals and academic engagement of Singapore students
Zhiqiang Luo, Wenshu Luo
Educational Psychology (2022) Vol. 42, Iss. 6, pp. 749-766
Closed Access | Times Cited: 17
Different time and context = Different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions
Martin Daumiller, Stefan Janke, Raven Rinas, et al.
Contemporary Educational Psychology (2022) Vol. 72, pp. 102139-102139
Closed Access | Times Cited: 16
Teachers’ achievement goal orientations: A systematic review of 15 Years of published empirical research
Jiying Han, Chao Gao
Teaching and Teacher Education (2023) Vol. 128, pp. 104146-104146
Closed Access | Times Cited: 9
Linking Teachers’ Student-Oriented Goals to Their Emotions in Mathematics Classrooms: The Mediation of Personal Achievement Goals
F. M. Hu, Zheng Jiang, Hongbiao Yin, et al.
The Asia-Pacific Education Researcher (2024) Vol. 33, Iss. 6, pp. 1327-1337
Closed Access | Times Cited: 3
Authenticity: Effective emotional labor strategies on teaching efficacy of university teachers in China
Jiuhua Zheng, Yuqing Geng, Juan Gao, et al.
PLoS ONE (2024) Vol. 19, Iss. 1, pp. e0297760-e0297760
Open Access | Times Cited: 3
Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance
Martin Daumiller, Stefan Janke, Raven Rinas, et al.
Higher Education (2021) Vol. 83, Iss. 6, pp. 1183-1206
Open Access | Times Cited: 23
Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach
Martin Daumiller, Markus Dresel
Contemporary Educational Psychology (2022) Vol. 72, pp. 102124-102124
Open Access | Times Cited: 14
Does Emotional Labor Matter for University Teaching? Examining the Antecedents and Consequences of University Teachers' Emotional Labor Strategies
Jiying Han, Hongbiao Yin, Xin Yang, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 16
Are test-based policies in the schools associated with burnout and bullying? A study of direct and indirect associations with pupil-teacher ratio as a moderator
Maria Therese Jensen
Teaching and Teacher Education (2022) Vol. 113, pp. 103670-103670
Open Access | Times Cited: 11
2-dimensional cognitive test anxieties and their relationships with achievement goals, cognitive resources, motivational engagement, and academic performance
Ying-Fen Chang
Learning and Individual Differences (2021) Vol. 92, pp. 102084-102084
Closed Access | Times Cited: 15
How university instructors’ achievement goals are related to subjective well-being: A cross-lagged panel analysis.
Raven Rinas, Lisa Kiltz, Markus Dresel, et al.
Journal of Educational Psychology (2023) Vol. 115, Iss. 8, pp. 1141-1157
Open Access | Times Cited: 5
Casting light on the dark side: unveiling the dual-edged effect of unethical pro-organizational behavior in ethical climate
Shuang Xu, Zulnaidi Yaacob, D. Cao
Current Psychology (2023) Vol. 43, Iss. 16, pp. 14448-14469
Closed Access | Times Cited: 4
Interrelations Among Achievement Goals and Achievement Emotions: A Meta-Analytic Examination
Tanja Bross, Ulrike E. Nett, Martin Daumiller
Educational Psychology Review (2024) Vol. 36, Iss. 3
Open Access | Times Cited: 1
Pre-service teachers’ achievement goal orientations, teacher identity, and sense of personal responsibility: The moderated mediating effects of emotions about teaching
Güler Çetin, Altay Eren
Educational Research for Policy and Practice (2021) Vol. 21, Iss. 2, pp. 245-283
Closed Access | Times Cited: 9
Faculty subjective well-being: An achievement goal approach
Raven Rinas, Markus Dresel, Martin Daumiller
International Journal of Educational Research (2022) Vol. 115, pp. 101942-101942
Open Access | Times Cited: 6
I Feel Different, but in Every Case I Feel Proud: Distinguishing Self-Pride, Group-Pride, and Vicarious-Pride
Ilona E. de Hooge, Yvette van Osch
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 7
How Does Counseling Psychology Faculty Members’ Grit Relate to their Emotions and Success in Teaching and Research?
Jordan Jaeger, Chia‐Lin Chang, Robert H. Stupnisky
Innovative Higher Education (2022) Vol. 47, Iss. 5, pp. 775-792
Closed Access | Times Cited: 3
A Case Study on Goal Orientations for Teaching
Hülya Yıldızlı
Journal on Efficiency and Responsibility in Education and Science (2021) Vol. 14, Iss. 1, pp. 9-27
Open Access | Times Cited: 4
Higher Education Instructors’ Usage of and Learning From Student Evaluations of Teaching – Do Achievement Goals Matter?
Julia Hein, Stefan Janke, Raven Rinas, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 4
Understanding the Relationship Between Perceived Organizational Support and Psychological Well-Being: Perspectives of Turkish Faculty Members
Ünal Deni̇z, Cihan Kocabaş
Higher Learning Research Communications (2024) Vol. 14, Iss. 1
Open Access
Striving to learn and feeling well? The effects of students’ achievement goal-orientation on their psychological and physical well-being over one school year
Frances Hoferichter, Juliane Schlesier
Zeitschrift für Erziehungswissenschaft (2024)
Open Access
Existence and Differentiability of Secondary School Students’ Achievement Goals: Evidence for a Hexagonal Goal Structure
Jan Beck, Martin Daumiller
(2024)
Open Access
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