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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:

Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences
Kimberley J. Bartholomew, Nikos Ntoumanis, Athanasios Mouratidis, et al.
Learning and Instruction (2017) Vol. 53, pp. 50-63
Open Access | Times Cited: 186

Showing 26-50 of 186 citing articles:

Parenting Style and Emotional Well-Being Among Adolescents: The Role of Basic Psychological Needs Satisfaction and Frustration
Fitri Ariyanti Abidin, Whisnu Yudiana, Syipa Husni Fadilah
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 32
Education as Flourishing
Richard M. Ryan, Johnmarshall Reeve, Haya Kaplan, et al.
Oxford University Press eBooks (2023), pp. 591-618
Closed Access | Times Cited: 21
Understanding the dynamics of teaching styles and need satisfaction in the Chinese educational context
Jiawei Wang, Qiang Xing, Angelica Moè
Teaching and Teacher Education (2024) Vol. 145, pp. 104609-104609
Open Access | Times Cited: 8
The academic and social-emotional flourishing framework
Rebecca J. Collie, Andrew J. Martin
Learning and Individual Differences (2024) Vol. 114, pp. 102523-102523
Open Access | Times Cited: 8
Where to go and how to get there: Goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson
Christa Krijgsman, Tim Mainhard, Jan van Tartwijk, et al.
Learning and Instruction (2019) Vol. 61, pp. 1-11
Open Access | Times Cited: 53
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
Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence
Rubén Trigueros, José M. Aguilar-Parra, Adolfo J. Cangas, et al.
International Journal of Environmental Research and Public Health (2019) Vol. 16, Iss. 13, pp. 2295-2295
Open Access | Times Cited: 49
A cross-classified path analysis of the self-determination theory model on the situational, individual and classroom levels in college education
Shi Yu, Chantal Levesque‐Bristol
Contemporary Educational Psychology (2020) Vol. 61, pp. 101857-101857
Closed Access | Times Cited: 46
Student perceptions of homework quality, autonomy support, effort, and math achievement: Testing models of reciprocal effects
Jianzhong Xu, Jianxia Du, Jennifer Cunha, et al.
Teaching and Teacher Education (2021) Vol. 108, pp. 103508-103508
Closed Access | Times Cited: 39
Teachers’ engaging messages: The role of perceived autonomy, competence and relatedness
Elisa Santana‐Monagas, Juan Luis Núñez Alonso, Juan Francisco Loro-Ferrer, et al.
Teaching and Teacher Education (2021) Vol. 109, pp. 103556-103556
Open Access | Times Cited: 37
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
Understanding Chinese EFL Learners’ Acceptance of Gamified Vocabulary Learning Apps: An Integration of Self-Determination Theory and Technology Acceptance Model
Yang Chen, Shuang Zhao
Sustainability (2022) Vol. 14, Iss. 18, pp. 11288-11288
Open Access | Times Cited: 27
Children’s engagement during collaborative learning and direct instruction through the lens of participant structure
Jingjing Sun, Richard C. Anderson, Tzu‐Jung Lin, et al.
Contemporary Educational Psychology (2022) Vol. 69, pp. 102061-102061
Closed Access | Times Cited: 26
Extending self-determination theory’s dual-process model to a new tripartite model to explain diminished functioning
Johnmarshall Reeve, Hye-Ryen Jang, Sung Hyeon Cheon, et al.
Motivation and Emotion (2023) Vol. 47, Iss. 5, pp. 691-710
Open Access | Times Cited: 14
Exploring the process of restoring psychological needs after incidences of frustration and need unfulfillment
Birgitte Westerskov Dalgas, Nikos Ntoumanis, Karsten Elmose-Østerlund, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 5
Student Perceptions of Instructor Supportiveness: What Characteristics Make a Difference?
Elisabeth E. Schussler, Maryrose Weatherton, Miranda M. Chen Musgrove, et al.
CBE—Life Sciences Education (2021) Vol. 20, Iss. 2, pp. ar29-ar29
Open Access | Times Cited: 28
Predicting students' basic psychological need profiles through motivational appeals: Relations with grit and well-being
Elisa Santana‐Monagas, Juan Luis Núñez Alonso
Learning and Individual Differences (2022) Vol. 97, pp. 102162-102162
Open Access | Times Cited: 21
The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator
Yeyao Tang, Hu Jifan
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 20
Impact of a controlling coaching style on athletes’ fear of failure: Chain mediating effects of basic psychological needs and sport commitment
Qing Hu, Peng Li, Bo Jiang, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 12
Perceived need-supportive leadership, perceived need-supportive teaching, and student engagement: A self-determination perspective
Joseph Y. Haw, Ronnel B. King
Social Psychology of Education (2023) Vol. 26, Iss. 5, pp. 1289-1319
Closed Access | Times Cited: 11
How is observed (de)motivating teaching associated with student motivation and device-based physical activity during physical education?
Nele Van Doren, Sofie Compernolle, Arne Bouten, et al.
European Physical Education Review (2024)
Closed Access | Times Cited: 4
Perceptions of Controlling Teaching Behaviors and the Effects on the Motivation and Behavior of High School Physical Education Students
Juan Antônio Moreno Murcia, Elisa Huéscar Hernández, Lorena Ruiz
International Journal of Environmental Research and Public Health (2018) Vol. 15, Iss. 10, pp. 2288-2288
Open Access | Times Cited: 35
How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions.
Elke Baten, Maarten Vansteenkiste, Gert‐Jan De Muynck, et al.
Journal of Educational Psychology (2019) Vol. 112, Iss. 8, pp. 1490-1505
Closed Access | Times Cited: 34
Self‐determined motivation and academic buoyancy as predictors of achievement in normative settings
Görkem Aydın, Aikaterini Michou
British Journal of Educational Psychology (2019) Vol. 90, Iss. 4, pp. 964-980
Closed Access | Times Cited: 34
Motivational Climate in Sport Is Associated with Life Stress Levels, Academic Performance and Physical Activity Engagement of Adolescents
Manuel Castro Sánchez, Félix Zurita Ortega, Eduardo García-Mármol, et al.
International Journal of Environmental Research and Public Health (2019) Vol. 16, Iss. 7, pp. 1198-1198
Open Access | Times Cited: 31

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