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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:

Teacher Stress and Teacher Self-Efficacy: Relations and Consequences
Einar M. Skaalvik, Sidsel Skaalvik
Aligning perspectives on health, safety and well-being (2017), pp. 101-125
Closed Access | Times Cited: 79

Showing 1-25 of 79 citing articles:

Job demands and job resources as predictors of teacher motivation and well-being
Einar M. Skaalvik, Sidsel Skaalvik
Social Psychology of Education (2018) Vol. 21, Iss. 5, pp. 1251-1275
Open Access | Times Cited: 338
Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland
Tomasz Jakubowski, Magdalena Sitko-Dominik
PLoS ONE (2021) Vol. 16, Iss. 9, pp. e0257252-e0257252
Open Access | Times Cited: 138
Single-item teacher stress and coping measures: Concurrent and predictive validity and sensitivity to change
Colleen L. Eddy, Keith C. Herman, Wendy M. Reinke
Journal of School Psychology (2019) Vol. 76, pp. 17-32
Closed Access | Times Cited: 87
Social Emotional Learning in Schools: The Importance of Educator Competence
Belinda Gimbert, Dustin Miller, Emily Herman, et al.
Journal of Research on Leadership Education (2021) Vol. 18, Iss. 1, pp. 3-39
Closed Access | Times Cited: 73
The (virtual) teaching of physical education in times of pandemic
Gustavo González‐Calvo, Raúl A. Barba-Martí­n, Daniel Bores‐García, et al.
European Physical Education Review (2021) Vol. 28, Iss. 1, pp. 205-224
Closed Access | Times Cited: 68
Addressing Methodological Challenges in Follow-Up RCTs During the COVID-19 Pandemic: The Impact of the Good Behavior Game and MyTeachingPartner™ on Teacher Burnout and Self-Efficacy
Alexa C. Budavari, Heather L. McDaniel, Antonio A. Morgan‐López, et al.
Prevention Science (2025)
Open Access | Times Cited: 1
Teachers’ Emotions and Self-Efficacy: A Test of Reciprocal Relations
Irena Burić, Ana Slišković, Izabela Sorić
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 67
Preparing Science Undergraduates for a Teaching Career: Sources of Their Teacher Self-Efficacy
Els van Rooij, Marjon Fokkens-Bruinsma, Martin Goedhart
The Teacher Educator (2019) Vol. 54, Iss. 3, pp. 270-294
Open Access | Times Cited: 64
Modeling the effect of loving pedagogy dispositions and teacher self-efficacy on teacher burnout
Shu-Ya Chen
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 13
The Roles of Work-Life Conflict and Gender in the Relationship between Workplace Bullying and Personal Burnout. A Study on Italian School Principals
Ilaria Buonomo, Caterina Fiorilli, Luciano Romano, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 23, pp. 8745-8745
Open Access | Times Cited: 35
Growth mindset predicts teachers’ life satisfaction when they are challenged to innovate their teaching
Sau-lai Lee, Hiu‐Sze Chan, Yuk‐Yue Tong, et al.
Journal of Pacific Rim Psychology (2023) Vol. 17
Open Access | Times Cited: 12
Педагогический консерватизм преподавателя вуза в условиях профессионального стресса
Инна Борисовна Авакян, Валерий Максимович Минияров
Research Result Pedagogy and Psychology Of Education (2024) Vol. 10, Iss. 1, pp. 63-82
Open Access | Times Cited: 4
An exploratory statistical cusp catastrophe model for the prediction of the effect of special education teachers’ emotional intelligence on their burnout
Αλέξανδρος-Σταμάτιος Αντωνίου, Garyfalia Charitaki, Kyriaki Pavlidou, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Exploring teaching quality: The role of school working conditions, principal leadership, and teacher characteristics
Zhang Xin, Wilfried Admiraal, Nadira Saab, et al.
Educational Psychology (2025), pp. 1-22
Closed Access
Social and emotional learning enhancing teacher well-being and professional development in Taiwan: A preliminary study of the BEST ME program
Marissa Yi-Hsuan Wu, Hsueh‐Chih Chen, Peiying Chen
Social and Emotional Learning Research Practice and Policy (2025), pp. 100098-100098
Open Access
Teachers’ self-efficacy beliefs about trauma-informed education practices
Michael Witter, Tom Brunzell
International Journal of Educational Research (2025) Vol. 131, pp. 102589-102589
Open Access
Job satisfaction mediates the effect of self-efficacy on work engagement among physical education teachers in economically disadvantaged areas
Hongping Zhou, Shi Qi Xu, Dong-Hwa Chung, et al.
PLoS ONE (2025) Vol. 20, Iss. 4, pp. e0321055-e0321055
Open Access
Burnout Persists in Teachers in Ireland Post-COVID-19: A Qualitative Follow Up Comparative Study
Ellen Ní Chinseallaigh, Matthew Shipsey, Elisha Minihan, et al.
International Journal of Environmental Research and Public Health (2025) Vol. 22, Iss. 4, pp. 641-641
Open Access
Educator Stress
Teresa McIntyre, Scott Elmes McIntyre, David J. Francis
Aligning perspectives on health, safety and well-being (2017)
Closed Access | Times Cited: 37
Factors Associated with Psychological Well-Being and Stress: A Cross-Cultural Perspective on Psychological Well-Being and Gender Differences in a Population of Teachers
Ioannis Katsantonis
Pedagogical Research (2020) Vol. 5, Iss. 4, pp. em0066-em0066
Open Access | Times Cited: 30
Empowering Teachers With Generative AI Tools and Support
Mete Si̇pahi̇oğlu
Advances in educational technologies and instructional design book series (2024), pp. 214-238
Closed Access | Times Cited: 3
Exploring English Language Instructors’ Perspectives and Practices on Teacher Well-being
Bora Demir
International Journal of Applied Positive Psychology (2024) Vol. 9, Iss. 3, pp. 1491-1510
Closed Access | Times Cited: 3
The Mediating Effects of Self-Efficacy and Classroom Stress on Professional Development and Student-Centered Instruction
Sunghwan Hwang
International Journal of Instruction (2020) Vol. 14, Iss. 1, pp. 1-16
Open Access | Times Cited: 26
Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness
Nieves Moyano, María Cruz Pérez-Yus, Paola Herrera‐Mercadal, et al.
Current Psychology (2021) Vol. 42, Iss. 14, pp. 11719-11732
Open Access | Times Cited: 22
Potential classroom stressors of teachers: An audiovisual and physiological approach
Robin Junker, Monika H. Donker, Tim Mainhard
Learning and Instruction (2021) Vol. 75, pp. 101495-101495
Open Access | Times Cited: 19
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