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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:

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

Showing 21 citing articles:

Teachers' Burnout Risk During the COVID-19 Pandemic: Relationships With Socio-Contextual Stress—A Latent Profile Analysis
Camelia-Mădălina Răducu, Elena Stănculescu
Frontiers in Psychiatry (2022) Vol. 13
Open Access | Times Cited: 31
Modeling the role of emotion regulation and critical thinking in immunity in higher education
Meilan Li, Tahereh Heydarnejad, Zeinab Azizi, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 25
Aspects influencing teacher’s motivation in private schools amid the challenging environment in Lebanon
Hanan Kontar, Nisrine Rizk, Nada Jabbour Al Maalouf
Deleted Journal (2025) Vol. 2, Iss. 1, pp. 190-208
Open Access
Latent patterns and influencing factors of job burnout among primary and secondary school teachers in China
Yi Sun, Bin Wang, L. Ruan, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 104982-104982
Closed Access
Teachers’ achievement goal orientations: A systematic review of 15 Years of published empirical research
Jiying Han, Chao Gao
Teaching and Teacher Education (2023) Vol. 128, pp. 104146-104146
Closed Access | Times Cited: 10
Calm me down, or I’ll leave: anxiety and institutional support among Ukrainian academic staff during wartime
Yana Suchikova, Uliana Kolomiiets, Anastasia Popova, et al.
BMC Public Health (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 3
Exploring Relationships of Job Satisfaction and Burnout with Turnover Intention Among Chinese English Language Teachers
Huiyu Zhang, Yayu Shi, Lin Sophie Teng
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 3, pp. 587-601
Closed Access | Times Cited: 9
Sustained promotion of Chinese college students’ employment: the impact of social support and goal orientation on academic achievement
Baiyan Du, Yuege Lai, Yuzhe Qian, et al.
Journal of Infrastructure Policy and Development (2024) Vol. 8, Iss. 7, pp. 3640-3640
Open Access | Times Cited: 2
Psychosocial Risks in Teachers from Portugal and England on the Way to Society 5.0
Ana Carolina Pimenta, Delfina Ramos, Gilberto Santos, et al.
International Journal of Environmental Research and Public Health (2023) Vol. 20, Iss. 14, pp. 6347-6347
Open Access | Times Cited: 5
Supportive School Workplaces for Beginning Teachers' Motivations and Career Satisfaction *
Helen M. G. Watt, Paul Richardson
Advances in motivation and achievement (2023), pp. 115-138
Closed Access | Times Cited: 2
Exploring Korean College of Education Pre-service Teacher Persistence Toward a Teaching Career: Quantitative Analysis of Reasons and Factors for Persisting
Yvette Denise Murdoch, Hyejung Lim
SAGE Open (2022) Vol. 12, Iss. 4
Open Access | Times Cited: 3
Burnout Phenomenon on Principals: Impact on Behavior and its Mitigation Strategies
Carter Bing Andika, Sabrina O. Sihombing, Jacob Donald Tan, et al.
Revista de Gestão Social e Ambiental (2024) Vol. 18, Iss. 1, pp. e06486-e06486
Open Access
El papel mediador de la autoeficacia en el uso de las TICs en la relación entre sobrecarga de roles y burnout en profesores de educación a distancia
Daniele Kruel Goebel, Mary Sandra Carlotto
Anuario de Psicología/The UB Journal of Psychology (2024) Vol. 54, Iss. 2
Open Access
Digitalization's Impact on Chinese Higher Vocational Teachers: Identity, Satisfaction, Resignation
Meiqi Wang, Li-Jung Yu
Journal of Information Systems Engineering & Management (2024) Vol. 9, Iss. 4, pp. 27356-27356
Open Access
Calm me down, or I'll leave: anxiety and institutional support among Ukrainian academic staff during wartime
Yana Suchikova, Uliana Kolomiiets, Anastasia Popova, et al.
Research Square (Research Square) (2024)
Open Access
Pourquoi les enseignants du secondaire en France ont-ils l’intention de décrocher de leur profession ou de leur établissement scolaire ? : exploration des facteurs prédictifs
Sandrine Ponnelle, J. Etasse
Psychologie du Travail et des Organisations (2023) Vol. 29, Iss. 3, pp. 167-181
Open Access | Times Cited: 1
Powstawanie niedoborów kadrowych w szkolnictwie. Przegląd stanu badań oraz rekomendacje dla lokalnej polityki w zakresie usług edukacyjnych
Danuta Piróg
Rozwój Regionalny i Polityka Regionalna (2022) Vol. 15, Iss. 61
Open Access | Times Cited: 2
Devising A Structural Equation Model of Relations Between Teachers’ Goal Orientations, Epistemological Beliefs And Self-Efficacy
Şenol Şen
MIER Journal of Educational Studies Trends & Practices (2022), pp. 103-121
Open Access | Times Cited: 1
Professional Identity of Novice Teachers: Analysis of International Studies
Natalia G. Zhabina
European Proceedings of Educational Sciences (2022), pp. 195-205
Open Access
Structural and dynamic specifics of a teacher’s coping behavior
Tatyana V. Ledovskaya, Nikita E. Solynin
Perspectives of science and education (2022) Vol. 58, Iss. 4, pp. 457-474
Open Access
Professional Reflexivity in Thai Teachers’ Understanding of Asperger’s Syndrome
Juthathip Kruanopphakhun, Nadh Ditcharoen
Integration of Education (2022) Vol. 26, Iss. 4, pp. 740-755
Open Access
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