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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 Balancing Act During Covid-19: Teachers' Self-Efficacy, Perception of Stress in the Distance Learning Experience
Emanuela Rabaglietti, Lynda S. Lattke, Beatrice Tesauri, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 71

Showing 1-25 of 71 citing articles:

Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19
Tim Pressley, Cheyeon Ha
Teaching and Teacher Education (2021) Vol. 106, pp. 103465-103465
Open Access | Times Cited: 141
K−12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review
Andrea Westphal, Eva Kalinowski, Clara Josepha Hoferichter, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 57
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
Variables Influencing Professors’ Adaptation to Digital Learning Environments during the COVID-19 Pandemic
Diego Vergara, Álvaro Antón‐Sancho, Pablo Fernández‐Arias
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 6, pp. 3732-3732
Open Access | Times Cited: 53
A Study on Teachers’ Continuance Intention to Use Technology in English Instruction in Western China Junior Secondary Schools
Yi Xie, Azzeddine Boudouaia, Jinfen Xu, et al.
Sustainability (2023) Vol. 15, Iss. 5, pp. 4307-4307
Open Access | Times Cited: 16
Teacher voices matter: The role of teacher autonomy in enhancing job satisfaction and mitigating burnout
Cheyeon Ha, Tim Pressley, David T. Marshall
PLoS ONE (2025) Vol. 20, Iss. 1, pp. e0317471-e0317471
Open Access
Teacher Exhaustion during COVID-19: Exploring the Role of Administrators, Self-Efficacy, and Anxiety
Tim Pressley, Cheyeon Ha
The Teacher Educator (2021) Vol. 57, Iss. 1, pp. 61-78
Closed Access | Times Cited: 39
Is stress motivation? Effects of perceived stress on online self-directed learning of college students in China
Yifan Ji, Dan Qiao, Desheng Zhang, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 6, pp. 6473-6497
Closed Access | Times Cited: 12
Influence of Country Digitization Level on Digital Pandemic Stress
Álvaro Antón‐Sancho, Diego Vergara, Pablo Fernández‐Arias
Behavioral Sciences (2022) Vol. 12, Iss. 7, pp. 203-203
Open Access | Times Cited: 19
Developing the Teacher Self-Efficacy Scale in the Use of ICT at Home for Pre-school Distance Education During Covid-19
Ali İbrahim Can Gözüm, Şermin Metin, Halil Uzun, et al.
Technology Knowledge and Learning (2022) Vol. 28, Iss. 3, pp. 1351-1381
Closed Access | Times Cited: 18
Mediating role of digital skills and mobile self-efficacy in the stress and academic engagement of Peruvian university students in postpandemic virtual environments
Carmen Graciela Arbulú Pérez Várgas, Juan Pablo Moreno Muro, José Williams Pérez Delgado, et al.
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 3
Coping with the unexpected: A job demands/resources study exploring Italian teachers’ remote working experience during the COVID‐19 lockdown
Amelia Manuti, Maria Luisa Giancaspro, Cataldo Giuliano Gemmano, et al.
Teaching and Teacher Education Leadership and Professional Development (2022) Vol. 1, pp. 100010-100010
Closed Access | Times Cited: 16
Adjustment to COVID-19 Lockdown Among Italian University Students: The Role of Concerns, Change in Peer and Family Relationships and in Learning Skills, Emotional, and Academic Self-Efficacy on Depressive Symptoms
Emanuela Calandri, Federica Graziano, Tatiana Begotti, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 21
Understanding the factors affecting teachers’ burnout during the COVID-19 pandemic: A cross-sectional study
Orly Shimony, Yael Malin, Haya Fogel‐Grinvald, et al.
PLoS ONE (2022) Vol. 17, Iss. 12, pp. e0279383-e0279383
Open Access | Times Cited: 15
A Systematic Review of the Research Topics in Online Learning During COVID-19: Documenting the Sudden Shift
Min Young Doo, Meina Zhu, Curtis J. Bonk
Online Learning (2023) Vol. 27, Iss. 1
Open Access | Times Cited: 8
Learning from autistic teachers: lessons about change in an era of COVID-19
Rebecca Wood, Laura Crane, Francesca Happé, et al.
Educational Review (2022) Vol. 76, Iss. 5, pp. 1209-1231
Open Access | Times Cited: 13
Elementary teacher self‐efficacy after a year of teaching during COVID‐19
Tim Pressley, Rachel Rangel
Psychology in the Schools (2023) Vol. 60, Iss. 9, pp. 3284-3297
Open Access | Times Cited: 7
Exploring Teaching Beliefs, Efficacy, Innovation, and Organisational Atmosphere in Western China Universities
Ju Guo Peng, Wenchuan Wu
Journal of Law and Sustainable Development (2024) Vol. 12, Iss. 1, pp. e2584-e2584
Open Access | Times Cited: 2
Connectedness with students as a key factor in online teaching self-efficacy
Rosa K. Leino, Tomas Kaqinari, Elena Makarova, et al.
Computers and Education Open (2024) Vol. 6, pp. 100192-100192
Open Access | Times Cited: 2
Enhancing Pre-Service Mathematics Teachers' Competencies in Distance Education: An Empirical Investigation Utilizing Micro-Teaching and Peer Assessment
İpek Saralar-Aras, Habibe Güneş
International Journal of Science and Mathematics Education (2024)
Closed Access | Times Cited: 2
Personality Traits, Technology-Related Teaching Skills, and Coping Mechanisms as Antecedents of Teachers’ Job-Related Affective Well-Being and Burnout in Compulsory and Higher Education Online Teaching Settings
Rosana Stan
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 11
On the Influence of the University Tenure on the Digital Pandemic Stress in Higher Education Faculty
Álvaro Antón‐Sancho, Diego Vergara, María Sánchez-Calvo, et al.
Behavioral Sciences (2023) Vol. 13, Iss. 4, pp. 335-335
Open Access | Times Cited: 6
Mindfulness as Moderator Against Emotional Exhaustion Due to Online Teaching During COVID-19 Pandemic: An Investigation Using Job Demands-Resources Model and Conservation of Resource Theory
Chuan‐Chung Hsieh, Sophia Shi-Huei Ho, Hui-Chieh Li, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 15
“We Will Appreciate Each Other More After This”: Teachers' Construction of Collective and Personal Identities During Lockdown
Kathryn Spicksley, Alison Kington, Maxine Watkins
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 14
Effects of College Students’ Perceived Stress on Anxiety in the Time of COVID-19: The Chain Mediation Role of Psychological Resilience and Regulatory Emotional Self-Efficacy
Ting Li, Qiang Xie
International Journal of Mental Health Promotion (2022) Vol. 24, Iss. 2, pp. 263-276
Open Access | Times Cited: 10
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