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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:

Building integrated peer relationships in preschool classrooms: The potential of buddies
Laura D. Hanish, Carol Lynn Martin, Rachel Cook, et al.
Journal of Applied Developmental Psychology (2021) Vol. 73, pp. 101257-101257
Closed Access | Times Cited: 33

Showing 1-25 of 33 citing articles:

Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of the Buddy Up intervention
Sonya Xinyue Xiao, Laura D. Hanish, Laura Means Malouf, et al.
Early Childhood Research Quarterly (2022) Vol. 60, pp. 403-413
Closed Access | Times Cited: 19
Distribución sociométrica en Educación Infantil: razones de aceptación y rechazo a los iguales
Luis Jorge Martín Antón, Paula Molinero-González, Miguel Ángel Carbonero Martín, et al.
Educación XX1 (2024) Vol. 27, Iss. 1, pp. 323-352
Open Access | Times Cited: 4
Segregación por sexo en la adolescencia y su relación con el sexismo ambivalente
Eduardo Cabrera, Ángela Torbay, José Alexis Alonso-Sánchez, et al.
Revista de Investigación Educativa (2025), Iss. 43
Open Access
Meta-learning contributes to cultivation of wisdom in moral domains: Implications of recent artificial intelligence research and educational considerations
Hyemin Han
International Journal of Ethics Education (2025)
Closed Access
Behavioral Reputations of Elementary Students With or at Risk for Emotional and Behavioral Disorders
Kristen L. Granger, Erica Ross, Martin Reichel, et al.
Behavioral Disorders (2025)
Open Access
A Longitudinal Examination of Children’s Friendships Across Racial Status and Gender and Their Intergroup Prosocial Behavior
Sonya Xinyue Xiao, Haining Ren, May Ling Halim, et al.
Personality and Social Psychology Bulletin (2025)
Closed Access
Are Coeducational Classes Truly Coeducational?
Carol Lynn Martin, Sonya Xinyue Xiao, Richard A. Fabes, et al.
The Elementary School Journal (2024) Vol. 124, Iss. 3, pp. 413-433
Closed Access | Times Cited: 3
Being helpful to other‐gender peers: School‐age children's gender‐based intergroup prosocial behaviour
Sonya Xinyue Xiao, Carol Lynn Martin, Tracy L. Spinrad, et al.
British Journal of Developmental Psychology (2022) Vol. 40, Iss. 4, pp. 520-538
Closed Access | Times Cited: 13
The Benefits of Buddies: Strategically Pairing Preschoolers with Other-Gender Classmates Promotes Positive Peer Interactions
Laura D. Hanish, Sonya Xinyue Xiao, Laura Means Malouf, et al.
Early Education and Development (2022) Vol. 34, Iss. 5, pp. 1011-1025
Closed Access | Times Cited: 13
Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality
Michelle Taylor, Pilar Álamos, Khara L. P. Turnbull, et al.
Early Childhood Research Quarterly (2023) Vol. 64, pp. 331-344
Open Access | Times Cited: 7
A 6‐year longitudinal exploration of diversity in ethnically/racially minoritized children's early peer circles
Anna Bennet, Yana Kuchirko, May Ling Halim, et al.
Social Development (2024)
Closed Access | Times Cited: 2
Early care and education settings as contexts for socialization: New directions for quality assessment
Deborah Phillips, Anna D. Johnson, Iheoma U. Iruka
Child Development Perspectives (2022) Vol. 16, Iss. 3, pp. 127-133
Closed Access | Times Cited: 11
A sociometric approach to understanding characteristics of same- and other-gender friendships in young children
Jason C. Chow, Michael Broda, Kristen L. Granger, et al.
Early Childhood Research Quarterly (2022) Vol. 62, pp. 385-393
Closed Access | Times Cited: 11
Gender integration and elementary‐age students' classroom belongingness: The importance of other‐gender peers
Carol Lynn Martin, Sonya Xinyue Xiao, Dawn DeLay, et al.
Psychology in the Schools (2022) Vol. 59, Iss. 8, pp. 1492-1510
Closed Access | Times Cited: 8
Aggression among Preschool Children within the Framework of Temperament, Attachment and Parental Attitudes
Rabia Nur KODAK, Halime Şenay Güzel
Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychiatry (2023) Vol. 16, Iss. 1, pp. 48-57
Open Access | Times Cited: 4
Unpacking the differences in social impact and social preference among Spanish preschool aggressors, victims, aggressor‐victims, and defenders whilst controlling for emotional competences
Raúl Navarro, Beatriz Víllora, Juan Manuel Rodríguez‐Álvarez, et al.
Psychology in the Schools (2024)
Open Access | Times Cited: 1
Teachers’ Gender-Role Attitudes and Gendered Classroom Practices
Flóra Faragó, Carol Lynn Martin, Kristen L. Granger, et al.
Sex Roles (2022) Vol. 87, Iss. 9-10, pp. 471-486
Closed Access | Times Cited: 7
Okul Öncesi Dönem Çocuklarının Akran İlişkileri ile Okula Uyumları Arasındaki İlişkide Öz-Düzenleme Becerilerinin Aracılık Rolü
Fatih Aydoğdu
TED EĞİTİM VE BİLİM (2022) Vol. 47, Iss. 212
Open Access | Times Cited: 7
The role of full- and half-day preschool attendance in the formation of children's social networks
Jennifer Watling Neal, Brian Brutzman, C. Emily Durbin
Early Childhood Research Quarterly (2022) Vol. 60, pp. 394-402
Open Access | Times Cited: 4
Development and validation of the Chinese Kindergarten Quality Rating Scale (CKQRS): A study based in Guangdong and Jiangsu provinces
Cathy On‐Ying Hung, Ye Zhang, Ruoyu Wen, et al.
Children and Youth Services Review (2024) Vol. 159, pp. 107522-107522
Closed Access
Understanding the Developmental Transition between Parallel and Social Play During Preschool: A Multiplex Social Network Analysis
Jennifer Watling Neal, Zachary P. Neal, Brian Brutzman, et al.
(2024)
Open Access
Cross‐group contact predicts positive beliefs about girls’ and Black peers’ STEM abilities and occupational prospects
Marley B. Forbes, Elise M. Kaufman, Jonquil Rumberger, et al.
Social Development (2024) Vol. 34, Iss. 1
Open Access
The ambiguity of the transition to primary school: reconceptualising it as a multi-dimensional unity
Junqian Ma
Oxford Review of Education (2024), pp. 1-17
Closed Access
Meet Up Buddy Up: effective strategies to promote 4th grade students' intergroup prosocial behavior
Sonya Xinyue Xiao, Haining Ren, Laura D. Hanish, et al.
Frontiers in Developmental Psychology (2023) Vol. 1
Open Access | Times Cited: 1
Reducing the math and language arts gender gaps in elementary school students through gender integration
Sonya Xinyue Xiao, Carol Lynn Martin, Richard A. Fabes, et al.
Learning and Individual Differences (2023) Vol. 108, pp. 102380-102380
Closed Access | Times Cited: 1
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