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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:

Emotion regulation in primary school children: A systematic review
Juliane Schlesier, Ingo Roden, Barbara Moschner
Children and Youth Services Review (2019) Vol. 100, pp. 239-257
Closed Access | Times Cited: 50

Showing 1-25 of 50 citing articles:

The development of students’ achievement emotions after transition to secondary school: a multilevel growth curve modelling approach
Simon Meyer, Juliane Schlesier
European Journal of Psychology of Education (2021) Vol. 37, Iss. 1, pp. 141-161
Open Access | Times Cited: 33
Bullied, anxious and skipping school? the interplay of school bullying, school anxiety and school absenteeism considering gender and grade level
Juliane Schlesier, Marie‐Christine Vierbuchen, Matthias Matzner
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 12
Morality in middle childhood: the role of callous-unemotional traits and emotion regulation skills
Jessica Wilke, Naska Goagoses
BMC Psychology (2023) Vol. 11, Iss. 1
Open Access | Times Cited: 11
Can Artificial Intelligence Give a Hand to Open and Distributed Learning? A Probe into the State of Undergraduate Students’ Academic Emotions and Test Anxiety in Learning via ChatGPT
Sha Gao
The International Review of Research in Open and Distributed Learning (2024) Vol. 25, Iss. 3, pp. 199-218
Open Access | Times Cited: 4
Analyzing the Link Between Callous-Unemotional Traits and Internalizing and Externalizing Behavior Problems: The Crucial Role of Emotion Regulation Skills
Jessica Wilke, Neele Bäker, Tijs Bolz, et al.
Deviant Behavior (2025), pp. 1-16
Closed Access
Teachers’ co-regulation in classrooms: a video-based analysis of teachers’ foci of attention in emotional situations
Elin Marie Frivold Kostøl
Journal of Early Childhood Teacher Education (2025), pp. 1-15
Open Access
Board games in the elementary classroom: teachers’ perspectives
Pierre Cès, Anne‐Lise Doyen, Mathilde Duflos, et al.
Educational Research (2025), pp. 1-22
Closed Access
11- 13 yaş öğrencilerin kitap okuma alışkanlıklarının duygu düzenleme becerilerine etkisi
Elif Savran, Gülriz Akaroğlu
ODÜ Sosyal Bilimler Araştırmaları Dergisi (ODÜSOBİAD) (2025) Vol. 15, Iss. 1, pp. 14-29
Closed Access
Individual and Contextual Determinants of Primary and Early Secondary School Students’ School Well-being: A Discriminant Analysis and Cross-lagged Panel Model Approach
Juliane Schlesier, Ramona Obermeier
Child Indicators Research (2025)
Open Access
„Lernen durch Engagement“ (LdE) als Ansatz zur Förderung sozio-emotionaler Schulerfahrungen: Ergebnisse einer Interventionsstudie in der Grundschule
Juliane Schlesier, Frances Hoferichter, Friederike Kracht
Zeitschrift für Erziehungswissenschaft (2025)
Open Access
The measurement of self-regulation in the Adolescent Brain Cognitive Development (ABCD) Study
Merle Johanna Marek, Axel Heep, Andrea Hildebrandt
PLoS ONE (2025) Vol. 20, Iss. 5, pp. e0322795-e0322795
Open Access
Effectiveness and mechanisms of change of a mindfulness-based intervention on elementary school children: A cluster-randomized control trial
Carlos García‐Rubio, Marta Herrero, Teodoro Luna-Jarillo, et al.
Journal of School Psychology (2023) Vol. 99, pp. 101211-101211
Closed Access | Times Cited: 9
Sozio-emotionale Schulerfahrungen von Schüler:innen – Theoretische Grundlagen, methodische Herausforderungen und empirische Befunde
Juliane Schlesier, Diana Raufelder
Zeitschrift für Erziehungswissenschaft (2024)
Open Access | Times Cited: 3
Help Me If You Can I’m Feeling Down: Supporting Children’s Emotion Regulation and Well-Being in the Primary Classroom
Matthew P. Somerville, Emily Midouhas, Marcos Delprato, et al.
School Mental Health (2024) Vol. 16, Iss. 2, pp. 577-591
Open Access | Times Cited: 3
Emotion regulation skills as a mediator of STEM teachers’ stress, well-being, and burnout
Moran Farhi, Orly Rubinsten
Scientific Reports (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 3
Exploring the within-person contemporaneous network of motivational engagement
Ayame Tamura, Ryo Ishii, Ayano Yagi, et al.
Learning and Instruction (2022) Vol. 81, pp. 101649-101649
Open Access | Times Cited: 12
Reducing Anxiety and Social Stress in Primary Education: A Breath-Focused Heart Rate Variability Biofeedback Intervention
Ainara Aranberri Ruiz, Aitor Aritzeta, Amaiur Olarza, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 16, pp. 10181-10181
Open Access | Times Cited: 12
Effects of classroom‐based social problem‐solving training on elementary school children: Investigating the moderating role of executive function
Yoshiko Hatakeyama, Haruo Fujino, Tomoka Yamamoto, et al.
Psychology in the Schools (2024) Vol. 61, Iss. 4, pp. 1630-1645
Closed Access | Times Cited: 2
The Mediating Roles of Mindfulness in Marriage and Mindfulness in Parenting in the Relationship Between Parents’ Dispositional Mindfulness and Emotion Regulation of Their Children
Ezgi Güney Uygun, Seher Merve Erus
Applied Research in Quality of Life (2024) Vol. 19, Iss. 3, pp. 1075-1096
Open Access | Times Cited: 2
Co-regulating the child's emotions in the classroom: Teachers’ interpretations of and decision-making in emotional situations
Elin Marie Frivold Kostøl, Kristiina Mänty
International Journal of Educational Research (2024) Vol. 127, pp. 102390-102390
Open Access | Times Cited: 2
Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution
Eli Vinokur, Avinoam Yomtovian, Marva Shalev Marom, et al.
Frontiers in Social Psychology (2024) Vol. 2
Open Access | Times Cited: 2
Relations of coping strategies and cognitive emotion regulation to Chinese children’s academic achievement goals and academic performance
Li Chen‐Bouck, Meagan M. Patterson, Anqi Peng
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 2
Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7)
Juliane Schlesier, Diana Raufelder, Barbara Moschner
The Journal of Early Adolescence (2023) Vol. 44, Iss. 2, pp. 141-170
Open Access | Times Cited: 5
Malleability beliefs shape mathematics-related achievement emotions: The mediating role of emotion regulation in primary school children
Daniela Raccanello, Margherita Brondino, Angelica Moè
Learning and Individual Differences (2022) Vol. 97, pp. 102177-102177
Closed Access | Times Cited: 9
The role of mother's prenatal substance use disorder and early parenting on child social cognition at school age
Marjo Flykt, Jallu Lindblom, Ritva Belt, et al.
Infant and Child Development (2021) Vol. 30, Iss. 3
Open Access | Times Cited: 11
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