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:

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

Showing 1-25 of 37 citing articles:

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

Teachers’ engaging messages and the relationship with students’ performance and teachers’ enthusiasm
Samuel Falcón, Wilfried Admiraal, Jaime León
Learning and Instruction (2023) Vol. 86, pp. 101750-101750
Open Access | Times Cited: 16

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

Understanding Student Experiences of Renewable and Traditional Assignments
Virginia Clinton‐Lisell, Lindsey Gwozdz
College Teaching (2023) Vol. 71, Iss. 2, pp. 125-134
Open Access | Times Cited: 12

Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement
Élizabeth Olivier, Benoît Galand, Jessica Bélanger, et al.
Learning and Individual Differences (2025) Vol. 118, pp. 102631-102631
Open Access

Does need satisfaction reflect positive needs-supplies fit or misfit? A new look at autonomy-supportive contexts using cubic response surface analysis
Fernando Núñez‐Regueiro, Jacques Juhel, Ming‐Te Wang
Social Psychology of Education (2025) Vol. 28, Iss. 1
Closed Access

Mekânsal beceriler, 21. yüzyıl becerileri ve akademik başarının öğretmen adaylarının mesleki yetkinlikleri üzerindeki rolü
Alaattin ARIKAN
lnternational Journal of Geography and Geography Education (2025), Iss. 54, pp. 1-23
Open 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

A cross-country analysis of self-determination and continuance use intention of AI tools in business education: Does instructor support matter?
Egena Ode, Rabake Nana, Irene O. Boro, et al.
Computers and Education Artificial Intelligence (2025), pp. 100402-100402
Open Access

Implement internet ethics education: What matters most?
Yu-Min Wang, Yuasnheng Lin, Yi‐Shun Wang
Education and Information Technologies (2025)
Open Access

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

What makes a student feel vital? Links between teacher-student relatedness and teachers’ engaging messages
Elisa Santana‐Monagas, Juan Luis Núñez Alonso, Juan Francisco Loro-Ferrer, et al.
European Journal of Psychology of Education (2022) Vol. 38, Iss. 3, pp. 1201-1226
Open Access | Times Cited: 12

How (de)motivating teaching styles shape message framing outcomes on students’ self-efficacy, emotions, and grades
Elisa Santana‐Monagas, Paula Costa Ferreira, Ana Margarida Veiga Simão, et al.
Learning and Individual Differences (2024) Vol. 110, pp. 102420-102420
Open Access | Times Cited: 2

Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance
Maryam Alqassab, Jaime León
Teaching and Teacher Education (2024) Vol. 151, pp. 104750-104750
Open Access | Times Cited: 2

Secondary teachers’ competencies and attitude: A mediated multigroup model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice
Fabiola Sanda Chiriacescu, Bogdan Chiriacescu, Alina Elena Grecu, et al.
PLoS ONE (2023) Vol. 18, Iss. 1, pp. e0279986-e0279986
Open Access | Times Cited: 6

Do teachers’ engaging messages predict motivation to learn and performance?
Elisa Santana‐Monagas, David W. Putwain, Juan Luis Núñez Alonso, et al.
Revista de Psicodidáctica (English ed ) (2021) Vol. 27, Iss. 1, pp. 86-95
Open Access | Times Cited: 14

The power of instructional quality, structure, and autonomy support to predict students’ perceived competence: A Bifactor-ESEM representation
Nadia Catherine Reymond, Nadine Großmann, Stefan Fries
Teaching and Teacher Education (2023) Vol. 135, pp. 104334-104334
Closed Access | Times Cited: 4

¿Predicen los mensajes del profesorado la motivación para aprender y el rendimiento?
Elisa Santana‐Monagas, David W. Putwain, Juan Luis Núñez Alonso, et al.
Revista de Psicodidáctica (2021) Vol. 27, Iss. 1, pp. 86-95
Open Access | Times Cited: 8

Exploring the role of intentions and expectations in continuing professional development in sustainability education
Carlos R. Casanova, Jordan King, Daniel Fischer
Teaching and Teacher Education (2023) Vol. 128, pp. 104115-104115
Closed Access | Times Cited: 3

How do teachers engaging messages affect students? A sentiment analysis
Samuel Falcón, Jaime León
Educational Technology Research and Development (2023) Vol. 71, Iss. 4, pp. 1503-1523
Open Access | Times Cited: 3

Estilos motivadores docentes y directividad en Educación Física
Miguel Saorín-Pozuelo, Salvador Baena-Martínez, Alberto Férriz-Valero, et al.
Apunts Educación Física y Deportes (2023), Iss. 155, pp. 38-49
Open Access | Times Cited: 2

LECTURERS’ PERCEPTIONS OF STUDENT ENGAGEMENT AND THEIR ROLE IN SUPPORTING IT
Aida Montenegro
European Journal of Education Studies (2022) Vol. 9, Iss. 4
Open Access | Times Cited: 3

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