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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:

Teachers’ Emotional Intelligence, Burnout, Work Engagement, and Self-Efficacy during COVID-19 Lockdown
Alessandro Geraci, Laura Di Domenico, Cristiano Inguglia, et al.
Behavioral Sciences (2023) Vol. 13, Iss. 4, pp. 296-296
Open Access | Times Cited: 23

Showing 23 citing articles:

Cognitive Insights from Emotional Intelligence: A Systematic Review of EI Models in Educational Achievement
Evgenia Gkintoni, Ioannis Dimakos, Γεώργιος Νικολάου
Emerging Science Journal (2025) Vol. 8, pp. 262-297
Open Access
Impact of self-efficacy and burnout on professional development of physical education teachers in the digital age: a systematic review
Luhong Ma, Chen Soon Chee, Saidon Amri, et al.
PeerJ (2025) Vol. 13, pp. e18952-e18952
Open Access
Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence
Xue Wang
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 13
Emotional Intelligence as Indicator for Effective Academic Achievement within the School Setting: A Comprehensive Conceptual Analysis
Evgenia Gkintoni, Constantinos Halkiopoulos, Ioannis Dimakos, et al.
(2023)
Open Access | Times Cited: 12
Emotional Intelligence Outcomes in Higher Education Institutions: Empirical Evidence From a Western Context
Mohammad Soliman, Rupa Sinha, Francesca Di Virgilio, et al.
Psychological Reports (2023)
Closed Access | Times Cited: 9
The role of teachers' socio-emotional competence in reducing burnout through increased work engagement
Veronica Ornaghi, Elisabetta Conte, Valeria Cavioni, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 9
Emotional factors and self-efficacy in the psychological well-being of trainee teachers
Raquel Gilar Corbí, Natalia Perez-Soto, Andrea Izquierdo, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 2
Emotional Intelligence as Indicator for Effective Academic Achievement within the School Setting: A Comprehensive Conceptual Analysis
Evgenia Gkintoni, Constantinos Halkiopoulos, Ioannis Dimakos
(2023)
Open Access | Times Cited: 6
Understanding the influencing factors of foreign language teachers’ work engagement: A meta-analytic structural equation model
Wei Huo, Xuemei Wang
Heliyon (2024) Vol. 10, Iss. 14, pp. e34272-e34272
Open Access | Times Cited: 1
Integration of Mindfulness and Emotional Intelligence in School Settings
Stephanie N. Pantelides
Advances in early childhood and K-12 education (2024), pp. 120-144
Closed Access | Times Cited: 1
El sentido del trabajo en los docentes, y su relación con la implicación laboral y la intención de abandono
Pau Xipell Font, Manuel Guillén, Alfonso Méndiz Noguero
Estudios sobre Educación (2023) Vol. 46, pp. 7-31
Open Access | Times Cited: 3
Strengthening Emotional Intelligence and Work Discipline to Improve Principal Performance in Indonesia
Taty Rahayuningsih, Sri Setyaningsih, Oding Sunardi
(2024)
Open Access
ÇALIŞANLARDA İŞE TUTKUNLUĞUN GÖREV PERFORMANSINA ETKİSİNDE ÖZ YETERLİLİĞİN ARACI ROLÜ
Salih Zeki İMAMOĞLU, Serhat Erat, Eda Dilara AYBER
Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi (2024), Iss. 67, pp. 153-160
Open Access
Estrés Laboral y Funciones Ejecutivas en docentes de Centro de Atención Integral a la Primera Infancia (CAIPI) del distrito de Panamá
Gabriela Noriega-Martínez, Ida Graciela Gálvez Amores, M. M Mantovani, et al.
Investigación y Pensamiento Crítico (2024) Vol. 12, Iss. 2, pp. 54-67
Open Access
The Variables Associated with Burnout Among Korean Early Childhood Teachers: A Meta-Analysis
Xiuhong Xu, Yuxin Jiang, Lei Chen, et al.
SAGE Open (2024) Vol. 14, Iss. 3
Open Access
Exploring Self-Efficacy Beliefs and Emotional Intelligence of Administrative Heads: A Qualitative Study in Madrassas and Public Sector Institutes of The Punjab
Muhammad Riaz, Muhammad Naeem Ashraf, M. Nasarullah Mujahid
Journal of Policy Research (2024) Vol. 10, Iss. 2, pp. 568-574
Closed Access
A pilot study on individual and contextual factors influencing teachers’ digitalisation process
Stefania Cataudella, Maria Lidia Mascia, Mirian Agus, et al.
Contemporary Educational Technology (2024) Vol. 16, Iss. 4, pp. ep532-ep532
Closed Access
Teachers' Beliefs in Teaching Comprehension of the Malay Language in Primary Schools
Noradinah Jaidi, Mardina Mahadi, Sri Kartika A. Rahman
International Journal of Academic Research in Progressive Education and Development (2024) Vol. 13, Iss. 1
Open Access
Development of a Video-Test of Emotional Intelligence for Teachers (ViTIED)
M. Pilar Berrios Martos, Raquel Palomera
Journal of Intelligence (2024) Vol. 13, Iss. 1, pp. 3-3
Open Access
Burnout of Greek Teachers: Measurement Invariance and Differences across Individual Characteristics
Angelos Gkontelos, Julie Vaiopoulou, Dimitrios Stamovlasis
European Journal of Investigation in Health Psychology and Education (2023) Vol. 13, Iss. 6, pp. 1029-1042
Open Access
Profiling Differences in Burnout Among Senior High School Teachers in Ghana Based on Their Demographic Characteristics
Dominic Owusu, Francis Arthur, Anthony K. Nkyi, et al.
Deleted Journal (2023) Vol. 1, Iss. 2, pp. 86-96
Open Access


Deleted Journal (2023)
Open Access
The Emotional Intelligence and Burnout of In-service English Teachers in Yogyakarta
Shabrina Yumna Azhra, Yasir A. Alsamiri, Nur Hidayanto Pancoro Setyo Putro
Jurnal Penelitian dan Evaluasi Pendidikan (2023) Vol. 27, Iss. 2, pp. 257-268
Open Access
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