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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:

Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation
Pina Filippello, Caterina Buzzai, Sebastiano Costa, et al.
Psychology in the Schools (2019) Vol. 57, Iss. 1, pp. 5-16
Closed Access | Times Cited: 63

Showing 1-25 of 63 citing articles:

The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time
Gaetana Affuso, Anna Zannone, Concetta Esposito, et al.
European Journal of Psychology of Education (2022) Vol. 38, Iss. 1, pp. 1-23
Closed Access | Times Cited: 119
Autonomy support predicts language mindsets: Implications for developing communicative competence and willingness to communicate in EFL classrooms
Nourollah Zarrinabadi, Nigel Mantou Lou, Maryam Shirzad
Learning and Individual Differences (2021) Vol. 86, pp. 101981-101981
Closed Access | Times Cited: 83
To overcome test anxiety in on-line assessment: unpacking the mediator roles of techno competencies, teacher support, self-efficacy, and autonomy
Yuhua Deng, Huying Liu
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access | Times Cited: 1
School Refusal and Absenteeism: Perception of Teacher Behaviors, Psychological Basic Needs, and Academic Achievement
Pina Filippello, Caterina Buzzai, Sebastiano Costa, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 60
The relationship between school-basic psychological need satisfaction and frustration, academic engagement and academic achievement
Caterina Buzzai, Luana Sorrenti, Sebastiano Costa, et al.
School Psychology International (2021) Vol. 42, Iss. 5, pp. 497-519
Closed Access | Times Cited: 48
Perceived Teacher Autonomy Support and Students' Deep Learning: The Mediating Role of Self-Efficacy and the Moderating Role of Perceived Peer Support
Jingxian Zhao, Yue Qin
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 44
A meta-analytic review of the relationships between autonomy support and positive learning outcomes
Sakhavat Mammadov, Kayla Schroeder
Contemporary Educational Psychology (2023) Vol. 75, pp. 102235-102235
Closed Access | Times Cited: 21
Growth mindset mediates perceptions of teachers' and parents' process feedback in digital reading performance: Evidence from 32 OECD countries
Jie Hu, Yiwei Zhang
Learning and Instruction (2024) Vol. 90, pp. 101874-101874
Closed Access | Times Cited: 7
The Mediating Role of Engagement on the Achievement and Quality of Life of University Students
Inmaculada García‐Martínez, José María Augusto Landa, Samuel P. León
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 12, pp. 6586-6586
Open Access | Times Cited: 38
The Motivation and Experience of Distance Learning Engineering Programmes Students: A Study of Non-Traditional, Returning, Evening, and Adult Students
Luis Miguel Dos Santos
International Journal of Education and Practice (2020) Vol. 8, Iss. 1, pp. 134-148
Open Access | Times Cited: 34
The role of social belonging and exclusion at school and the teacher–student relationship for the development of learned helplessness in adolescents
Diana Raufelder, Stefan Kulakow
British Journal of Educational Psychology (2021) Vol. 92, Iss. 1, pp. 59-81
Closed Access | Times Cited: 26
Problematic internet use and academic achievement: a focus on interpersonal behaviours and academic engagement
Caterina Buzzai, Pina Filippello, Sebastiano Costa, et al.
Social Psychology of Education (2021) Vol. 24, Iss. 1, pp. 95-118
Closed Access | Times Cited: 25
The effect of the teacher-student relationship on the academic adjustment of returned migrant children: the chain mediating role of school attitude and resilience
Chuanyan Wang
Frontiers in Psychology (2025) Vol. 15
Open Access
Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis
Alexandra Patzak, Xiaorong Zhang
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access
Agency
Anne Southall
Springer briefs in education (2025), pp. 101-120
Closed Access
Mediating role of academic competence in the relationship between perceived teaching style and academic resilience among adolescents
Leila Afzali, Simin Hosseinian, Roghieh Nooripour
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 3
Teacher support in AI-assisted exams: an experimental study to inspect the effects on demotivation, anxiety management in exams, L2 learning experience, and academic success
Abdelkader Mohamed Abdelkader Elsayed, Azam Kholikov, Irodakhon Abdullayeva, et al.
Language Testing in Asia (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 3
The antecedents of teaching styles in multicultural classroom: teachers’ self-efficacy for inclusive practices and attitudes towards multicultural education
Caterina Buzzai, Alessia Passanisi, Melina Aparici, et al.
European Journal of Special Needs Education (2022) Vol. 38, Iss. 3, pp. 378-393
Closed Access | Times Cited: 13
Academic Helplessness and Life Satisfaction in Korean Adolescents: The Moderated Mediation Effects of Leisure Time Physical Activity
Mi-Hye Kim, KyuLee Shin, Sanghyun Park
Healthcare (2023) Vol. 11, Iss. 3, pp. 298-298
Open Access | Times Cited: 7
The measurement of teachers’ attitudes toward inclusive education: An empirical study in East Java, Indonesia
Ediyanto Ediyanto, Norimune Kawai
Cogent Education (2023) Vol. 10, Iss. 2
Open Access | Times Cited: 7
Using DNA to Predict Education: a Meta-analytic Review
Kirsty Wilding, Megan Wright, Sophie von Stumm
Educational Psychology Review (2024) Vol. 36, Iss. 4
Open Access | Times Cited: 2
The Relationship Between Contextual and Dispositional Variables, Well-Being and Hopelessness in School Context
Caterina Buzzai, Luana Sorrenti, Susanna Orecchio, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 17
Problem gambling during Covid-19
Fabio Frisone, Angela Alibrandi, Salvatore Settineri
DOAJ (DOAJ: Directory of Open Access Journals) (2020)
Closed Access | Times Cited: 15
Do School-Related Factors Affect Private Tutoring Attendance? Predictors of Private Tutoring in Maths and German among German Tenth-Graders
Anna Hawrot
Research Papers in Education (2022) Vol. 39, Iss. 1, pp. 1-23
Closed Access | Times Cited: 9
L2 Motivational Self System in Practice: Alleviating Students’ Learned Helplessness Through a Vision-Based Program
Farshad Ghasemi
School Mental Health (2021) Vol. 14, Iss. 1, pp. 179-188
Closed Access | Times Cited: 12
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