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OpenAlex Citation Counts

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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 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

Showing 18 citing articles:

The Association between Perceived Teacher Support, Students’ ICT Self-Efficacy, and Online English Academic Engagement in the Blended Learning Context
Lei Feng, He Li, Jie Ding
Sustainability (2023) Vol. 15, Iss. 8, pp. 6839-6839
Open Access | Times Cited: 29
School adjustment in adolescence explained by social support, resilience and positive affect
Lorea Azpiazu, Iratxe Antonio‐Agirre, Iker Izar-de-la-Funte, et al.
European Journal of Psychology of Education (2024) Vol. 39, Iss. 4, pp. 3709-3728
Open Access | Times Cited: 11
Exploring the Moderating Roles of Emotions, Attitudes, Environment, and Teachers in the Impact of Motivation on Learning Behaviours in Students’ English Learning
Xu Wang, Honggang Liu
Psychological Reports (2024)
Closed Access | Times Cited: 8
Physical activity as a mediator of stress, anxiety and depression on well-being in physical education teachers
Rubén Fernández García, Félix Zurita Ortega, Eduardo Melguizo-Ibáñez, et al.
Journal of Human Sport and Exercise (2024) Vol. 19, Iss. 1
Open Access | Times Cited: 7
Self-doubt and self-regulation: A systematic literature review of the factors affecting academic cheating in online learning environments
Daniel Kangwa, Msafiri Mgambi Msambwa, Xiulan Wan, et al.
Social Psychology of Education (2024) Vol. 27, Iss. 5, pp. 2809-2855
Closed Access | Times Cited: 6
Mediating role of academic self-efficacy and academic emotions in the relationship between teacher support and academic achievement
Bingjie Xu
Scientific Reports (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 5
Variable- and person-centered approaches to teacher support and learning satisfaction in blended English learning: the role of SDT motivation and learning engagement
Xuan Yang, Lynn Ling Li, Jingjing Jiang, et al.
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access
Parental Anxiety and Math Engagement: A Moderated Mediation Model of Math Anxiety and Perceived Teacher Support
Yu Zhou, Bin Jing, Jing Zhang, et al.
Psychology in the Schools (2025)
Closed Access
From boredom to buoyancy: examining the impact of perceived teacher support on EFL learners’ resilience and achievement through a serial mediation model
Ali Derakhshan, Jalil Fathi
Innovation in Language Learning and Teaching (2025), pp. 1-16
Closed Access
Examining the association between teacher support and commitment as well as willingness to communicate in Chinese college students: The sequential mediation role of growth language mindset and enjoyment
Wei Yin, Xinyue Zhang, Kaifan Ji
System (2025) Vol. 131, pp. 103674-103674
Closed Access
A Study of the Synergistic Effects of Teacher Support and Learning Engagement on Academic Achievement in EFL Learning—Based on Path Model and fsQCA Analysis
H Dong
Psychology in the Schools (2025)
Closed Access
Apoyo percibido del docente y compromiso académico entre estudiantes universitarios vietnamitas: un modelo de mediación paralela
Tu Thi Cam Tran, Thi Truc Quynh Ho, Long Dau Minh
European Journal of Education and Psychology (2025) Vol. 18, Iss. 1, pp. 1-18
Open Access
Academic Monitoring and Support from Teachers and School Satisfaction: The Sequential Mediation Effect of Hope and Academic Grit
Adem Peker, Serkan Cengiz
Child Indicators Research (2023) Vol. 16, Iss. 4, pp. 1553-1579
Closed Access | Times Cited: 7
Emotions, metacognition and online learning readiness are powerful predictors of online student engagement: A moderated mediation analysis
Ayça FİDAN, Yasemin Koçak Usluel
Education and Information Technologies (2023) Vol. 29, Iss. 1, pp. 459-481
Closed Access | Times Cited: 7
Sustainable Growth of Learner Engagement and Well‐Being Through Social (Teacher and Peer) Support: The Mediator Role of Self‐Efficacy
Yang Song
European Journal of Education (2024) Vol. 59, Iss. 4
Open Access | Times Cited: 2
Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement
Zeltia Martínez-López, Valeria Estefanía Morán, María Emma Mayo Pais, et al.
European Journal of Psychology of Education (2023) Vol. 39, Iss. 2, pp. 813-835
Open Access | Times Cited: 5
Enhancing academic engagement through students’ perceptions of teacher expectations: the mediating role of intentional self-regulation in middle school
Haiying Wang, Yueyang Sun, Xin Zhao, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
Self Efficacy, Perceive Teacher Support dan Academic Boredom Pada Siswa Di Sekolah Dasar Full Day School<b></b>
Rezkiah Diandra, IGAA Noviekayati, Niken Titi Pratitis
Deleted Journal (2024) Vol. 2, Iss. 6, pp. 37-49
Open Access
Influence of Parenting Style, Teacher Support and Academic Self-efficacy on Academic Achievement
B Wang
Lecture Notes in Education Psychology and Public Media (2024) Vol. 37, Iss. 1, pp. 219-224
Open Access
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