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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:

The Effect of School-Based Mindfulness Interventions on Anxious and Depressive Symptoms: A Meta-analysis
Sharon T. Phillips, Matthew P. Mychailyszyn
School Mental Health (2022) Vol. 14, Iss. 3, pp. 455-469
Closed Access | Times Cited: 21

Showing 21 citing articles:

Research recommendations for assessing potential harm from universal school-based mental health interventions
Lucy Foulkes, Jack L. Andrews, Tessa Reardon, et al.
Nature Mental Health (2024) Vol. 2, Iss. 3, pp. 270-277
Closed Access | Times Cited: 16
Mindfulness and Academic Performance Meta-Analyses on Interventions and Correlations
Paul Verhaeghen
Mindfulness (2023) Vol. 14, Iss. 6, pp. 1305-1316
Closed Access | Times Cited: 20
The effect of universal school-based mindfulness on anhedonia and emotional distress and its underlying mechanisms: A cluster randomised controlled trial via experience sampling in secondary schools
Liesbeth Bogaert, Katleen Van der Gucht, Peter Kuppens, et al.
Behaviour Research and Therapy (2023) Vol. 169, pp. 104405-104405
Open Access | Times Cited: 15
Exploring the Effects of Mindfulness on Adolescent Depression—Findings from a Longitudinal Study
Filipa Ćavar, Josipa Mihić, Goran Milas
Healthcare (2025) Vol. 13, Iss. 8, pp. 906-906
Open Access
The effects of a mindfulness-based intervention on primary school students’ symptoms of inattention, depression, and anxiety: A moderated mediation examination
Catherine Malboeuf‐Hurtubise, Geneviève Taylor, Terra Léger‐Goodes, et al.
(2025)
Closed Access
Mindfulness in Mental Health and Psychiatric Disorders of Children and Adolescents: A Systematic Review and Meta-Analysis of Randomized Controlled Trials
Bruno Daniel Carneiro, Daniel Humberto Pozza, José Tiago Costa‐Pereira, et al.
Pediatric Reports (2025) Vol. 17, Iss. 3, pp. 59-59
Open Access
Childhood Adversity and Adult Inflammation: Exploring the Mediating Role of Emotion Regulation in the MIDUS II Study
Christina Burns, Christina Hejl, Yvette Z. Szabo
Journal of Child & Adolescent Trauma (2024) Vol. 17, Iss. 2, pp. 319-334
Closed Access | Times Cited: 2
The mediation role of emotion regulation strategies on the relationship between mindfulness effects, psychological well-being and distress among youths: findings from a randomized controlled trial
Francesca Scafuto, Rossella Mattea Quinto, Silvia Ghiroldi, et al.
Current Psychology (2024) Vol. 43, Iss. 29, pp. 24295-24307
Open Access | Times Cited: 2
Our responsibilities for future generations from a social–emotional learning perspective: revisiting mindfulness
Chiaki Konishi, Farhin Chowdhury, Julia Tesolin, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Adolescents do not benefit from universal school-based mindfulness interventions: a reanalysis of Dunning et al. (2022)
Brian M. Galla, Aishwarya Karanam, Avital Pelakh, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
Universal school-based e-health interventions for wellbeing, anxiety and depression: A systematic review and meta-analysis
Edward Miller, Hiran Thabrew
Digital Health (2024) Vol. 10
Open Access | Times Cited: 1
The “what,” “why,” and “when” of using mindfulness in schools: Best practices and guidance for educators and policymakers
Naheed E. Hosan, Veronica Smith, William B. Strean, et al.
Theory Into Practice (2022) Vol. 61, Iss. 4, pp. 465-476
Closed Access | Times Cited: 5
Promotion of Psychological Well-Being and Life Satisfaction in Pre-Adolescents Through Mindfulness Amidst COVID-19
Sofia Magalhães, Lénia Carvalhais, Patrícia Oliveira, et al.
Mindfulness (2023) Vol. 15, Iss. 1, pp. 174-188
Open Access | Times Cited: 2
Adolescents Do Not Benefit from Universal School-based Mindfulness Interventions: A Reanalysis of Dunning et al. (2022)
Brian M. Galla, Aishwarya Karanam, Avital Pelakh, et al.
(2024)
Open Access
Konstruktion und explorative Analysen zur Güte des Inventars zur Erfassung von Achtsamkeit bei Jugendlichen
Paula Strack, Sören Lüdeke, Bodo Przibilla, et al.
Diagnostica (2024) Vol. 70, Iss. 3, pp. 139-150
Open Access
Effectiveness and Long-Term Effects of SER+ FELIZ(mente): A School-Based Mindfulness Program for Portuguese Elementary Students
Sofia Magalhães, Carolina Carvalheiras, Catarina Ribeiro, et al.
Education Sciences (2024) Vol. 14, Iss. 11, pp. 1155-1155
Open Access
Executive Function Training Through a Mindfulness-Based Neuroeducational Program in Elementary School Students
Miriam Portela Diéguez, Marta Cerezo García, Enrique Navarro Asencio, et al.
Mindfulness (2024)
Open Access
Factors Influencing School‐Based Mental Health Program Selection: Insights From Educational Stakeholders
Elizabeth Day, Katarzyna T. Steinka‐Fry, Lisa Shimmel, et al.
Psychology in the Schools (2024)
Closed Access
When Mindfulness is Insufficient: The Moderated Moderating Effects of Self-Harm and Negotiable Fate Beliefs on the Association Between Mindfulness and Adolescent Psychological Distress in Disasters
Yuchi Zhang, Chunqian Wang, Yi An, et al.
School Psychology International (2023) Vol. 45, Iss. 2, pp. 149-171
Closed Access
Effects of a Mindfulness Intervention to Improve Teachers’ Well-being
Andrea P. Almaguer-Botero, Eva L. Miller, Roy K. Chen, et al.
Trends in Psychology (2023)
Closed Access
Strengthening Executive Functions Through a Mindfulness-Based Programme for Primary School Students
Esperanza Vergara‐Moragues
(2023)
Closed Access
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