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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:

Teachers' motivational approach: Links with students’ basic psychological need frustration, maladaptive engagement, and academic outcomes
Rebecca J. Collie, Helena Granziera, Andrew J. Martin
Teaching and Teacher Education (2019) Vol. 86, pp. 102872-102872
Closed Access | Times Cited: 56

Showing 1-25 of 56 citing articles:

Psychological well‐being, resilience, self‐determination and grit: The ‘novelty’ role in physical education classes
Rubén Trigueros, Alejandro García‐Mas
British Journal of Educational Psychology (2025)
Closed Access | Times Cited: 2
Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration
Angelica Moè, Piermarco Consiglio, Idit Katz
Teaching and Teacher Education (2022) Vol. 118, pp. 103823-103823
Open Access | Times Cited: 59
Need satisfied teachers adopt a motivating style: The mediation of teacher enthusiasm
Angelica Moè, Idit Katz
Learning and Individual Differences (2022) Vol. 99, pp. 102203-102203
Closed Access | Times Cited: 43
Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates
Kristy A. Robinson
Educational Psychologist (2023) Vol. 58, Iss. 2, pp. 92-110
Closed Access | Times Cited: 35
The interplay between English teachers’ rapport and immediacy and the students’ academic motivation
Behzad Pourgharib, Farzaneh Shakki
Learning and Motivation (2024) Vol. 87, pp. 101991-101991
Closed Access | Times Cited: 12
Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students
Jesús de la Fuente, Jorge Amate Romera, María Carmen González Torres, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 53
Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout
Fei Liu, Huaruo Chen, Jie Xu, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 12, pp. 6418-6418
Open Access | Times Cited: 50
Teachers’ engaging messages: The role of perceived autonomy, competence and relatedness
Elisa Santana‐Monagas, Juan Luis Núñez Alonso, Juan Francisco Loro-Ferrer, et al.
Teaching and Teacher Education (2021) Vol. 109, pp. 103556-103556
Open Access | Times Cited: 37
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
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
Regulatory Focus, Motivation, and Their Relationship With Creativity Among Adolescents
Ling Wang, Yue Cui, Xinjing Wang, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 26
Instructional support, perceived social-emotional competence, and students’ behavioral and emotional well-being outcomes
Rebecca J. Collie
Educational Psychology (2021) Vol. 42, Iss. 1, pp. 4-22
Open Access | Times Cited: 26
Real-time teacher-student interactions: The dynamic interplay between need supportive teaching and student engagement over the course of one school year
Lysbert Zeinstra, Elisa Küpers, Judith Loopers, et al.
Teaching and Teacher Education (2022) Vol. 121, pp. 103906-103906
Open Access | Times Cited: 17
Basic Psychological Needs and Psychological Well-Being Among Undergraduate Students in China: The Mediating Role of Autonomous Motivation and Academic Engagement
Yan Li, Rosilawati Sueb, Khadijah Said Hashim
Psychology Research and Behavior Management (2025) Vol. Volume 18, pp. 527-549
Open Access
Empowering Self-Directed Learners by Exploring the Role of Generative AI-Language Models in Fostering Autonomy, Competence, and Relatedness
Jyoti Kukreja, Swapnil Morandé, Veena Tewari
Practice, progress, and proficiency in sustainability (2025), pp. 93-118
Closed Access
Three-dimensional sources of academic contingent self-worth and their links to perfectionism and academic emotions: Identifying the least vulnerable source
Ying-Fen Chang
Educational Psychology (2025), pp. 1-20
Closed Access
Is need-thwarting instruction really harmful? A systematic review of its associations with students’ learning motivation and malfunction
Shi Yu-xia, Lin Yu-peng, Zhonggen Yu
Learning and Motivation (2025) Vol. 90, pp. 102117-102117
Closed Access
Teacher empathy messages: The role of teacher enthusiasm and student outcomes
Elisa Santana‐Monagas, Juan Luis Núñez Alonso, Jaime León
British Journal of Educational Psychology (2025)
Closed Access
Is the Student-Centered Learning Style More Effective Than the Teacher-Student Double-Centered Learning Style in Improving Reading Performance?
Yang Dong, Sammy Xiao-Ying Wu, Weisha Wang, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 29
Growth goal setting in high school: A large-scale study of perceived instructional support, personal background attributes, and engagement outcomes.
Andrew J. Martin, Emma C. Burns, Rebecca J. Collie, et al.
Journal of Educational Psychology (2021) Vol. 114, Iss. 4, pp. 752-771
Closed Access | Times Cited: 23
Students' perceived competence across academic and social-emotional domains: Unique roles in relation to autonomy-supportive teaching, academic engagement, and well-being
Rebecca J. Collie, Andrew J. Martin
Learning and Individual Differences (2024) Vol. 116, pp. 102563-102563
Open Access | Times Cited: 3
Learning-Environment Uncertainty and Students’ Approaches to Learning: A Self-Determination Theory Perspective
Hans Englund, Helén Stockhult, Sabina Du Rietz, et al.
Scandinavian Journal of Educational Research (2022) Vol. 67, Iss. 4, pp. 559-573
Open Access | Times Cited: 14
Teachers’ engaging messages, students’ motivation to learn and academic performance: The moderating role of emotional intensity in speech
Samuel Falcón, Jesús B. Alonso, Jaime León
Teaching and Teacher Education (2023) Vol. 136, pp. 104375-104375
Open Access | Times Cited: 8
Need-supportive and need-thwarting interpersonal behaviors by teachers and classmates in adolescence: The mediating role of basic psychological needs on school alienation and academic achievement
Caterina Buzzai, Pina Filippello, Concettina Caparello, et al.
Social Psychology of Education (2022) Vol. 25, Iss. 4, pp. 881-902
Closed Access | Times Cited: 12
Parenting behavior profiles and adolescents’ self-handicapping: an analysis from the perspective of self-determination theory
Ling Wang, Zilin Wang, Yueqi Shi, et al.
Current Psychology (2024)
Closed Access | Times Cited: 2
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