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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:

The Role of Defending Norms in Victims’ Classroom Climate Perceptions and Psychosocial Maladjustment in Secondary School
Lydia Laninga‐Wijnen, Yvonne H. M. van den Berg, Tim Mainhard, et al.
Research on Child and Adolescent Psychopathology (2020) Vol. 49, Iss. 2, pp. 169-184
Open Access | Times Cited: 19

Showing 19 citing articles:

Classmates and Teachers Matter: Effects of Class Norms and Teachers’ Responses on Bullying Behaviors
Charlie Devleeschouwer, Chloé Tolmatcheff, Benoît Galand
International Journal of Bullying Prevention (2025)
Closed Access | Times Cited: 2
Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade
Christina Salmivalli, Lydia Laninga‐Wijnen, Sarah T. Malamut, et al.
Journal of Research on Adolescence (2021) Vol. 31, Iss. 4, pp. 1023-1046
Open Access | Times Cited: 88
The moderating role of bystanders’ peer status relative to the bullies in the relationship between bystander popularity and bullying bystander behavioral intentions across bullying situations
Yuchi Zhang, Hanfang Zhou, Jichao Jia, et al.
Current Psychology (2025)
Closed Access
Does being defended relate to decreases in victimization and improved psychosocial adjustment among victims?
Lydia Laninga‐Wijnen, Yvonne H. M. van den Berg, Claire Garandeau, et al.
Journal of Educational Psychology (2022) Vol. 115, Iss. 2, pp. 363-377
Open Access | Times Cited: 17
Students’ School and Psychological Adjustment in Classrooms with Positive and Negative Leaders
Zhe Dong, Gijs Huitsing, René Veenstra
Journal of Youth and Adolescence (2024) Vol. 53, Iss. 3, pp. 550-562
Open Access | Times Cited: 3
Can School-Wide Positive Behavioral Interventions and Supports (SWPBIS) improve adolescents' perceptions of school climate?
Violaine Kubiszewski, Alexia Carrizales, Florent Lheureux
Journal of School Psychology (2023) Vol. 99, pp. 101223-101223
Open Access | Times Cited: 8
Victimized adolescents' aggression in cliques with different victimization norms: The healthy context paradox or the peer contagion hypothesis?
Qingling Zhao, Caina Li
Journal of School Psychology (2022) Vol. 92, pp. 66-79
Closed Access | Times Cited: 10
Can Lower Levels of Classroom Victimization be harmful? Healthy Context Paradox Among Chinese Adolescents
Yuke Xiong, Yue Wang, Quanquan Wang, et al.
Journal of Interpersonal Violence (2022) Vol. 38, Iss. 3-4, pp. 2464-2484
Closed Access | Times Cited: 10
The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment
Lydia Laninga‐Wijnen, Yvonne H. M. van den Berg, Tim Mainhard, et al.
Journal of Youth and Adolescence (2021) Vol. 50, Iss. 8, pp. 1582-1600
Open Access | Times Cited: 13
Popularity matters: Moderating role of popularity on the relation between perceived peer pressure for intervention and Chinese adolescents’ bystander behaviours in bullying
Yuchi Zhang, Yuanqiong Tang, Ping Li, et al.
European Journal of Developmental Psychology (2021) Vol. 19, Iss. 4, pp. 511-527
Closed Access | Times Cited: 12
Personal Norms Predict Defending in Bullying: Mediating Role of Anticipated Pride and Guilt
Yangan Wang, Xin Xia, Gaojie Yun
Journal of Interpersonal Violence (2024)
Closed Access | Times Cited: 1
The association between school bullying and executive functions in children and adolescents: A three‐level meta‐analysis
Wei Jia, C. J. Huang, Na Hu, et al.
Journal of Adolescence (2024) Vol. 96, Iss. 8, pp. 1713-1726
Closed Access | Times Cited: 1
The longitudinal role of classroom defending norms in victims’ psychological adjustment, causal attributions, and social comparisons.
Lydia Laninga‐Wijnen, Claire Garandeau, Sarah T. Malamut, et al.
Developmental Psychology (2023) Vol. 60, Iss. 3, pp. 522-544
Open Access | Times Cited: 3
Profiles of Maladjustment and Interpersonal Risk Factors in Adolescents
Inmaculada Méndez, Cecilia Ruíz Esteban, Gloria M. Soto, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 6
Citizenship in the Elementary Classroom Through the Lens of Peer Relations
Minke A. Krijnen, Bjorn Wansink, Yvonne H. M. van den Berg, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access
Profiles of bullying, cyberbullying, and disinterest in reading among primary school learners in Spain
Inmaculada Méndez, Irma Elizabeth Rojas Gómez, Cecilia Ruíz Esteban, et al.
Cyberpsychology Journal of Psychosocial Research on Cyberspace (2024) Vol. 18, Iss. 4
Open Access
Cognitive Abilities, Student Character, and Teacher Self-Evaluation Competencies Through Character Education Programs
Hendri Marhadi
JPI (Jurnal Pendidikan Indonesia) (2024) Vol. 13, Iss. 4, pp. 726-735
Open Access
Moderating effect of classroom sociable norm on the relations between unsociability and internalizing problems in Chinese adolescents
Yihao Hu, Amanda Bullock, Ying Zhou, et al.
Frontiers in Psychiatry (2023) Vol. 14
Open Access | Times Cited: 1
Cyberbullying and Psychopathological Behaviors in Spanish Secondary Education Students
Ángel Enrique Contreras-Piqueras, Cecilia Ruíz Esteban, Inmaculada Méndez
Healthcare (2023) Vol. 11, Iss. 24, pp. 3162-3162
Open Access
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