Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Teacher support and academic engagement among EFL learners: The role of positive academic emotions
Majid Sadoughi, S. Yahya Hejazi
Studies In Educational Evaluation (2021) Vol. 70, pp. 101060-101060
Closed Access | Times Cited: 148

Showing 1-25 of 148 citing articles:

How does teacher support contribute to learners’ grit? The role of learning enjoyment
S. Yahya Hejazi, Majid Sadoughi
Innovation in Language Learning and Teaching (2022) Vol. 17, Iss. 3, pp. 593-606
Closed Access | Times Cited: 77
Teacher support and learning engagement of EFL learners: The mediating role of self-efficacy and achievement goal orientation
Qiong Liu, Xiujun Du, Haoyu Lu
Current Psychology (2022) Vol. 42, Iss. 4, pp. 2619-2635
Open Access | Times Cited: 70
Teacher support, growth language mindset, and academic engagement: The mediating role of L2 grit
Majid Sadoughi, S. Yahya Hejazi
Studies In Educational Evaluation (2023) Vol. 77, pp. 101251-101251
Closed Access | Times Cited: 59
Unravelling students’ perceived EFL teacher support
Honggang Liu, Xiaoxue Li
System (2023) Vol. 115, pp. 103048-103048
Open Access | Times Cited: 53
Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students
Tang Lin, Xiaojing Zhu
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 18
Iranian EFL Students’ L2 Engagement: The Impact of Teacher Support and Teacher-student Rapport
Farzaneh Shakki
Language Related Research (2022) Vol. 13, Iss. 3, pp. 175-198
Open Access | Times Cited: 66
The effect of teacher support on academic engagement: The serial mediation of learning experience and motivated learning behavior
Majid Sadoughi, S. Yahya Hejazi
Current Psychology (2022) Vol. 42, Iss. 22, pp. 18858-18869
Closed Access | Times Cited: 54
How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system
Majid Sadoughi, S. Yahya Hejazi, Nigel Mantou Lou
Social Psychology of Education (2022) Vol. 26, Iss. 1, pp. 241-261
Closed Access | Times Cited: 47
Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators
Zhao Yanlin, Lianrui Yang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 44
How can L2 motivational self system enhance willingness to communicate? The contribution of foreign language enjoyment and anxiety
Majid Sadoughi, S. Yahya Hejazi
Current Psychology (2023) Vol. 43, Iss. 3, pp. 2173-2185
Closed Access | Times Cited: 28
Impact of information literacy, self-directed learning skills, and academic emotions on high school students’ online learning engagement: A structural equation modeling analysis
Huan Li, Sha Zhu, Di Wu, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 10, pp. 13485-13504
Open Access | Times Cited: 24
Driving the dual learning process of management knowledge: A social cognitive theory perspective
Kuo‐Wei Lee, Yao-Fen Tseng
The International Journal of Management Education (2024) Vol. 22, Iss. 1, pp. 100940-100940
Closed Access | Times Cited: 14
Teacher support, academic engagement and learning anxiety in online foreign language learning
Xiaomeng Li, Falian Zhang, Peng Duan, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 5, pp. 2151-2172
Closed Access | Times Cited: 12
School adjustment in adolescence explained by social support, resilience and positive affect
Lorea Azpiazu, Iratxe Antonio‐Agirre, Iker Izar-de-la-Funte, et al.
European Journal of Psychology of Education (2024) Vol. 39, Iss. 4, pp. 3709-3728
Open Access | Times Cited: 11
Exploring the Impact of a Supportive Work Environment on Chinese L2 Teachers’ Emotions: A Partial Least Squares-SEM Approach
Yonghong Zeng, Jiaying Yu, Hanwei Wu, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 5, pp. 370-370
Open Access | Times Cited: 11
Teacher support, grit and L2 willingness to communicate: the mediating effect of foreign language enjoyment
Yanyu Yang, Yongze Cui, Suhua Yao
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 9
Exploring emotional support and engagement in adolescent EFL learning: The mediating role of emotion regulation strategies
Yuchi Zhang, Yibin Hu, Meng Yu
Language Teaching Research (2024)
Closed Access | Times Cited: 9
To overcome test anxiety in on-line assessment: unpacking the mediator roles of techno competencies, teacher support, self-efficacy, and autonomy
Yuhua Deng, Huying Liu
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access | Times Cited: 1
Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context
Jalil Fathi, Farnoosh Mohammaddokht
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 45
Relationship between perceived teacher support and learning engagement among adolescents: Mediation role of technology acceptance and learning motivation
AN Fu-hai, Jingyi Yu, Linjin Xi
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 38
Increasing teaching effectiveness in entrepreneurship education: Course characteristics and student needs differences
Maike Liu, Marjan J. Gorgievski, Qi Jun, et al.
Learning and Individual Differences (2022) Vol. 96, pp. 102147-102147
Open Access | Times Cited: 36
Academic enjoyment, behavioral engagement, self-concept, organizational strategy and achievement in EFL setting: A multiple mediation analysis
Xia Kang, Yajun Wu
PLoS ONE (2022) Vol. 17, Iss. 4, pp. e0267405-e0267405
Open Access | Times Cited: 30
Toward the Role of Teacher Empathy in Students’ Engagement in English Language Classes
Zhichao Zhang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 29
The Structural Relationship Between Teacher Support and Willingness to Communicate: The Mediation of L2 Anxiety and the Moderation of Growth Language Mindset
S. Yahya Hejazi, Majid Sadoughi, Jian‐E Peng
Journal of Psycholinguistic Research (2023) Vol. 52, Iss. 6, pp. 2955-2978
Closed Access | Times Cited: 20
A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency
Yabing Wang, Jian Xu
Applied Linguistics Review (2023) Vol. 15, Iss. 5, pp. 2277-2302
Closed Access | Times Cited: 17
Page 1 - Next Page

Scroll to top