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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 effect of teacher support on academic engagement: The serial mediation of learning experience and motivated learning behavior
Majid Sadoughi, S. Yahya Hejazi
Current Psychology (2022) Vol. 42, Iss. 22, pp. 18858-18869
Closed Access | Times Cited: 54

Showing 1-25 of 54 citing articles:

How does teacher support contribute to learners’ grit? The role of learning enjoyment
S. Yahya Hejazi, Majid Sadoughi
Innovation in Language Learning and Teaching (2022) Vol. 17, Iss. 3, pp. 593-606
Closed Access | Times Cited: 77
Teacher support, growth language mindset, and academic engagement: The mediating role of L2 grit
Majid Sadoughi, S. Yahya Hejazi
Studies In Educational Evaluation (2023) Vol. 77, pp. 101251-101251
Closed Access | Times Cited: 59
Unravelling students’ perceived EFL teacher support
Honggang Liu, Xiaoxue Li
System (2023) Vol. 115, pp. 103048-103048
Open Access | Times Cited: 53
How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system
Majid Sadoughi, S. Yahya Hejazi, Nigel Mantou Lou
Social Psychology of Education (2022) Vol. 26, Iss. 1, pp. 241-261
Closed Access | Times Cited: 47
Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators
Zhao Yanlin, Lianrui Yang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 44
An investigation into the association between student-perceived affective teacher variables and students’ L2-Grit
Ali Derakhshan, Mehdi Solhi, Mostafa Azari Noughabi
Journal of Multilingual and Multicultural Development (2023), pp. 1-17
Closed Access | Times Cited: 36
How can L2 motivational self system enhance willingness to communicate? The contribution of foreign language enjoyment and anxiety
Majid Sadoughi, S. Yahya Hejazi
Current Psychology (2023) Vol. 43, Iss. 3, pp. 2173-2185
Closed Access | Times Cited: 28
To overcome test anxiety in on-line assessment: unpacking the mediator roles of techno competencies, teacher support, self-efficacy, and autonomy
Yuhua Deng, Huying Liu
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access | Times Cited: 1
Perceived teacher-student relationship and growth mindset as predictors of student engagement in foreign student engagement in foreign language learning: the mediating role of foreign language enjoyment
Haoting Li
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 22
The Structural Relationship Between Teacher Support and Willingness to Communicate: The Mediation of L2 Anxiety and the Moderation of Growth Language Mindset
S. Yahya Hejazi, Majid Sadoughi, Jian‐E Peng
Journal of Psycholinguistic Research (2023) Vol. 52, Iss. 6, pp. 2955-2978
Closed Access | Times Cited: 20
Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning
Liang Huang, Dongsheng Wang
Behavioral Sciences (2023) Vol. 13, Iss. 9, pp. 704-704
Open Access | Times Cited: 19
Teacher support in language learning: a picture of the effects on language progress, academic immunity, and academic enjoyment
Lan Huang, Anwar Hammad Al-Rashidi, Sania Bayat
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 7
Developmental trajectories of second language learner classroom engagement: Do students’ task value beliefs and teacher emotional support matter?
Vo Ngoc Hoi, Thi Thu Hien Hoang, Guangwei Hu
System (2024) Vol. 123, pp. 103325-103325
Open Access | Times Cited: 7
The interplay between perceived teacher support, grit, and academic engagement among Chinese EFL learners
Min Li
Learning and Motivation (2024) Vol. 85, pp. 101965-101965
Closed Access | Times Cited: 6
The predictive effect of perceived teacher support on college EFL learners’ online learning engagement: autonomous and controlled motivation as mediators
Yingli Yang, Chenxi Du
Journal of Multilingual and Multicultural Development (2023), pp. 1-15
Closed Access | Times Cited: 13
Enhancing emotional health and engagement in Chinese English language learners: an approach from teachers’ autonomy- supportive behavior, teachers’ harmony, and peer support in a two-sample study
Yang Liu
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 5
The impact of teachers' emotional support on EFL learners' online learning engagement: The role of enjoyment and boredom
Qiong Liu, Wei Zhou
Acta Psychologica (2024) Vol. 250, pp. 104504-104504
Open Access | Times Cited: 5
Development and validation of Foreign Language Teacher Support Scale (FLTSS)
Majid Sadoughi, S. Yahya Hejazi
Language Testing in Asia (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 21
The influence of teacher emotional support on language learners’ basic psychological needs, emotions, and emotional engagement: Treatment-based evidence
Fakieh Alrabai, Wala Algazzaz
Studies in Second Language Learning and Teaching (2024)
Open Access | Times Cited: 4
Exploring the Interplay of Social Support, Grit, and Achievement in Korean Junior High School Students
Semi Lee, Young‐Mi Kim, Jiwon Shin
Psychology in the Schools (2025)
Closed Access
Towards a Framework for Promoting Student Engagement to Maximize Learning in Higher Education: A Case Study
Livinus Obiora Nweke, Rania El-Gazzar
Communications in computer and information science (2025), pp. 174-191
Closed Access
Relations between perceived teacher support and academic achievement: positive emotions and learning engagement as mediators
AN Fu-hai, Jingyi Yu, Linjin Xi
Current Psychology (2022) Vol. 42, Iss. 30, pp. 26672-26682
Closed Access | Times Cited: 18
May I come in? A probe into the contributions of self-esteem, teacher support, and critical thinking to anxiety and shyness in language classes
Lei Li, Tahereh Heydarnejad
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 3
Validating and Shortening the Achievement Emotions Questionnaire (AEQ) for Measuring Positive Emotions in Foreign Language Learning and Classroom Settings
Majid Sadoughi, S. Yahya Hejazi
Mextesol journal. (2024) Vol. 48, Iss. 1, pp. 1-11
Open Access | Times Cited: 3
The Role of Perceived Teacher Support in Students’ Attitudes Towards and Flow Experience in Programming Learning: A Multi-Group Analysis of Primary Students
Siu Cheung Kong, Ting Lin, Yee Man Kayla SIU
Computers & Education (2025), pp. 105249-105249
Closed Access
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