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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 teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach
Branko Vermote, Nathalie Aelterman, Wim Beyers, et al.
Motivation and Emotion (2020) Vol. 44, Iss. 2, pp. 270-294
Closed Access | Times Cited: 208

Showing 1-25 of 208 citing articles:

Basic psychological need theory: Advancements, critical themes, and future directions
Maarten Vansteenkiste, Richard M. Ryan, Bart Soenens
Motivation and Emotion (2020) Vol. 44, Iss. 1, pp. 1-31
Open Access | Times Cited: 1233
Emergency education effects on teacher abilities and motivation to use digital technologies
Marc Beardsley, Laia Albó, Pablo Aragón, et al.
British Journal of Educational Technology (2021) Vol. 52, Iss. 4, pp. 1455-1477
Open Access | Times Cited: 169
Energization and Direction Are Both Essential Parts of Motivation
Andrew J. Elliot
Motivation Science (2023), pp. 10-14
Closed Access | Times Cited: 85
Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective
Paul Evans, Maarten Vansteenkiste, Philip D. Parker, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 44
Psychological well‐being, resilience, self‐determination and grit: The ‘novelty’ role in physical education classes
Rubén Trigueros, Alejandro García‐Mas
British Journal of Educational Psychology (2025)
Closed Access | Times Cited: 2
Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner
Yves Karlen, Silke Hertel, Carmen Nadja Hirt
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 79
How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students
Jesús de la Fuente, Mónica Pachón-Basallo, Flávia H. Santos, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 61
Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration
Angelica Moè, Piermarco Consiglio, Idit Katz
Teaching and Teacher Education (2022) Vol. 118, pp. 103823-103823
Open Access | Times Cited: 59
Need satisfied teachers adopt a motivating style: The mediation of teacher enthusiasm
Angelica Moè, Idit Katz
Learning and Individual Differences (2022) Vol. 99, pp. 102203-102203
Closed Access | Times Cited: 43
A Circumplex Approach to (de)motivating Styles in Physical Education: Situations-In-School–Physical Education Questionnaire in Spanish Students, Pre-Service, and In-Service Teachers
Rafael Burgueño, Ángel Abós, Javier Sevil‐Serrano, et al.
Measurement in Physical Education and Exercise Science (2023) Vol. 28, Iss. 1, pp. 86-108
Closed Access | Times Cited: 23
Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion: A comparative study before and during the COVID-19 lockdown
Idit Katz, Angelica Moè
Teaching and Teacher Education (2024) Vol. 148, pp. 104706-104706
Open Access | Times Cited: 11
Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships
Xiaoyu Wang, Yang Li, Kun Chen, et al.
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 9
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
Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach
Géraldine Escriva–Boulley, Emma Guillet‐Descas, Nathalie Aelterman, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 14, pp. 7342-7342
Open Access | Times Cited: 43
Challenge-based learning approach to teach sports: Exploring perceptions of teaching styles and motivational experiences among student teachers
Evelia Franco Álvarez, Alba González-Peño, Paloma Trucharte, et al.
Journal of Hospitality Leisure Sport & Tourism Education (2023) Vol. 32, pp. 100432-100432
Open Access | Times Cited: 21
Understanding the dynamics of teaching styles and need satisfaction in the Chinese educational context
Jiawei Wang, Qiang Xing, Angelica Moè
Teaching and Teacher Education (2024) Vol. 145, pp. 104609-104609
Open Access | Times Cited: 8
How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement
Ricardo Böheim, Katharina Schnitzler, Alexander Gröschner, et al.
Learning Culture and Social Interaction (2020) Vol. 28, pp. 100450-100450
Closed Access | Times Cited: 45
Enhancing Arabic Speaking Skills: A Societal Approach at an Indonesian Islamic Boarding School University - Implementation Challenges and Remedies
Mahfuz Rizqi Mubarak, Noor Amalina Audina, Bimaghfirlana Muhammad
Deleted Journal (2024) Vol. 1, Iss. 2, pp. 101-116
Open Access | Times Cited: 5
Student, teacher, and school factors predicting differences in classroom climate: A multilevel analysis
Jesús Alonso‐Tapia, Miguel A. Ruíz
Learning and Individual Differences (2022) Vol. 94, pp. 102115-102115
Closed Access | Times Cited: 22
Burnout, motivation, and (de-)motivating teaching style in different phases of a teaching career
Silke Hellebaut, Leen Haerens, Ruben Vanderlinde, et al.
Teaching and Teacher Education (2023) Vol. 129, pp. 104168-104168
Closed Access | Times Cited: 11
Perceptions on and attitudes towards lifelong learning in the educational system
Monique Landberg, Melanie Viola Partsch
Social Sciences & Humanities Open (2023) Vol. 8, Iss. 1, pp. 100534-100534
Open Access | Times Cited: 11
What need-supportive and need-thwarting teaching behaviors do university teachers use in their honors classes? An observational study
Tineke Kingma, Anneke Smits, Debbie Jaarsma, et al.
International Journal of Educational Research Open (2024) Vol. 6, pp. 100331-100331
Open Access | Times Cited: 4
What factors are associated with physical education teachers’ (de)motivating teaching style? A circumplex approach
Javier García-Cazorla, Luis García‐González, Rafael Burgueño, et al.
European Physical Education Review (2024)
Closed Access | Times Cited: 4
Motivating and demotivating teaching styles: A comparison among planned, adopted, and perceived
Jiawei Wang, Weiqing Meng, Qiang Xing, et al.
Social Psychology of Education (2024) Vol. 27, Iss. 6, pp. 2993-3017
Open Access | Times Cited: 4
Teachers’ Psychological Needs Link Social Pressure with Personal Adjustment and Motivating Teaching Style
Branko Vermote, Maarten Vansteenkiste, Nathalie Aelterman, et al.
The Journal of Experimental Education (2022) Vol. 91, Iss. 4, pp. 696-717
Open Access | Times Cited: 19
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