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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:

Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior
Maarten Vansteenkiste, Eline Sierens, Luc Goossens, et al.
Learning and Instruction (2012) Vol. 22, Iss. 6, pp. 431-439
Closed Access | Times Cited: 490

Showing 1-25 of 490 citing articles:

Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions
Richard M. Ryan, Edward L. Deci
Contemporary Educational Psychology (2020) Vol. 61, pp. 101860-101860
Closed Access | Times Cited: 3178
Basic psychological need theory: Advancements, critical themes, and future directions
Maarten Vansteenkiste, Richard M. Ryan, Bart Soenens
Motivation and Emotion (2020) Vol. 44, Iss. 1, pp. 1-31
Open Access | Times Cited: 1233
Brick by Brick: The Origins, Development, and Future of Self-Determination Theory
Richard M. Ryan, Edward L. Deci
Advances in motivation science (2019), pp. 111-156
Closed Access | Times Cited: 514
Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach.
Nathalie Aelterman, Maarten Vansteenkiste, Leen Haerens, et al.
Journal of Educational Psychology (2018) Vol. 111, Iss. 3, pp. 497-521
Closed Access | Times Cited: 457
When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students
Sung Hyeon Cheon, Johnmarshall Reeve, Maarten Vansteenkiste
Teaching and Teacher Education (2020) Vol. 90, pp. 103004-103004
Closed Access | Times Cited: 346
Autonomy and Autonomy Disturbances in Self‐Development and Psychopathology: Research on Motivation, Attachment, and Clinical Process
Richard M. Ryan, Edward L. Deci, Maarten Vansteenkiste
(2016), pp. 1-54
Open Access | Times Cited: 254
The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement
Sofie Lietaert, Debora L. Roorda, Ferre Laevers, et al.
British Journal of Educational Psychology (2015) Vol. 85, Iss. 4, pp. 498-518
Open Access | Times Cited: 243
Does observed controlling teaching behavior relate to students’ motivation in physical education?
Jotie De Meyer, Isabel Tallir, Bart Soenens, et al.
Journal of Educational Psychology (2013) Vol. 106, Iss. 2, pp. 541-554
Closed Access | Times Cited: 239
Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis
Virginie Hospel, Benoît Galand
Learning and Instruction (2015) Vol. 41, pp. 1-10
Closed Access | Times Cited: 236
Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings
Leen Haerens, Nathalie Aelterman, Lynn Van den Berghe, et al.
Journal of Sport and Exercise Psychology (2013) Vol. 35, Iss. 1, pp. 3-17
Closed Access | Times Cited: 219
Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging
Sarah M. Kiefer, Kathleen M. Alley, Cheryl R. Ellerbrock
RMLE Online (2015) Vol. 38, Iss. 8, pp. 1-18
Open Access | Times Cited: 207
Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences
Kimberley J. Bartholomew, Nikos Ntoumanis, Athanasios Mouratidis, et al.
Learning and Instruction (2017) Vol. 53, pp. 50-63
Open Access | Times Cited: 186
Adopting a helicopter-perspective towards motivating and demotivating coaching: A circumplex approach
Jochen Delrue, Bart Reynders, Gert Vande Broek, et al.
Psychology of sport and exercise (2018) Vol. 40, pp. 110-126
Open Access | Times Cited: 166
Seeking Stability in Stormy Educational Times: A Need-based Perspective on (De)motivating Teaching Grounded in Self-determination Theory
Maarten Vansteenkiste, Nathalie Aelterman, Leen Haerens, et al.
Advances in motivation and achievement (2019), pp. 53-80
Closed Access | Times Cited: 150
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
Supporting students’ self-regulated learning in online learning using artificial intelligence applications
Sung-Hee Jin, Kowoon Im, Mina Yoo, et al.
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 106
Energization and Direction Are Both Essential Parts of Motivation
Andrew J. Elliot
Motivation Science (2023), pp. 10-14
Closed Access | Times Cited: 85
Self-Determination Theory
Richard M. Ryan, Maarten Vansteenkiste
Oxford University Press eBooks (2023), pp. 3-30
Closed Access | Times Cited: 72
Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective
Paul Evans, Maarten Vansteenkiste, Philip D. Parker, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 44
Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals
Maarten Vansteenkiste, Willy Lens, Andrew J. Elliot, et al.
Educational Psychologist (2014) Vol. 49, Iss. 3, pp. 153-174
Open Access | Times Cited: 165
Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter?
Lynn Van den Berghe, Bart Soenens, Maarten Vansteenkiste, et al.
Psychology of sport and exercise (2013) Vol. 14, Iss. 5, pp. 650-661
Closed Access | Times Cited: 151
Chinese Education Examined via the Lens of Self-Determination
Shi Yu, Beiwen Chen, Chantal Levesque‐Bristol, et al.
Educational Psychology Review (2016) Vol. 30, Iss. 1, pp. 177-214
Closed Access | Times Cited: 145
Teacher autonomy support reduces adolescent anxiety and depression: An 18‐month longitudinal study
Chengfu Yu, Xian Li, Shujun Wang, et al.
Journal of Adolescence (2016) Vol. 49, Iss. 1, pp. 115-123
Closed Access | Times Cited: 138
Facilitating Student Outcomes by Supporting Autonomy: Implications for Practice and Policy
Erika A. Patall, Jeanette Zambrano
Policy Insights from the Behavioral and Brain Sciences (2019) Vol. 6, Iss. 2, pp. 115-122
Closed Access | Times Cited: 137
Predicting Adolescent Problematic Online Game Use from Teacher Autonomy Support, Basic Psychological Needs Satisfaction, and School Engagement: A 2-Year Longitudinal Study
Chengfu Yu, Xian Li, Wei Zhang
Cyberpsychology Behavior and Social Networking (2015) Vol. 18, Iss. 4, pp. 228-233
Closed Access | Times Cited: 136
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