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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:

The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation
Johnmarshall Reeve, Maarten Vansteenkiste, Avi Assor, et al.
Motivation and Emotion (2013) Vol. 38, Iss. 1, pp. 93-110
Closed Access | Times Cited: 198

Showing 26-50 of 198 citing articles:

Autonomy and competence frustration in young adolescent classrooms: Different associations with active and passive disengagement
Stephen R. Earl, Ian Taylor, Carla Meijen, et al.
Learning and Instruction (2016) Vol. 49, pp. 32-40
Open Access | Times Cited: 66
Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education
Alexander Gil Arias, Stephen Harvey, Francisco García-Herreros, et al.
European Physical Education Review (2020) Vol. 27, Iss. 2, pp. 366-383
Open Access | Times Cited: 65
Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement
Jaime León, Elena Medina-Garrido, Juan Luis Núñez Alonso
Frontiers in Psychology (2017) Vol. 8
Open Access | Times Cited: 63
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
Does Anybody Care? Conceptualization and Measurement Within the Contexts of Teacher-Student and Peer Relationships
Kathryn R. Wentzel
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 1919-1954
Closed Access | Times Cited: 36
Physical education in a post-COVID world: A blended-gamified approach
Dylan Blain, Martyn Standage, Thomas Curran
European Physical Education Review (2022) Vol. 28, Iss. 3, pp. 757-776
Open Access | Times Cited: 31
An Intervention-Based Program of Research on Teachers’ Motivating Styles
Johnmarshall Reeve, Sung Hyeon Cheon
Advances in motivation and achievement (2014), pp. 293-339
Closed Access | Times Cited: 63
Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates
Antonio González Fernández, Paola‐Verónica Paoloni
Chemistry Education Research and Practice (2015) Vol. 16, Iss. 3, pp. 640-653
Open Access | Times Cited: 59
Antecedents of Need Supportive and Controlling Interpersonal Styles From a Self-Determination Theory Perspective: A Review and Implications for Sport Psychology Research
Doris Matošić, Nikos Ntoumanis, Eleanor Quested
Elsevier eBooks (2016), pp. 145-180
Closed Access | Times Cited: 54
Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom.
Barbara Flunger, Axel Mayer, Nora Umbach
Journal of Educational Psychology (2018) Vol. 111, Iss. 2, pp. 210-234
Closed Access | Times Cited: 54
Reducing Violence in Non-controlling Ways: A Change Program Based on Self Determination Theory
Avi Assor, Ofra Feinberg, Yaniv Kanat‐Maymon, et al.
The Journal of Experimental Education (2017) Vol. 86, Iss. 2, pp. 195-213
Closed Access | Times Cited: 51
Implementing an Autonomy-Supportive Intervention to Develop Mental Toughness in Adolescent Rowers
John Mahoney, Nikos Ntoumanis, Daniel F. Gucciardi, et al.
Journal of Applied Sport Psychology (2015) Vol. 28, Iss. 2, pp. 199-215
Open Access | Times Cited: 50
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
Using self-determination theory to promote adolescent girls' physical activity: Exploring the theoretical fidelity of the Bristol Girls Dance Project
Simon J. Sebire, Joanna M Kesten, M. J. Edwards, et al.
Psychology of sport and exercise (2016) Vol. 24, pp. 100-110
Open Access | Times Cited: 49
Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries
Shaljan Areepattamannil, Ieda M. Santos
Computers in Human Behavior (2019) Vol. 98, pp. 50-58
Open Access | Times Cited: 49
Interpersonal autonomy support style and its consequences in physical education classes
Gracielle Fin, Juan Antônio Moreno Murcia, Jaime León, et al.
PLoS ONE (2019) Vol. 14, Iss. 5, pp. e0216609-e0216609
Open Access | Times Cited: 45
Teacher-Directed Versus Inquiry-Based Science Instruction: Investigating Links to Adolescent Students’ Science Dispositions Across 66 Countries
Shaljan Areepattamannil, Dean Cairns, Martina Dickson
Journal of Science Teacher Education (2020) Vol. 31, Iss. 6, pp. 675-704
Open Access | Times Cited: 42
Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys’ and Girls’ Academic Engagement and Procrastination Behavior
Marie‐Christine Opdenakker
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 36
Toward a Systematic Study of the Dark Side of Student Motivation: Antecedents and Consequences of Teachers’ Controlling Behaviors
Leen Haerens, Maarten Vansteenkiste, Nathalie Aelterman, et al.
Springer eBooks (2015), pp. 59-81
Closed Access | Times Cited: 47
Teachers' intrinsic vs. extrinsic instructional goals predict their classroom motivating styles
Hye-Ryen Jang
Learning and Instruction (2017) Vol. 60, pp. 286-300
Closed Access | Times Cited: 45
Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support—findings from teacher professional development
Katharina Kiemer, Alexander Gröschner, Mareike Kunter, et al.
European Journal of Psychology of Education (2016) Vol. 33, Iss. 2, pp. 377-402
Closed Access | Times Cited: 41
Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective
Scott J. Shelton-Strong
Language Teaching Research (2020) Vol. 26, Iss. 5, pp. 963-985
Closed Access | Times Cited: 33
Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories
Lisette Hornstra, Kim Stroet, Christine M. Rubie‐Davies, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 3
Open Access | Times Cited: 12
Impact of coach education on coaching effectiveness in youth sport: A systematic review and meta-analysis
Longxi Li, Hannah Owings Olson, Irina Tereschenko, et al.
International Journal of Sports Science & Coaching (2024)
Closed Access | Times Cited: 4
L2 learner experiences in a playful constructivist metaverse space
Sangmin‐Michelle Lee, Tae Youn Ahn
ReCALL (2024), pp. 1-17
Open Access | Times Cited: 4

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