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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:

Can a professional learning community facilitate teacher well-being in China? The mediating role of teaching self-efficacy
Wenyan Liang, Huan Song, Ran Sun
Educational Studies (2020) Vol. 48, Iss. 3, pp. 358-377
Closed Access | Times Cited: 38

Showing 26-50 of 38 citing articles:

A Study On College Counselors' Professional Well-Being Based On Tao Te Ching
Liu Jing, Tsang-Kai Chang
(2024)
Open Access
Autoeficacia, burnout y bienestar psicológico docente desde la psicología positiva: Una aproximación con ecuaciones estructurales
Luis Rodríguez
Avances en Psicología (2024), pp. 1-11
Open Access
Differences in teachers’ perception of job demands and resources related to well-being according to schools’ strategic human resource management?
Eva Vekeman, Melissa Tuytens, Geert Devos
Educational Studies (2024), pp. 1-24
Closed Access
Strategic Synergies: Unveiling the Interplay of Game Theory and Cultural Dynamics in a Globalized World
Yufei Wang, Mangirdas Morkūnas, Jinzhao Wei
Games (2024) Vol. 15, Iss. 4, pp. 24-24
Open Access
The interplay of job embeddedness, collective efficacy, and work meaningfulness on teacher well-being: a mixed-methods study with digital ethnography in China
Yumei Lei
Frontiers in Psychology (2024) Vol. 15
Open Access
Profiles of teacher self-efficacy and their relations to teacher demographics and affective well-being: A social cognitive perspective
Yi Sun, Hongbiao Yin
Teaching and Teacher Education (2024) Vol. 154, pp. 104855-104855
Closed Access
Perceived school climate, collective teacher efficacy, self-compassion, and subjective well-being in Chinese university teachers: a mediation analysis
Guangzhi Qu
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access
A Meta-Analysis of the Correlation Between Professional Learning Communities and Teachers’ Efficacy Beliefs
Shengnan Liu, Yuning Wang, Hongbiao Yin
Educational Research Review (2024), pp. 100660-100660
Closed Access
How Does Teacher Academic Optimism Affect Teacher Self‐Efficacy: Mediating Role of Teacher Professional Development and Teacher Subjective Well‐Being?
Duran MAVİ, Gamze TUTİ, Murat Özdemir
Psychology in the Schools (2024)
Closed Access
Professional well-being in professional learning communities of early childhood teachers
Paula Guerra, Olga Cuadros, Maribel Calderón
European Early Childhood Education Research Journal (2024), pp. 1-15
Closed Access
The Role of Principal on Teacher Professional Learning Communities
Windasaro, Muhamad Sholeh, Widyo Winarso, et al.
Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research (2023), pp. 1186-1193
Open Access | Times Cited: 1
To play or not to play? A thematic analysis exploring the impact of adult-play on Primary teachers in Hong Kong.
Laura Martin, Andrea Louise Kavanagh, Andrea Louise Kavanagh
The Journal of Play in Adulthood (2023) Vol. 5, Iss. 2
Open Access
The Practice of Learning Community on Teachers’ Development: A Case of Indonesia
Evitha Soraya, Supadi Supadi
AL-ISHLAH Jurnal Pendidikan (2022) Vol. 14, Iss. 4, pp. 6965-6972
Open Access
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