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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:

Immigrant Students’ Emotional and Cognitive Engagement at School: A Multilevel Analysis of Students in 41 countries
Ming Ming Chiu, Suet‐ling Pong, Izumi Mori, et al.
Journal of Youth and Adolescence (2012) Vol. 41, Iss. 11, pp. 1409-1425
Open Access | Times Cited: 140

Showing 1-25 of 140 citing articles:

Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement
Daniel Quin
Review of Educational Research (2016) Vol. 87, Iss. 2, pp. 345-387
Closed Access | Times Cited: 428
Preventive mental health interventions for refugee children and adolescents in high-income settings
Mina Fazel, Theresa S. Betancourt
The Lancet Child & Adolescent Health (2017) Vol. 2, Iss. 2, pp. 121-132
Open Access | Times Cited: 218
Students’ Sense of Belonging at School in 41 Countries
Ming Ming Chiu, Bonnie Wing‐Yin Chow, Catherine McBride, et al.
Journal of Cross-Cultural Psychology (2015) Vol. 47, Iss. 2, pp. 175-196
Open Access | Times Cited: 141
How all students can belong and achieve: Effects of the cultural diversity climate amongst students of immigrant and nonimmigrant background in Germany.
Maja K. Schachner, Miriam Schwarzenthal, Fons J. R. van de Vijver, et al.
Journal of Educational Psychology (2018) Vol. 111, Iss. 4, pp. 703-716
Closed Access | Times Cited: 112
Student engagement and mathematics achievement: Unraveling main and interactive effects
Francis Fung, Cheng Yong Tan, Gaowei Chen
Psychology in the Schools (2018) Vol. 55, Iss. 7, pp. 815-831
Closed Access | Times Cited: 96
Teachers’ Approaches Toward Cultural Diversity Predict Diversity-Related Burnout and Self-Efficacy
Tony Gutentag, Gabriel Horenczyk, Moshé Tatar
Journal of Teacher Education (2017) Vol. 69, Iss. 4, pp. 408-419
Closed Access | Times Cited: 90
Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background
Maja K. Schachner, Linda P. Juang, Ursula Moffitt, et al.
European Psychologist (2018) Vol. 23, Iss. 1, pp. 44-56
Open Access | Times Cited: 87
Teacher support within an ecological model of adolescent development: Predictors of school engagement
Daniel Quin, Jessica A. Heerde, John W. Toumbourou
Journal of School Psychology (2018) Vol. 69, pp. 1-15
Closed Access | Times Cited: 67
Student engagement as a mediator of the effects of socio‐economic status on academic performance among secondary school students in Australia
Wojtek Tomaszewski, Ning Xiang, Mark Western
British Educational Research Journal (2020) Vol. 46, Iss. 3, pp. 610-630
Closed Access | Times Cited: 52
FACTORS PREDICTING SCIENCE ACHIEVEMENT OF IMMIGRANT AND NON-IMMIGRANT STUDENTS: A MULTILEVEL ANALYSIS
Shaljan Areepattamannil, Berinderjeet Kaur
International Journal of Science and Mathematics Education (2012) Vol. 11, Iss. 5, pp. 1183-1207
Closed Access | Times Cited: 58
Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?
Feliciano Henriques Veiga, Isabel Festas, Óscar F. García, et al.
Current Psychology (2021) Vol. 42, Iss. 14, pp. 11902-11916
Closed Access | Times Cited: 37
I belong; hence, I engage? A cohort study of transitions between school engagement classes and academic achievement: The role of relational school climate
Ioannis Katsantonis
The Australian Educational Researcher (2024) Vol. 52, Iss. 1, pp. 1-22
Open Access | Times Cited: 5
Linking Immigrant Parents’ Educational Expectations and Aspirations to Their Children's School Performance
Shaljan Areepattamannil, Daphnee Hui Lin Lee
The Journal of Genetic Psychology (2013) Vol. 175, Iss. 1, pp. 51-57
Closed Access | Times Cited: 45
Immigrant integration policy for future generations? A cross-national multilevel analysis of immigrant-background adolescents’ sense of belonging at school
Seung‐Hwan Ham, Kyung‐Eun Yang, Yun‐Kyung Cha
International Journal of Intercultural Relations (2017) Vol. 60, pp. 40-50
Closed Access | Times Cited: 45
Associations between teaching quality and secondary students’ behavioral, emotional, and cognitive engagement in school
Daniel Quin, Sheryl A. Hemphill, Jessica A. Heerde
Social Psychology of Education (2017) Vol. 20, Iss. 4, pp. 807-829
Closed Access | Times Cited: 42
Contribution of schools to mental health and resilience in recently immigrated youth.
Amanda Venta, Cassandra Bailey, Carla Muñoz, et al.
School Psychology (2018) Vol. 34, Iss. 2, pp. 138-147
Closed Access | Times Cited: 42
Profiles of adolescents' peer and teacher relatedness: Differences in well-being and academic achievement across latent groups
Jaime León, Jeffrey Liew
Learning and Individual Differences (2017) Vol. 54, pp. 41-50
Closed Access | Times Cited: 41
Relationships with teachers and sense of belonging in school: Inter- and intra-individual variations according to adolescent immigrant background
Isabelle Archambault, Sophie Pascal, Élizabeth Olivier, et al.
Learning and Instruction (2024) Vol. 92, pp. 101930-101930
Closed Access | Times Cited: 4
The impact of teacher support on school adaptation among Chinese urban adolescents: a moderated mediation model
Guangbao Fang, Mingxing Xie, Zheng Chen, et al.
BMC Public Health (2025) Vol. 25, Iss. 1
Open Access
Longitudinal associations between teacher-student relationships and school engagement in early elementary school years: Gender differences
Donghyun Kang, Sungyoon Lee, Qinxin Shi, et al.
Applied Developmental Science (2025), pp. 1-15
Closed Access
Ungleiche Bildungschancen von Volkschulkindern in Österreich. Unterschiede im Erleben sozialer Eingebundenheit nach Migrationshintergrund und Zusammenhänge mit Leistungen und Selbstkonzept in Mathematik
Saranda Shabanhaxhaj, Heike Wendt
Zeitschrift für Bildungsforschung (2025)
Open Access
Relating differently: Assessing and comparing associations between social and affective adjustment factors in immigrant and non‐immigrant students
Mafalda Campos, Francisco Peixoto
British Journal of Educational Psychology (2025)
Closed Access
Reluctance to speak in college classrooms: academic causes and consequences
Brooke Erickson, Robert L. Dunbar, James Winchip, et al.
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access
Longitudinal Relations Between Students’ Engagement and Their Perceived Relationships with Teachers and Peers in a Chinese Secondary School
Geng Lina, Qiao Zheng, Xiaoyu Zhong, et al.
The Asia-Pacific Education Researcher (2019) Vol. 29, Iss. 2, pp. 171-181
Closed Access | Times Cited: 31
Testing the social-ecological factors of school belonging in native-born, first-generation, and second-generation Australian students: A comparison study
Kelly‐Ann Allen, Kate C. Fortune, Gökmen Arslan
Social Psychology of Education (2021) Vol. 24, Iss. 3, pp. 835-856
Closed Access | Times Cited: 27
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