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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.

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Showing 51-75 of 587 citing articles:

Unveiling Chinese senior high school EFL students' burnout and engagement: Profiles and antecedents
Hanwei Wu, Yonghong Zeng, Zhiguang Fan
Acta Psychologica (2024) Vol. 243, pp. 104153-104153
Open Access | Times Cited: 16
Fostering Students’ Well-Being: The Mediating Role of Teacher Interpersonal Behavior and Student-Teacher Relationships
Zheng Fang
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 65
Fostering Students' Autonomy and Engagement in EFL Classroom Through Proximal Classroom Factors: Autonomy-Supportive Behaviors and Student-Teacher Relationships
Kunni Han
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 61
Effects of Well-being, Grit, Emotion Regulation, and Resilience Interventions on L2 Learners’ Writing Skills
Hanieh Shafiee Rad, Aliakbar Jafarpour
Reading & Writing Quarterly (2022) Vol. 39, Iss. 3, pp. 228-247
Closed Access | Times Cited: 60
The Role of Academic Resilience, Motivational Intensity and Their Relationship in EFL Learners' Academic Achievement
Shengli Yang, Weirong Wang
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 52
Exploring the effects of online learning on EFL learners’ motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran
Peijun Jiang, Ehsan Namaziandost, Zeinab Azizi, et al.
Current Psychology (2022) Vol. 42, Iss. 3, pp. 2310-2324
Open Access | Times Cited: 52
Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout
Ali Derakhshan, Zohreh R. Eslami, Samantha Curle, et al.
Studies in Second Language Learning and Teaching (2022) Vol. 12, Iss. 1, pp. 87-115
Open Access | Times Cited: 50
Teachers’ Commitment and Self-Efficacy as Predictors of Work Engagement and Well-Being
Kunyao Shu
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 47
Effects of Teacher Engagement on Students’ Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions
Jianhua Wang, Xi Zhang, Lawrence Jun Zhang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 44
Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators
Zhao Yanlin, Lianrui Yang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 43
Inspecting EFL teachers' academic literacy development in multilingual contexts: A global vision
Jia Fu, Yongliang Wang
Heliyon (2022) Vol. 8, Iss. 12, pp. e12143-e12143
Open Access | Times Cited: 42
Iranian EFL teachers’ reflective teaching, emotion regulation, and immunity: examining possible relationships
Ehsan Namaziandost, Tahereh Heydarnejad, Afsheen Rezai
Current Psychology (2022) Vol. 42, Iss. 3, pp. 2294-2309
Closed Access | Times Cited: 40
A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners
Hamed Mohammad Hosseini, Jalil Fathi, Ali Derakhshesh, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 39
A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers
Liu Li, Jalil Fathi, Seyyed Pedram Allahveysi, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 36
The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study
Ali Derakhshan, Javad Zare
Brain Sciences (2023) Vol. 13, Iss. 3, pp. 458-458
Open Access | Times Cited: 33
Scale quality in second-language anxiety and WTC: A methodological synthesis
Ekaterina Sudina
Studies in Second Language Acquisition (2023) Vol. 45, Iss. 5, pp. 1427-1455
Open Access | Times Cited: 32
Investigating the relationship between EFL learners’ engagement and their achievement emotions
Farzaneh Shakki
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023), Iss. 40, pp. 275-294
Open Access | Times Cited: 31
Study on positive psychology from 1999 to 2021: A bibliometric analysis
Feifei Wang, Guo Jia, Yang Guoyu
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 28
Unpacking the relationships between emotions and achievement of EFL learners in China: Engagement as a mediator
Haihua Wang, Yingli Wang, Shaojie Li
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 25
A model of teacher enthusiasm, teacher self-efficacy, grit, and teacher well-being among English as a foreign language teachers
Guohua Shao
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 25
On the Role of Academic Buoyancy and Self-Efficacy in Predicting Teachers’ Work Engagement: A Case of Chinese English as a Foreign Language Teachers
Ran Zhi, Yongxiang Wang, Ali Derakhshan
Perceptual and Motor Skills (2023) Vol. 131, Iss. 2, pp. 612-629
Closed Access | Times Cited: 25
Metacognitive knowledge and openness to diversity and challenge among Turkish pre-service EFL teachers: The mediating role of creative self-efficacy
Erkan Yüce, Mariusz Kruk, Ali Derakhshan
Thinking Skills and Creativity (2023) Vol. 50, pp. 101386-101386
Closed Access | Times Cited: 24
ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class
Mohammad Ghafouri
System (2023) Vol. 120, pp. 103209-103209
Closed Access | Times Cited: 23
Motivating students to actively engage in EFL classrooms: Exploring the role of L2 grit and foreign language enjoyment
Yaming Jin
Learning and Motivation (2024) Vol. 85, pp. 101960-101960
Closed Access | Times Cited: 15
The effect of teacher self-efficacy, online pedagogical and content knowledge, and emotion regulation on teacher digital burnout: a mediation model
Xianbi Yang, Juan Du
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 15

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