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:
Dynamics between perceived social support and study engagement among primary school students: A three-year longitudinal survey
Pihla Rautanen, Tiina Soini, Janne Pietarinen, et al.
Social Psychology of Education (2022) Vol. 25, Iss. 6, pp. 1481-1505
Open Access | Times Cited: 14
Pihla Rautanen, Tiina Soini, Janne Pietarinen, et al.
Social Psychology of Education (2022) Vol. 25, Iss. 6, pp. 1481-1505
Open Access | Times Cited: 14
Showing 14 citing articles:
Impact of perceived social support and psychological capital on university students’ academic success: testing the role of academic adjustment as a moderator
Mehdi Hassan, Shuanghu Fang, Aamir Abbas Malik, et al.
BMC Psychology (2023) Vol. 11, Iss. 1
Open Access | Times Cited: 14
Mehdi Hassan, Shuanghu Fang, Aamir Abbas Malik, et al.
BMC Psychology (2023) Vol. 11, Iss. 1
Open Access | Times Cited: 14
The Bidirectional Relations Between Parental Autonomy Support, Gratitude and Academic Engagement in Chinese Adolescents
Teng Chen, Ruibo Xie, Y. Richard Chen, et al.
Journal of Youth and Adolescence (2025)
Closed Access
Teng Chen, Ruibo Xie, Y. Richard Chen, et al.
Journal of Youth and Adolescence (2025)
Closed Access
Primary school students’ perceived teacher support – associations with teachers’ resources and contextual factors
Pihla Rautanen, Tiina Soini, Janne Pietarinen, et al.
Scandinavian Journal of Educational Research (2025), pp. 1-17
Open Access
Pihla Rautanen, Tiina Soini, Janne Pietarinen, et al.
Scandinavian Journal of Educational Research (2025), pp. 1-17
Open Access
A within-person perspective for investigating transitional students’ academic learning and adjustment during the first university semester
Chun Cao, Lin Tang
Studies in Higher Education (2025), pp. 1-17
Closed Access
Chun Cao, Lin Tang
Studies in Higher Education (2025), pp. 1-17
Closed Access
School burnout and schoolwork engagement profiles among French high school students: Associations with perceived academic stress and social support
Aline Vansoeterstede, Émilie Cappe, Damien Ridremont, et al.
Journal of Research on Adolescence (2024) Vol. 34, Iss. 3, pp. 969-986
Open Access | Times Cited: 3
Aline Vansoeterstede, Émilie Cappe, Damien Ridremont, et al.
Journal of Research on Adolescence (2024) Vol. 34, Iss. 3, pp. 969-986
Open Access | Times Cited: 3
How do teacher support trajectories influence primary and lower-secondary school students’ study well-being
Sanna Ulmanen, Pihla Rautanen, Tiina Soini, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 6
Sanna Ulmanen, Pihla Rautanen, Tiina Soini, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 6
The joint operations of teacher-student and peer relationships on classroom engagement among low-achieving elementary students: A longitudinal multilevel study
Tianyu Li, Zhe Wang, Gabriel J. Merrin, et al.
Contemporary Educational Psychology (2024) Vol. 77, pp. 102258-102258
Closed Access | Times Cited: 1
Tianyu Li, Zhe Wang, Gabriel J. Merrin, et al.
Contemporary Educational Psychology (2024) Vol. 77, pp. 102258-102258
Closed Access | Times Cited: 1
Parenting styles and adolescents’ school engagement: The mediating role of future orientation
Benyang Liu, Xiaosong Gai, G. Wang, et al.
Children and Youth Services Review (2024) Vol. 163, pp. 107732-107732
Closed Access
Benyang Liu, Xiaosong Gai, G. Wang, et al.
Children and Youth Services Review (2024) Vol. 163, pp. 107732-107732
Closed Access
Peer relationships and study wellbeing: upper secondary students’ experiences
Lotta Tikkanen, Henrika Anttila, Sanna Ulmanen, et al.
Social Psychology of Education (2024) Vol. 27, Iss. 6, pp. 3097-3117
Open Access
Lotta Tikkanen, Henrika Anttila, Sanna Ulmanen, et al.
Social Psychology of Education (2024) Vol. 27, Iss. 6, pp. 3097-3117
Open Access
Perceived teacher support profiles and mathematics engagement, mathematics anxiety, mathematics attitude: A latent profile analysis approach
Yu Zhou, Bin Jing, Zhongling Pi, et al.
Research Square (Research Square) (2024)
Open Access
Yu Zhou, Bin Jing, Zhongling Pi, et al.
Research Square (Research Square) (2024)
Open Access
Influence of perceived social support and academic self-efficacy on teacher-student relationships and learning engagement for enhanced didactical outcomes
Yaxing Wang, Lu Wang, Ling Yang, et al.
Scientific Reports (2024) Vol. 14, Iss. 1
Open Access
Yaxing Wang, Lu Wang, Ling Yang, et al.
Scientific Reports (2024) Vol. 14, Iss. 1
Open Access
Longitudinal reciprocal relations between general basic psychological need satisfaction, social support, and academic engagement among Chinese adolescents
Teng Chen, Wan Ding, Qingfeng Yang, et al.
Social Psychology of Education (2024) Vol. 28, Iss. 1
Closed Access
Teng Chen, Wan Ding, Qingfeng Yang, et al.
Social Psychology of Education (2024) Vol. 28, Iss. 1
Closed Access
Primary and lower secondary students’ learning agency and social support
Tiina Soini, Janne Pietarinen, Sanna Ulmanen, et al.
Frontline Learning Research (2023) Vol. 11, Iss. 2, pp. 49-77
Open Access
Tiina Soini, Janne Pietarinen, Sanna Ulmanen, et al.
Frontline Learning Research (2023) Vol. 11, Iss. 2, pp. 49-77
Open Access
How is students’ well-being related to their class teacher’s professional agency in primary school?
Roosa Yli-Pietilä, Tiina Soini, Janne Pietarinen, et al.
European Journal of Psychology of Education (2023) Vol. 39, Iss. 3, pp. 2341-2361
Open Access
Roosa Yli-Pietilä, Tiina Soini, Janne Pietarinen, et al.
European Journal of Psychology of Education (2023) Vol. 39, Iss. 3, pp. 2341-2361
Open Access
