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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 humor: longitudinal effects on students’ emotions
Sonja Bieg, Robert Grassinger, Markus Dresel
European Journal of Psychology of Education (2018) Vol. 34, Iss. 3, pp. 517-534
Open Access | Times Cited: 44

Showing 1-25 of 44 citing articles:

Teaching and learning with instructional humor: a review of five-decades research and further direction
Weichen Zhou, Jun Choi Lee
Frontiers in Psychology (2025) Vol. 16
Open Access | Times Cited: 1
The educational power of humor on student engagement in online learning environments
Fatih Erdoğdu, Ünal Çakıroğlu
Research and Practice in Technology Enhanced Learning (2021) Vol. 16, Iss. 1
Open Access | Times Cited: 50
Toward the Role of Teacher Caring and Teacher-Student Rapport in Predicting English as a Foreign Language Learners’ Willingness to Communicate in Second Language
Lili Song, Runfeng Luo, Qiqi Zhan
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 29
Teachers' enthusiasm and humor and its' lagged relationships with students' enjoyment and boredom - A latent trait-state-approach
Sonja Bieg, Markus Dresel, Thomas Goetz, et al.
Learning and Instruction (2022) Vol. 81, pp. 101579-101579
Open Access | Times Cited: 27
The development of students’ achievement emotions after transition to secondary school: a multilevel growth curve modelling approach
Simon Meyer, Juliane Schlesier
European Journal of Psychology of Education (2021) Vol. 37, Iss. 1, pp. 141-161
Open Access | Times Cited: 31
Is teacher humor an asset in classroom management? Examining its association with students’ well-being, sense of school belonging, and engagement
Jérôme St‐Amand, Jonathan Smith, Mélissa Goulet
Current Psychology (2023) Vol. 43, Iss. 3, pp. 2499-2514
Open Access | Times Cited: 12
The importance of perceived quality of instruction, achievement motivation and difficulties in self‐regulation for students who drop out of university
Steffen Wild, Robert Grassinger
British Journal of Educational Psychology (2023) Vol. 93, Iss. 3, pp. 758-772
Open Access | Times Cited: 11
Development of a systematic humor pedagogical framework to enhance student learning outcomes across different disciplines in Hong Kong
Cindy Sing Bik Ngai, Rita Gill Singh, Yueyue Huang, et al.
International Journal of Educational Research Open (2025) Vol. 8, pp. 100438-100438
Closed Access
Applying Humour in Malaysian University Settings: The Perceptions of Lecturers
Mazlin Mohamed Mokhtar, Arif Hakimi Zulazli, Intan Safinas Mohd Ariff Albakri, et al.
(2025)
Closed Access
Teacher discourse from the perspective of rapport-management theory: a case study of an authoritative teacher in a Chinese EFL classroom
Li Tao, Yanzhen Ren, Ningyang Chen
Language and Semiotic Studies (2025)
Closed Access
Perception of ESL Pakistani learners about the use of instructional humour in English classrooms: a qualitative study
Aasia Nusrat, Mahnoor Khan, Mubbsher Munawar Khan
Global Knowledge Memory and Communication (2025)
Closed Access
Teacher Emotional Competence: A Conceptual Model
Elena Savina, Caroline Fulton, Christina Beaton
Educational Psychology Review (2025) Vol. 37, Iss. 2
Open Access
Perceived classroom support: Longitudinal effects on students' achievement emotions
Lara Forsblom, Francisco Peixoto, Lourdes Mata
Learning and Individual Differences (2020) Vol. 85, pp. 101959-101959
Closed Access | Times Cited: 24
Humor Use in School Settings: The Perceptions of Teachers
Ahmet Şahin
SAGE Open (2021) Vol. 11, Iss. 2
Open Access | Times Cited: 21
The Effects of Humor Intervention on Teenagers’ Sense of Humor, Positive Emotions, and Learning Ability: A Positive Psychological Perspective
Yu-Hsiu Liao, Mei-Fang Lee, Yao-Ting Sung, et al.
Journal of Happiness Studies (2023) Vol. 24, Iss. 4, pp. 1463-1481
Closed Access | Times Cited: 9
Perceived related humor in the classroom, student–teacher relationship quality, and engagement: Individual differences in sense of humor among students
Lu’mu, Ani Cahyadi, Muhammad Syazwan Bin Ramli, et al.
Heliyon (2023) Vol. 9, Iss. 1, pp. e13035-e13035
Open Access | Times Cited: 7
Cognitive effects of humorous drawings on learning: An eye‐tracking study
Mathilde Cazes, Audrey Noël, Éric Jamet
Applied Cognitive Psychology (2024) Vol. 38, Iss. 1
Closed Access | Times Cited: 2
A Systematic Review of the Prevalence and Correlates of Emotional Violence by Teachers
Florian Scharpf, Rukiye Kızıltepe, Anette Kirika, et al.
Trauma Violence & Abuse (2022) Vol. 24, Iss. 4, pp. 2581-2597
Closed Access | Times Cited: 11
Preliminary Verification of Instructional Humor Processing Theory: Mediators Between Instructor Humor and Student Learning
Ryota Tsukawaki, Tomoya Imura
Psychological Reports (2019) Vol. 123, Iss. 6, pp. 2538-2550
Closed Access | Times Cited: 16
Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7)
Juliane Schlesier, Diana Raufelder, Barbara Moschner
The Journal of Early Adolescence (2023) Vol. 44, Iss. 2, pp. 141-170
Open Access | Times Cited: 5
Desarrollo y validación de una herramienta de Observación del Clima Emocional (OCE)
Sebastián Fierro-Suero, Pedro Sáenz-López Buñuel, Natalia Velázquez-Ahumada, et al.
Profesorado Revista de Currículum y Formación del Profesorado (2024) Vol. 28, Iss. 1, pp. 77-100
Open Access | Times Cited: 1
How Do Primary and Early Secondary School Students Report Dealing with Positive and Negative Achievement Emotions in Class? A Mixed-Methods Approach
Juliane Schlesier, Diana Raufelder, Laura Ohmes, et al.
Education Sciences (2024) Vol. 14, Iss. 6, pp. 582-582
Open Access | Times Cited: 1
Fixed achievement, boredom's course: identify the role of implicit theories of intelligence, achievement emotions and online learning engagement
Lihong Yang, Ping Zhou, Min Ding, et al.
Journal of Computers in Education (2024)
Closed Access | Times Cited: 1
Teachers’ Humour Use in the Classroom: A Scoping Review
Hannah L. Robinson, Sarah E. Rose, Jade M. Elliott, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 3
Closed Access | Times Cited: 1
How Classroom Environment Influences Academic Enjoyment in Mathematics Among Chinese Middle School Students: Moderated Mediation Effect of Academic Self-Concept and Academic Achievement
Ying Liu, Yu Wang, Ru‐De Liu, et al.
Psychology Research and Behavior Management (2022) Vol. Volume 15, pp. 2035-2048
Open Access | Times Cited: 7
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