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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:

Relations between teachers’ emotions in teaching and their approaches to teaching in higher education
Keith Trigwell
Instructional Science (2011) Vol. 40, Iss. 3, pp. 607-621
Closed Access | Times Cited: 237

Showing 1-25 of 237 citing articles:

Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship
Gerda Hagenauer, Tina Hascher, Simone Volet
European Journal of Psychology of Education (2015) Vol. 30, Iss. 4, pp. 385-403
Open Access | Times Cited: 393
Teacher emotions in the classroom and their implications for students
Anne C. Frenzel, Lia M. Daniels, Irena Burić
Educational Psychologist (2021) Vol. 56, Iss. 4, pp. 250-264
Closed Access | Times Cited: 245
Exploring the relationship among teachers' emotional intelligence, emotional labor strategies and teaching satisfaction
Hongbiao Yin, John Chi‐Kin Lee, Zhonghua Zhang, et al.
Teaching and Teacher Education (2013) Vol. 35, pp. 137-145
Closed Access | Times Cited: 225
Understanding teacher emotions: The development of a teacher emotion inventory
Junjun Chen
Teaching and Teacher Education (2016) Vol. 55, pp. 68-77
Closed Access | Times Cited: 214
An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education
Zahid Shafait, Muhammad Asif Khan, Umar Farooq Sahibzada, et al.
PLoS ONE (2021) Vol. 16, Iss. 8, pp. e0255428-e0255428
Open Access | Times Cited: 108
Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach
Junjun Chen
British Journal of Educational Psychology (2018) Vol. 89, Iss. 1, pp. 57-74
Open Access | Times Cited: 128
Influence of Emotional Intelligence and Burnout Syndrome on Teachers Well-Being: A Systematic Review
Pilar Puertas-Molero, Félix Zurita Ortega, José Luis Ubago-Jiménez, et al.
Social Sciences (2019) Vol. 8, Iss. 6, pp. 185-185
Open Access | Times Cited: 121
Emotional facet of language teaching: emotion regulation and emotional labor strategies as predictors of teacher burnout
Afsaneh Ghanizadeh, Nahid Royaei
International Journal of Pedagogies and Learning (2015) Vol. 10, Iss. 2, pp. 139-150
Closed Access | Times Cited: 114
How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education
Kathleen M. Quinlan
College Teaching (2016) Vol. 64, Iss. 3, pp. 101-111
Closed Access | Times Cited: 94
Student perspectives on how different elements of constructive alignment support active learning
Telle Hailikari, Viivi Virtanen, Marjo Vesalainen, et al.
Active Learning in Higher Education (2021) Vol. 23, Iss. 3, pp. 217-231
Open Access | Times Cited: 79
Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers
James Russo, Janette Bobis, Peter Sullivan, et al.
Teaching and Teacher Education (2019) Vol. 88, pp. 102983-102983
Open Access | Times Cited: 76
Rethinking student-teacher relationships in higher education: a multidimensional approach
Roland Tormey
Higher Education (2021) Vol. 82, Iss. 5, pp. 993-1011
Open Access | Times Cited: 66
Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach
Hang Bing, Bakhtiar Sadjadi, Maryam Afzali, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 48
From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic
Yael Sidi, Tamar Shamir‐Inbal, Yoram Eshet‐Alkalai
Computers & Education (2023) Vol. 201, pp. 104831-104831
Open Access | Times Cited: 32
Emotional climate and high quality learning experiences in science teacher education
Alberto Bellocchi, Stephen M. Ritchie, Kenneth Tobin, et al.
Journal of Research in Science Teaching (2014) Vol. 51, Iss. 10, pp. 1301-1325
Open Access | Times Cited: 80
Teachers' self-concepts and emotions: Conceptualization and relations
Annette Lohbeck, Gerda Hagenauer, Anne C. Frenzel
Teaching and Teacher Education (2017) Vol. 70, pp. 111-120
Closed Access | Times Cited: 66
Exploring relations between teacher emotions, coping strategies, and intentions to quit: A longitudinal analysis
Hui Wang, Nathan C. Hall
Journal of School Psychology (2021) Vol. 86, pp. 64-77
Closed Access | Times Cited: 50
“I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing
Shulin Yu, Yao Zheng, Lianjiang Jiang, et al.
Assessing Writing (2021) Vol. 48, pp. 100528-100528
Closed Access | Times Cited: 43
‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions
Gerda Hagenauer, Simone Volet
Research Papers in Education (2013) Vol. 29, Iss. 2, pp. 240-262
Open Access | Times Cited: 71
“I don’t hide my feelings, even though I try to”: insight into teacher educator emotion display
Gerda Hagenauer, Simone Volet
The Australian Educational Researcher (2013) Vol. 41, Iss. 3, pp. 261-281
Open Access | Times Cited: 68
Transdisciplinary teaching for sustainable development in a whole school project
Birgitta Nordén
Environmental Education Research (2016) Vol. 24, Iss. 5, pp. 663-677
Closed Access | Times Cited: 52
How a professional development programme for university teachers impacts their teaching-related self-efficacy, self-concept, and subjective knowledge
Sabine Fabriz, Miriam Hansen, Carmen Heckmann, et al.
Higher Education Research & Development (2020) Vol. 40, Iss. 4, pp. 738-752
Closed Access | Times Cited: 47
Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching
Meghan Bathgate, Oriana R. Aragón, Andrew Cavanagh, et al.
CBE—Life Sciences Education (2019) Vol. 18, Iss. 2, pp. ar22-ar22
Open Access | Times Cited: 44
Malaysian Journal of Learning and Instruction
ScienceOpen Admin
(2020)
Closed Access | Times Cited: 40
Examining Academics’ Strategies for Coping With Stress and Emotions: A Review of Research
Raheleh Salimzadeh, Nathan C. Hall, Alenoush Saroyan
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 36
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