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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:

Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction
In-Ok Ahn, Ming Ming Chiu, Helen Patrick
Contemporary Educational Psychology (2021) Vol. 64, pp. 101950-101950
Closed Access | Times Cited: 109

Showing 1-25 of 109 citing articles:

Teacher motivation and student outcomes: Searching for the signal
Lisa Bardach, Robert M. Klassen
Educational Psychologist (2021) Vol. 56, Iss. 4, pp. 283-297
Open Access | Times Cited: 65
The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships
Honghui Zou, Jihai Yao, Yuexin Zhang, et al.
Psychology in the Schools (2023) Vol. 61, Iss. 1, pp. 272-286
Open Access | Times Cited: 24
Need-support facilitates well-being across cultural, economic, and political contexts: A self-determination theory perspective
Ronnel B. King, Joseph Y. Haw, Yi Wang
Learning and Instruction (2024) Vol. 93, pp. 101978-101978
Closed Access | Times Cited: 16
The Impact of School Service Quality on Student Learning Satisfaction: A Comparative Study of Public and Private High Schools in China
Tao Guo, Tianxin Li, Zhanyong Qi
European Journal of Education (2025) Vol. 60, Iss. 1
Open Access | Times Cited: 1
Conceptual Model of Differentiated-Instruction (DI) Based on Teachers’ Experiences in Indonesia
Enung Hasanah, Suyatno Suyatno, Ika Maryani, et al.
Education Sciences (2022) Vol. 12, Iss. 10, pp. 650-650
Open Access | Times Cited: 37
Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures
Joseph Y. Haw, Ronnel B. King
Learning and Individual Differences (2022) Vol. 97, pp. 102161-102161
Closed Access | Times Cited: 29
A meta-analytic review of the relationships between autonomy support and positive learning outcomes
Sakhavat Mammadov, Kayla Schroeder
Contemporary Educational Psychology (2023) Vol. 75, pp. 102235-102235
Closed Access | Times Cited: 21
Organismic Integration Theory
Luc G. Pelletier, Meredith Rocchi
Oxford University Press eBooks (2023), pp. 53-83
Closed Access | Times Cited: 14
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: 14
The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement
Lindsey Devers Basileo, Barbara Otto, Merewyn Elizabeth Lyons, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 6
Revisiting the Three Basic Dimensions model: A critical empirical investigation of the indirect effects of student-perceived teaching quality on student outcomes
Ayşenur Alp Christ, Vanda Sieber, Carmen Köhler, et al.
Frontline Learning Research (2024) Vol. 12, Iss. 1, pp. 66-123
Open Access | Times Cited: 5
Social-emotional need satisfaction and students’ academic engagement and social-emotional skills
Rebecca J. Collie
Educational Psychology (2024) Vol. 44, Iss. 2, pp. 117-135
Open Access | Times Cited: 5
The Effect of Promotion on the Decision to Choose a Higher Education through the Brand Image of Education
Umin Kango, Ari Kartiko, Muhammad Anas Ma`arif
AL-ISHLAH Jurnal Pendidikan (2021) Vol. 13, Iss. 3, pp. 1611-1621
Open Access | Times Cited: 30
Predicting students' basic psychological need profiles through motivational appeals: Relations with grit and well-being
Elisa Santana‐Monagas, Juan Luis Núñez Alonso
Learning and Individual Differences (2022) Vol. 97, pp. 102162-102162
Open Access | Times Cited: 21
Perceived need-supportive leadership, perceived need-supportive teaching, and student engagement: A self-determination perspective
Joseph Y. Haw, Ronnel B. King
Social Psychology of Education (2023) Vol. 26, Iss. 5, pp. 1289-1319
Closed Access | Times Cited: 11
Teaching Without Thinking: Negative Evaluations of Rote Pedagogy
Ilona Bass, Cristian Espinoza, Elizabeth Bonawitz, et al.
Cognitive Science (2024) Vol. 48, Iss. 6
Open Access | Times Cited: 4
Modelling trait and state willingness to communicate in a second language: An experience sampling approach
Ju Seong Lee, Ming Ming Chiu
Studies in Second Language Learning and Teaching (2024)
Open Access | Times Cited: 4
Supporting students' basic needs is associated with better socio-emotional skills across cultures: A self-determination theory perspective
Faming Wang, Ronnel B. King, Lily Min Zeng
Learning and Individual Differences (2024) Vol. 116, pp. 102535-102535
Closed Access | Times Cited: 4
Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement
Norman B. Mendoza, Zi Yan, Ronnel B. King
European Journal of Psychology of Education (2022) Vol. 38, Iss. 2, pp. 607-630
Open Access | Times Cited: 19
The relationship between physical education teachers’ competence support and middle school students’ participation in sports: A chain mediation model of perceived competence and exercise persistence
Yubo Liu, Jianhua Yan, Jing Li
PLoS ONE (2025) Vol. 20, Iss. 1, pp. e0314338-e0314338
Open Access
Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement
Élizabeth Olivier, Benoît Galand, Jessica Bélanger, et al.
Learning and Individual Differences (2025) Vol. 118, pp. 102631-102631
Open Access
Network Analysis of Psychological Empowerment, Need for Cognition, and Academic Self-Efficacy among Graduate Students
Abdulaziz Mohammed Alismail, Mazen Saleh Alqurashi, Mazen Omar Almulla
Psychiatric Quarterly (2025)
Closed Access
What Is the Association Between Teachers' Autonomous Motivation, Controlled Motivation and Students' Emotional Well‐Being? A Multilevel Mediation Analysis
Enxia Ju, Huaiyuan Qi, Guoliang Qu, et al.
European Journal of Education (2025) Vol. 60, Iss. 1
Closed Access
Does need satisfaction reflect positive needs-supplies fit or misfit? A new look at autonomy-supportive contexts using cubic response surface analysis
Fernando Núñez‐Regueiro, Jacques Juhel, Ming‐Te Wang
Social Psychology of Education (2025) Vol. 28, Iss. 1
Closed Access
How an autonomy-supportive learning environment influences students’ achievements in science and mathematics
Hnin Yu Soe, Danhui Zhang, Dingmeng Fu, et al.
Social Psychology of Education (2025) Vol. 28, Iss. 1
Closed Access
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