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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:

Researchers’ achievement goals: Prevalence, structure, and associations with job burnout/engagement and professional learning
Martin Daumiller, Markus Dresel
Contemporary Educational Psychology (2020) Vol. 61, pp. 101843-101843
Open Access | Times Cited: 49

Showing 1-25 of 49 citing articles:

Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality
Martin Daumiller, Raven Rinas, Julia Hein, et al.
Computers in Human Behavior (2021) Vol. 118, pp. 106677-106677
Open Access | Times Cited: 224
Guiding attention in the classroom: An eye‐tracking study on the associations between preservice teachers' goals and noticing of student interactions
Martin Daumiller, Ricardo Böheim, Aldin Alijagic, et al.
British Journal of Educational Psychology (2025)
Open Access | Times Cited: 2
Chinese adolescents' achievement goal profiles and their relation to academic burnout, learning engagement, and test anxiety
Hongrui Liu, Meilin Yao, Jing Li
Learning and Individual Differences (2020) Vol. 83-84, pp. 101945-101945
Closed Access | Times Cited: 58
Teaching and research: Specificity and congruence of university faculty achievement goals
Martin Daumiller, Markus Dresel
International Journal of Educational Research (2020) Vol. 99, pp. 101460-101460
Open Access | Times Cited: 48
‘Publish and Flourish’ instead of ‘Publish or Perish’: A Motivation Model for Top-quality Publications
Mayа Lambovska, Даниела Тодорова
Journal of language and Education (2021) Vol. 7, Iss. 1, pp. 141-155
Open Access | Times Cited: 38
Students’ achievement motivation moderates the effects of interpolated pre-questions on attention and learning from video lectures
Jiumin Yang, Yi Zhang, Zhongling Pi, et al.
Learning and Individual Differences (2021) Vol. 91, pp. 102055-102055
Closed Access | Times Cited: 34
Exploring graduate students’ research characteristics, emotional exhaustion, mastery approach, and research career commitment: insights from the JD-R theory
Jiying Han, T J Wang
Studies in Higher Education (2024), pp. 1-15
Closed Access | Times Cited: 4
Elite athletes’ achievement goals, burnout levels, psychosomatic stress symptoms, and coping strategies
Martin Daumiller, Raven Rinas, Jennifer Breithecker
International Journal of Sport and Exercise Psychology (2021) Vol. 20, Iss. 2, pp. 416-435
Open Access | Times Cited: 25
Relevance of Students’ Goals for Learning Engagement and Knowledge Gains in an Online Learning Course
Martin Daumiller, Raven Rinas, Markus Dresel
Behavioral Sciences (2023) Vol. 13, Iss. 2, pp. 161-161
Open Access | Times Cited: 10
Grit and college students’ learning engagement: Serial mediating effects of mastery goal orientation and cognitive flexibility
Hui Zhao, Zhen Zhang, Shupeng Heng
Current Psychology (2023) Vol. 43, Iss. 8, pp. 7437-7450
Closed Access | Times Cited: 10
How to Alleviate Students' Academic Burnout? Using Latent Profile Analysis and Network Analysis to Explore the Positive Impact of School Climate and Achievement Goal Orientation
Shengping Xue, Aitao Lu, Wanyi Chen, et al.
Psychology in the Schools (2025)
Closed Access
Relations between university teachers' teaching‐related coping strategies and well‐being over time: A cross‐lagged panel analysis
Kristina Stockinger, Martin Daumiller, Markus Dresel
British Journal of Educational Psychology (2025)
Open Access
“The more I learn, the more I know nothing”: A longitudinal registered report of doctoral students’ uncertainty in learning
Hayley Jach, Rodica Ioana Damian, Kou Murayama
Learning and Instruction (2025) Vol. 98, pp. 102138-102138
Closed Access
Shifting from Face-to-Face to Online Teaching During COVID-19: The Role of University Faculty Achievement Goals for Attitudes Towards This Sudden Change, and Their Relevance for Burnout/Engagement and Student Evaluations of Teaching Quality
Martin Daumiller, Raven Rinas, Julia Hein, et al.
(2020)
Open Access | Times Cited: 24
Why teachers want to leave? The roles of achievement goals, burnout and perceived school context
Ruoxuan Li, Hongrui Liu, Yunxiang Chen, et al.
Learning and Individual Differences (2021) Vol. 89, pp. 102032-102032
Closed Access | Times Cited: 21
Predicting Research Productivity in STEM Faculty: The Role of Self-determined Motivation
Robert H. Stupnisky, Vincent Larivière, Nathan C. Hall, et al.
Research in Higher Education (2022) Vol. 64, Iss. 4, pp. 598-621
Open Access | Times Cited: 16
Different time and context = Different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions
Martin Daumiller, Stefan Janke, Raven Rinas, et al.
Contemporary Educational Psychology (2022) Vol. 72, pp. 102139-102139
Closed Access | Times Cited: 16
Do Achievement Goals Differently Orient Students’ Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade
Jianjun Zhong, Juan Wen, Kuan Li
Psychology Research and Behavior Management (2023) Vol. Volume 16, pp. 4779-4797
Open Access | Times Cited: 9
Students' prior knowledge moderates the effects of group motivation compositions on learning from video lectures
Zhongling Pi, Xinru Zhang, Xingyu Zhang, et al.
British Journal of Educational Technology (2023) Vol. 54, Iss. 6, pp. 1814-1836
Closed Access | Times Cited: 7
Motivated to learn? Investigating the link of achievement goals and informal workplace learning of lecturers in higher education
Julian Decius, Julia Hein
Human Resource Development Quarterly (2023) Vol. 35, Iss. 2, pp. 213-234
Open Access | Times Cited: 7
ANALISIS BIBLIOMETRIK PUBLISH OR PERISH (POP) KEPADA GURU MAN 3 KULONPROGO YOGYAKARTA
Alwazir Abdusshomad, Nawang Kalbuana, Benny Kurnianto, et al.
As-Sidanah Jurnal Pengabdian Masyarakat (2022) Vol. 4, Iss. 2, pp. 161-171
Open Access | Times Cited: 12
The relationship between job burnout and intention to change occupation in the accounting profession: the mediating role of psychological well-being
Lum Çollaku, Muhamet Aliu, Skënder Ahmeti
Management Research Review (2023) Vol. 46, Iss. 12, pp. 1694-1710
Closed Access | Times Cited: 7
The impact of perceived teacher support on Chinese junior high school students’ academic self-efficacy: The mediating roles of achievement goals and academic emotions
Xiaodan Ren, Bin Jing, Hongxia Li, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 10
Motivation of Higher Education Faculty: Theoretical Approaches, Empirical Evidence, and Future Directions
Martin Daumiller, Robert H. Stupnisky, Stefan Janke
(2021)
Open Access | Times Cited: 12
The impact of adolescent achievement goal orientation on learning anxiety: The mediation effect of peer interaction
Haiyan Kong, Guangfeng Wang, Dazhi Cheng, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 4
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