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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:

Motivation, Stress and Impact of Online Teaching on Italian Teachers during COVID-19
Giusi Antonia Toto, Pierpaolo Limone
Computers (2021) Vol. 10, Iss. 6, pp. 75-75
Open Access | Times Cited: 63

Showing 1-25 of 63 citing articles:

Utilizing the Metaverse for Learner-Centered Constructivist Education in the Post-Pandemic Era: An Analysis of Elementary School Students
Woong Suh, Seongjin Ahn
Journal of Intelligence (2022) Vol. 10, Iss. 1, pp. 17-17
Open Access | Times Cited: 248
Psychological and Emotional Effects of Digital Technology on Children in COVID-19 Pandemic
Pierpaolo Limone, Giusi Antonia Toto
Brain Sciences (2021) Vol. 11, Iss. 9, pp. 1126-1126
Open Access | Times Cited: 107
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: 56
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: 54
Teaching in Times of the COVID-19 Pandemic: A Pilot Study on Teachers’ Self-Esteem and Self-Efficacy in an Italian Sample
Stefania Cataudella, Stefano Carta, Maria Lidia Mascia, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 15, pp. 8211-8211
Open Access | Times Cited: 45
Teachers' psychological resistance to digital innovation in jordanian entrepreneurship and business schools: Moderation of teachers' psychology and attitude toward educational technologies
Suhaib Khalid AL-Takhayneh, Wejdan Karaki, Rashad Ahmad Hasan, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 32
Teaching after the pandemic: The role of technostress and organizational support on intentions to adopt remote teaching technologies
Alessandro Gabbiadini, Giulia Paganin, Silvia Simbula
Acta Psychologica (2023) Vol. 236, pp. 103936-103936
Open Access | Times Cited: 21
Digital competence among pre-service teachers: A global perspective on curriculum change as viewed by experts from 33 countries
Łukasz Tomczyk
Evaluation and Program Planning (2024) Vol. 105, pp. 102449-102449
Open Access | Times Cited: 7
Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion: A comparative study before and during the COVID-19 lockdown
Idit Katz, Angelica Moè
Teaching and Teacher Education (2024) Vol. 148, pp. 104706-104706
Open Access | Times Cited: 7
Mental Health and Resilient Coping in Caregivers of Autistic Individuals during the COVID-19 Pandemic: Findings from the Families Facing COVID Study
Kelsey Friesen, Jonathan A. Weiss, Stephanie J. Howe, et al.
Journal of Autism and Developmental Disorders (2021) Vol. 52, Iss. 7, pp. 3027-3037
Open Access | Times Cited: 39
Teacher technostress and coping mechanisms during Covid-19 pandemic: A systematic review

Pegem Journal of Education and Instruction (2022) Vol. 12, Iss. 2
Open Access | Times Cited: 26
Exploring satisfaction of online teaching faculty from a Job Demands-Resources model perspective: the mediating roles of emotional exhaustion and motivation
Eunjung Oh, Sung “Pil” Kang, Seunghyun Han
Journal of Computing in Higher Education (2025)
Closed Access
Risk for Mental Health Distress Among PreK‐12 Teachers During the COVID‐19 Pandemic
Andrew J. Smith, Alicia L. Johnson, Yasuo Miyazaki, et al.
Psychology in the Schools (2025)
Closed Access
Does digital eruption threaten teaching work at universities? The mental models of faculty for online teaching and learning
Elżbieta Kowalczyk
Management (2025), Iss. 1, pp. 145-166
Open Access
Creating IoT-Enriched Learner-Centered Environments in Sports Science Higher Education during the Pandemic
Rocsana Bucea-Manea-Țoniș, Luciela Vasile, Rareș Stănescu, et al.
Sustainability (2022) Vol. 14, Iss. 7, pp. 4339-4339
Open Access | Times Cited: 20
Technostress and medical students’ intention to use online learning during the COVID-19 pandemic in Pakistan: The moderating effect of computer self-efficacy
Iqra Mushtaque, Muhammad Awais‐E‐Yazdan, Hamid Waqas
Cogent Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 20
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
Exploring Stress Factors and Coping Strategies in Italian Teachers after COVID-19: Evidence from Qualitative Data
Elisabetta Conte, Valeria Cavioni, Veronica Ornaghi
Education Sciences (2024) Vol. 14, Iss. 2, pp. 152-152
Open Access | Times Cited: 4
Investigating Learners’ Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market
Monica Ioana Burcă-Voicu, Romana Emilia Cramarenco, Dan‐Cristian Dabija
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 18, pp. 11563-11563
Open Access | Times Cited: 16
Factors Promoting and Inhibiting Teachers’ Perception of Success in Online Teaching During the Covid-19 Crisis
Asmahan Masry-Herzallah
Technology Knowledge and Learning (2023) Vol. 28, Iss. 4, pp. 1635-1659
Closed Access | Times Cited: 9
Eğitimde Metaverse: Bilgilendirici Bir Literatür Taraması
Selçuk Alkan, Yavuz Bolat
The Journal of International Educational Sciences (2022) Vol. 32, Iss. 32, pp. 267-295
Open Access | Times Cited: 15
Learning Mediated by Social Network for Education in K-12: Levels of Interaction, Strategies, and Difficulties
Aluísio José Pereira, Alex Sandro Gomes, Tiago Thompsen Primo, et al.
Education Sciences (2023) Vol. 13, Iss. 2, pp. 100-100
Open Access | Times Cited: 8
Post-COVID-19 Transition in University Physics Courses: A Case of Study in a Mexican University
Francisco Delgado
Education Sciences (2022) Vol. 12, Iss. 9, pp. 627-627
Open Access | Times Cited: 13
Utilizing digital technologies to promote well-being in university students: the ‘DigiWell’ research protocol
Chiara Ruini, Francesca Vescovelli, Valentina Paola Cesarano, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 2
Digital interactive app and students’ mathematics self-efficacy, anxiety, and achievement in the “new normal”
Leo A. Mamolo, Shalom Grace C. Sugano
E-Learning and Digital Media (2023) Vol. 21, Iss. 5, pp. 427-443
Closed Access | Times Cited: 4
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