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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:

Autonomy-Supportive Teaching: What It Is, How to Do It
Johnmarshall Reeve
Springer eBooks (2015), pp. 129-152
Closed Access | Times Cited: 302

Showing 26-50 of 302 citing articles:

University Teachers' Teaching Style and Their Students' Agentic Engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective
Anne Li Jiang, Lawrence Jun Zhang
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 59
Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement
Majid Elahi Shirvan, Abdullah Alamer
Journal of Multilingual and Multicultural Development (2022) Vol. 45, Iss. 7, pp. 2831-2847
Closed Access | Times Cited: 59
Investigating the relationship of technology learning support to digital literacy from the perspective of self-determination theory
Thomas K. F. Chiu, Jerry Chih‐Yuan Sun, Murod Ismailov
Educational Psychology (2022) Vol. 42, Iss. 10, pp. 1263-1282
Open Access | Times Cited: 58
Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement
Shiyao Ashlee Zhou, Phil Hiver, Ali H. Al‐Hoorie
Language Teaching Research (2023)
Open Access | Times Cited: 28
Teachers reflecting on boredom in the language classroom
Banban Li, Yalan Zeng
Studies in Second Language Learning and Teaching (2024)
Open Access | Times Cited: 9
Teachers’ Growth Mindset, Perceived School Climate, and Perceived Parental Autonomy Support Moderate the Relationship Between Students’ Growth Mindset and Academic Achievement
Kai Zhang, Jing Wu
Journal of Intelligence (2025) Vol. 13, Iss. 1, pp. 8-8
Open Access | Times Cited: 1
The importance of novelty satisfaction for multiple positive outcomes in physical education
David González‐Cutre, Álvaro Sicilia
European Physical Education Review (2018) Vol. 25, Iss. 3, pp. 859-875
Closed Access | Times Cited: 80
Giving and Summoning Autonomy Support in Hierarchical Relationships
Johnmarshall Reeve
Social and Personality Psychology Compass (2015) Vol. 9, Iss. 8, pp. 406-418
Closed Access | Times Cited: 69
Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence
Eva Oberle, Alexander Gist, Muthutantrige S. Cooray, et al.
Psychology in the Schools (2020) Vol. 57, Iss. 11, pp. 1741-1756
Closed Access | Times Cited: 68
Students’ perceptions of autonomy-supportive versus controlling teaching and basic need satisfaction versus frustration in relation to life skills development in PE
Lorcan Cronin, David Marchant, Justine Allen, et al.
Psychology of sport and exercise (2019) Vol. 44, pp. 79-89
Open Access | Times Cited: 63
Life skills development in physical education: A self-determination theory-based investigation across the school term
Lorcan Cronin, David Marchant, Laura Johnson, et al.
Psychology of sport and exercise (2020) Vol. 49, pp. 101711-101711
Open Access | Times Cited: 52
Implicit Theories of Intelligence and Achievement Goals: A Look at Students’ Intrinsic Motivation and Achievement in Mathematics
Woon Chia Liu
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 52
The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention
Fakieh Alrabai
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 44
Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach
Géraldine Escriva–Boulley, Emma Guillet‐Descas, Nathalie Aelterman, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 14, pp. 7342-7342
Open Access | Times Cited: 43
Four Guideposts toward an Integrated Model of Academic Motivation: Motivational Resilience, Academic Identity, Complex Social Ecologies, and Development
Ellen A. Skinner
Educational Psychology Review (2023) Vol. 35, Iss. 3
Closed Access | Times Cited: 18
Engagement in On-line Language Assessment: are test-taking skills, self-assessment, resilience, and autonomy critical?
Mahyudin Ritonga, Ahmad Abdulkareem Shaban, Anwar Hammad Al-Rashidi, et al.
Language Testing in Asia (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 17
A Teacher-Focused Intervention to Enhance Students’ Classroom Engagement
Johnmarshall Reeve, Sung Hyeon Cheon, Hye-Ryen Jang
Elsevier eBooks (2019), pp. 87-102
Closed Access | Times Cited: 50
Students’ perception of teachers’ two-way feedback interactions that impact learning
Fiona D. H. Tan, Peter R. Whipp, Marylène Gagné, et al.
Social Psychology of Education (2018) Vol. 22, Iss. 1, pp. 169-187
Closed Access | Times Cited: 49
Strategies to Enhance or Maintain Motivation in Learning a Foreign Language
Ana Patricia Muñoz, Marta Benet Ramírez, Sandra Gaviria
PROFILE Issues in Teachers Professional Development (2020) Vol. 22, Iss. 1, pp. 175-188
Open Access | Times Cited: 49
Habit Interventions
Benjamin Gardner, Amanda L. Rebar, Phillippa Lally
Cambridge University Press eBooks (2020), pp. 599-616
Closed Access | Times Cited: 41
Undergraduate Student Concerns in Introductory STEM Courses: What They Are, How They Change, and What Influences Them
Clara L. Meaders, A. Kelly Lane, Anya Morozov, et al.
Journal for STEM Education Research (2020) Vol. 3, Iss. 2, pp. 195-216
Open Access | Times Cited: 40
Female computer science students: A qualitative exploration of women’s experiences studying computer science at university in the UK
Julia Yates, Anke C. Plagnol
Education and Information Technologies (2021) Vol. 27, Iss. 3, pp. 3079-3105
Open Access | Times Cited: 35
The Relationship Between Student Voice and Student Engagement in Urban High Schools
Jerusha Conner, Michael A. Posner, Bright Nsowaa
The Urban Review (2022) Vol. 54, Iss. 5, pp. 755-774
Open Access | Times Cited: 28
Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences
Rinat Cohen, Idit Katz, Nathalie Aelterman, et al.
European Journal of Psychology of Education (2022) Vol. 38, Iss. 3, pp. 963-988
Open Access | Times Cited: 26
The effects of teacher motivational practice on learner L2 achievement: A self-determination theory perspective using structural equation modeling
Fakieh Alrabai, Abdullah Alamer
Language Teaching Research (2024)
Closed Access | Times Cited: 6

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