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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:

Mindfulness-Oriented Meditation for Primary School Children: Effects on Attention and Psychological Well-Being
Cristiano Crescentini, Viviana Capurso, Samantha Furlan, et al.
Frontiers in Psychology (2016) Vol. 7
Open Access | Times Cited: 108

Showing 26-50 of 108 citing articles:

An Effectiveness Study of a Digital Mindfulness-Based Program for Upper Secondary Education Students
Oskari Lahtinen, Christina Salmivalli
Mindfulness (2020) Vol. 11, Iss. 11, pp. 2494-2505
Open Access | Times Cited: 22
Effectiveness of a School-Based Mindfulness Intervention on Children’s Internalizing and Externalizing Problems: the Gaia Project
Silvia Ghiroldi, Francesca Scafuto, Nitamo Federico Montecucco, et al.
Mindfulness (2020) Vol. 11, Iss. 11, pp. 2589-2603
Closed Access | Times Cited: 21
Clinical application of mindfulness-oriented meditation in children with ADHD: a preliminary study on sleep and behavioral problems
Vittoria Zaccari, Ornella Santonastaso, Laura Mandolesi, et al.
Psychology and Health (2021), pp. 1-17
Closed Access | Times Cited: 19
Mindfulness Meditation and Interprofessional Cardiopulmonary Resuscitation: A Mixed-Methods Pilot Study
Diana J. Kelm, Jennifer L. Ridgeway, Becca L. Gas, et al.
Teaching and Learning in Medicine (2018) Vol. 30, Iss. 4, pp. 433-443
Open Access | Times Cited: 22
Impact of a Mindfulness-Based Intervention on Basic Psychological Need Satisfaction and Internalized Symptoms in Elementary School Students With Severe Learning Disabilities: Results From a Randomized Cluster Trial
Catherine Malboeuf‐Hurtubise, Geneviève Taylor, Geneviève A. Mageau
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 21
Expertise reversal effect: Cost of generating new schemas
Allan Armougum, Alexandre Gaston‐Bellegarde, Chantal Joie-La Marle, et al.
Computers in Human Behavior (2020) Vol. 111, pp. 106406-106406
Closed Access | Times Cited: 19
Randomized Trial on the Effects of a Mindfulness Intervention on Temperament, Anxiety, and Depression: A Multi-Arm Psychometric Study
Andrea Poli, Angelo Giovanni Icro Maremmani, Angelo Gemignani, et al.
Behavioral Sciences (2022) Vol. 12, Iss. 3, pp. 74-74
Open Access | Times Cited: 12
“Let's keep calm and breathe”—A mindfulness meditation program in school and its effects on children's behavior and emotional awareness: An Australian pilot study
Peta Stapleton, Joseph Dispenza, Angela Douglas, et al.
Psychology in the Schools (2024) Vol. 61, Iss. 9, pp. 3679-3698
Open Access | Times Cited: 2
Examining the Impact and Moderating Effects of an 8-Week Mindfulness-Based Program in Grade 4
Teresa Limpo, Ana Isabel Vieira, Sofia Magalhães, et al.
Mindfulness (2023) Vol. 14, Iss. 8, pp. 2026-2043
Open Access | Times Cited: 6
A Pilot Study Testing the Effectiveness of a Mindfulness-Based Program for Portuguese School Children
Sofia Magalhães, Tânia Nunes, Inês Soeiro, et al.
Mindfulness (2022) Vol. 13, Iss. 11, pp. 2751-2764
Open Access | Times Cited: 10
Effects of a short mindful-breathing intervention on the psychophysiological stress reactions of German elementary school children
Luisa Kurth, Anna Engelniederhammer, Heide Sasse, et al.
School Psychology International (2020) Vol. 41, Iss. 3, pp. 218-238
Closed Access | Times Cited: 13
Improvement of Attention in Elementary School Students through Fixation Focus Training Activity
Yi-Jung Lai, Kang-Ming Chang
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 13, pp. 4780-4780
Open Access | Times Cited: 13
Social–Emotional Attention in School-Age Children: A Call for School-Based Intervention during COVID-19 and Distance Learning
Christine Teal Raffaele, Parmis Khosravi, Alyssa J. Parker, et al.
Children & Schools (2021) Vol. 43, Iss. 2, pp. 107-117
Open Access | Times Cited: 12
Review of Psychophysiological and Psychotherapeutic Studies of Stress Using Virtual Reality Technologies
Vladimir Kosonogov, Kirill Efimov, Zorina Rakhmankulova, et al.
Neuroscience and Behavioral Physiology (2023) Vol. 53, Iss. 1, pp. 81-91
Open Access | Times Cited: 4
Implementation of a teacher‐led mindfulness program in a low‐income pre‐ and early‐elementary school as part of a trauma‐responsive, resilience‐building community initiative
Lindsey King, Carol Lewis, Donna M. Ritchie, et al.
Journal of Community Psychology (2021) Vol. 49, Iss. 6, pp. 1943-1964
Closed Access | Times Cited: 10
Effect of Mindfulness on Psychological Distress and Well-being of Children and Adolescents: a Meta-analysis
Yaoyao Zhang, Shuanghong Chen, Huimin Wu, et al.
Mindfulness (2021) Vol. 13, Iss. 2, pp. 285-300
Closed Access | Times Cited: 10
A feasibility study of mindfulness-based interventions for children
Wai Man Sin, Mun Yee Mimi Tse, Joanne W. Y. Chung, et al.
Pilot and Feasibility Studies (2024) Vol. 10, Iss. 1
Open Access | Times Cited: 1
Mindfulness Through Storytelling for Mental Health of Primary School Children: Impact on Acceptability and Its Associations with Personality
Alessio Matiz, Franco Fabbro, Cristiano Crescentini
Psychology Research and Behavior Management (2024) Vol. Volume 17, pp. 1757-1774
Open Access | Times Cited: 1
The Effects of Mindfulness Training in the Physical Education on Intention to Physical Activity, Mental Health and Academic Performance among High-School Students
Abolfazl Khanbeiki
Physical activity in children. (2024) Vol. 1, Iss. 1, pp. 68-73
Open Access | Times Cited: 1
Somatic interventions to improve self‐regulation in children and adolescents
Allyson Matney Neal
Journal of Child and Adolescent Psychiatric Nursing (2021) Vol. 34, Iss. 3, pp. 171-180
Closed Access | Times Cited: 9
How Does Mindfulness Work in Schools? An Integrative Model of the Outcomes and the Mechanisms of Change of Mindfulness-Based Interventions in the Classroom
Catherine I. Andreu, Carlos García‐Rubio
Springer eBooks (2019), pp. 139-157
Closed Access | Times Cited: 9
PENDEKATAN MINDFULNESS UNTUK MENINGKATKAN PSYCHOLOGICAL WELL-BEING PADA SISWA SEKOLAH DASAR: SEBUAH SYSTEMATIC REVIEW
Kristina Betty Artati, Eka Wahyuni
JURNAL MAHASISWA BK AN-NUR BERBEDA BERMAKNA MULIA (2023) Vol. 9, Iss. 2, pp. 342-342
Open Access | Times Cited: 3
La meditazione orientata alla mindfulness (mom) nella ricerca psicologica
Franco Fabbro, Cristiano Crescentini
RICERCHE DI PSICOLOGIA (2017), Iss. 4, pp. 457-472
Closed Access | Times Cited: 8
Efectos de la atención plena en el ámbito educativo: una revisión sistemática
Isaac Amigo Vázquez, Gemma M.a González-Mesa
Revista de Psicología y Educación - Journal of Psychology and Education (2017) Vol. 13, Iss. 1, pp. 63-63
Open Access | Times Cited: 8
Mindfulness-Based Programs in School Settings: Current State of the Research
Jennine S. Rawana, Benjamin D. Diplock, Samantha Chan
Plenum series on human exceptionality (2018), pp. 323-355
Closed Access | Times Cited: 8

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