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:
Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students
Haya Kaplan
Social Psychology of Education (2017) Vol. 21, Iss. 1, pp. 223-255
Closed Access | Times Cited: 81
Haya Kaplan
Social Psychology of Education (2017) Vol. 21, Iss. 1, pp. 223-255
Closed Access | Times Cited: 81
Showing 1-25 of 81 citing articles:
Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice
Johnmarshall Reeve, Sung Hyeon Cheon
Educational Psychologist (2021) Vol. 56, Iss. 1, pp. 54-77
Closed Access | Times Cited: 423
Johnmarshall Reeve, Sung Hyeon Cheon
Educational Psychologist (2021) Vol. 56, Iss. 1, pp. 54-77
Closed Access | Times Cited: 423
Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction
In-Ok Ahn, Ming Ming Chiu, Helen Patrick
Contemporary Educational Psychology (2021) Vol. 64, pp. 101950-101950
Closed Access | Times Cited: 109
In-Ok Ahn, Ming Ming Chiu, Helen Patrick
Contemporary Educational Psychology (2021) Vol. 64, pp. 101950-101950
Closed Access | Times Cited: 109
How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power
Johnmarshall Reeve, Sung Hyeon Cheon, Hyungshim Jang
Contemporary Educational Psychology (2020) Vol. 62, pp. 101899-101899
Closed Access | Times Cited: 104
Johnmarshall Reeve, Sung Hyeon Cheon, Hyungshim Jang
Contemporary Educational Psychology (2020) Vol. 62, pp. 101899-101899
Closed Access | Times Cited: 104
Self-determination for all language learners: New applications for formal language education
Maya Sugita McEown, W. L. Quint Oga-Baldwin
System (2019) Vol. 86, pp. 102124-102124
Closed Access | Times Cited: 86
Maya Sugita McEown, W. L. Quint Oga-Baldwin
System (2019) Vol. 86, pp. 102124-102124
Closed Access | Times Cited: 86
Teachers’ job stressors and coping strategies: Their structural relationships with emotional exhaustion and autonomy support
Elisabete F. Pogere, M. Carmen López-Sangil, Mar García-Señorán, et al.
Teaching and Teacher Education (2019) Vol. 85, pp. 269-280
Closed Access | Times Cited: 83
Elisabete F. Pogere, M. Carmen López-Sangil, Mar García-Señorán, et al.
Teaching and Teacher Education (2019) Vol. 85, pp. 269-280
Closed Access | Times Cited: 83
Self-determination mini-theories in second language learning: A systematic review of three decades of research
Ali H. Al‐Hoorie, W. L. Quint Oga-Baldwin, Phil Hiver, et al.
Language Teaching Research (2022)
Open Access | Times Cited: 43
Ali H. Al‐Hoorie, W. L. Quint Oga-Baldwin, Phil Hiver, et al.
Language Teaching Research (2022)
Open Access | Times Cited: 43
The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships
Honghui Zou, Jihai Yao, Yuexin Zhang, et al.
Psychology in the Schools (2023) Vol. 61, Iss. 1, pp. 272-286
Open Access | Times Cited: 24
Honghui Zou, Jihai Yao, Yuexin Zhang, et al.
Psychology in the Schools (2023) Vol. 61, Iss. 1, pp. 272-286
Open Access | Times Cited: 24
Autonomy support and well-being in teachers: differential mediations through basic psychological need satisfaction and frustration
Selina Ebersold, Tobias Rahm, Elke Heise
Social Psychology of Education (2019) Vol. 22, Iss. 4, pp. 921-942
Closed Access | Times Cited: 63
Selina Ebersold, Tobias Rahm, Elke Heise
Social Psychology of Education (2019) Vol. 22, Iss. 4, pp. 921-942
Closed Access | Times Cited: 63
Perceived Teacher Autonomy Support and Students' Deep Learning: The Mediating Role of Self-Efficacy and the Moderating Role of Perceived Peer Support
Jingxian Zhao, Yue Qin
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 44
Jingxian Zhao, Yue Qin
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 44
Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures
Joseph Y. Haw, Ronnel B. King
Learning and Individual Differences (2022) Vol. 97, pp. 102161-102161
Closed Access | Times Cited: 29
Joseph Y. Haw, Ronnel B. King
Learning and Individual Differences (2022) Vol. 97, pp. 102161-102161
Closed Access | Times Cited: 29
The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning
Marius Ole Johansen, Sigrunn Eliassen, Lucas M. Jeno
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 22
Marius Ole Johansen, Sigrunn Eliassen, Lucas M. Jeno
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 22
A meta-analytic review of the relationships between autonomy support and positive learning outcomes
Sakhavat Mammadov, Kayla Schroeder
Contemporary Educational Psychology (2023) Vol. 75, pp. 102235-102235
Closed Access | Times Cited: 21
Sakhavat Mammadov, Kayla Schroeder
Contemporary Educational Psychology (2023) Vol. 75, pp. 102235-102235
Closed Access | Times Cited: 21
Psychological need support as a predictor of intrinsic and external motivation: the mediational role of achievement goals
Chen Chen, Andrew J. Elliot, Kennon M. Sheldon
Educational Psychology (2019) Vol. 39, Iss. 8, pp. 1090-1113
Closed Access | Times Cited: 45
Chen Chen, Andrew J. Elliot, Kennon M. Sheldon
Educational Psychology (2019) Vol. 39, Iss. 8, pp. 1090-1113
Closed Access | Times Cited: 45
The relationship between perceived teacher support and student engagement among higher vocational students: A moderated mediation model
Xiuni Xu, Zhenhua Wu, Dongpo Wei
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 16
Xiuni Xu, Zhenhua Wu, Dongpo Wei
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 16
Relationships between students’ course perceptions, engagement, and learning
Brett D. Jones, Devin Carter
Social Psychology of Education (2019) Vol. 22, Iss. 4, pp. 819-839
Closed Access | Times Cited: 39
Brett D. Jones, Devin Carter
Social Psychology of Education (2019) Vol. 22, Iss. 4, pp. 819-839
Closed Access | Times Cited: 39
Amotivation and influence of teacher support dimensions: A self-determination theory approach
Ranita Banerjee, Santoshi Halder
Heliyon (2021) Vol. 7, Iss. 7, pp. e07410-e07410
Open Access | Times Cited: 28
Ranita Banerjee, Santoshi Halder
Heliyon (2021) Vol. 7, Iss. 7, pp. e07410-e07410
Open Access | Times Cited: 28
TANTANGAN DAN STRATEGI IMPLEMENTASI KURIKULUM MERDEKA PADA JENJANG SD: SEBUAH TEMUAN MULTI-PERSPEKTIF
Jaka Warsihna, Zulmi Ramdani, Andi Amri, et al.
Jurnal Kwangsan (2023) Vol. 11, Iss. 1, pp. 296-296
Open Access | Times Cited: 13
Jaka Warsihna, Zulmi Ramdani, Andi Amri, et al.
Jurnal Kwangsan (2023) Vol. 11, Iss. 1, pp. 296-296
Open Access | Times Cited: 13
Perceived need-supportive leadership, perceived need-supportive teaching, and student engagement: A self-determination perspective
Joseph Y. Haw, Ronnel B. King
Social Psychology of Education (2023) Vol. 26, Iss. 5, pp. 1289-1319
Closed Access | Times Cited: 11
Joseph Y. Haw, Ronnel B. King
Social Psychology of Education (2023) Vol. 26, Iss. 5, pp. 1289-1319
Closed Access | Times Cited: 11
Perceived teacher support and student engagement: The chain mediating effect of basic psychological needs satisfaction and learning drive
Xiuni Xu, Zhenhua Wu, Dongpo Wei
Journal of Psychology in Africa (2024) Vol. 34, Iss. 1, pp. 73-79
Closed Access | Times Cited: 4
Xiuni Xu, Zhenhua Wu, Dongpo Wei
Journal of Psychology in Africa (2024) Vol. 34, Iss. 1, pp. 73-79
Closed Access | Times Cited: 4
Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies
Dong Yang, Peng Chen, Huanhuan Wang, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 17
Dong Yang, Peng Chen, Huanhuan Wang, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 17
Beyond words: the relevance of autonomy-supportive language in university syllabi
Dora Herrera, Aranza Lira-Delcore, Benjamín Lira Luttges
Frontiers in Psychology (2025) Vol. 16
Open Access
Dora Herrera, Aranza Lira-Delcore, Benjamín Lira Luttges
Frontiers in Psychology (2025) Vol. 16
Open Access
Asymmetry in Israeli academia
Aref Abu-Gweder
Journal of International Students (2025) Vol. 15, Iss. 3, pp. 21-40
Open Access
Aref Abu-Gweder
Journal of International Students (2025) Vol. 15, Iss. 3, pp. 21-40
Open Access
“Do as I say”. The impact of perceived conditional regard on academic performance: a moderated mediation model
Chew Xiang Fu, Kenneth Leow, Chia Keat Yap, et al.
Cogent Social Sciences (2025) Vol. 11, Iss. 1
Open Access
Chew Xiang Fu, Kenneth Leow, Chia Keat Yap, et al.
Cogent Social Sciences (2025) Vol. 11, Iss. 1
Open Access
School Climate, Loneliness, and Problematic Online Game Use Among Chinese Adolescents: The Moderating Effect of Intentional Self-Regulation
Chengfu Yu, Wentao Li, Liang Qiao, et al.
Frontiers in Public Health (2019) Vol. 7
Open Access | Times Cited: 29
Chengfu Yu, Wentao Li, Liang Qiao, et al.
Frontiers in Public Health (2019) Vol. 7
Open Access | Times Cited: 29
Teachers’ Conditional Regard and Students’ Need Satisfaction and Agentic Engagement: A Multilevel Motivation Mediation Model
Rinat Cohen, Anat Moed, Anat Shoshani, et al.
Journal of Youth and Adolescence (2019) Vol. 49, Iss. 4, pp. 790-803
Closed Access | Times Cited: 29
Rinat Cohen, Anat Moed, Anat Shoshani, et al.
Journal of Youth and Adolescence (2019) Vol. 49, Iss. 4, pp. 790-803
Closed Access | Times Cited: 29
