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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:

Mindfulness-based interventions for stress and burnout in teachers: A systematic review
Tarissa Hidajat, Elizabeth Edwards, Rachel Wood, et al.
Teaching and Teacher Education (2023) Vol. 134, pp. 104303-104303
Open Access | Times Cited: 19

Showing 19 citing articles:

Digital Training for Nurses and Midwives to Improve Treatment for Women with Postpartum Depression and Protect Neonates: A Dynamic Bibliometric Review Analysis
Maria Tzitiridou‐Chatzopoulou, Eirini Orovou, Γεωργία Ζουρνατζίδου
Healthcare (2024) Vol. 12, Iss. 10, pp. 1015-1015
Open Access | Times Cited: 13
Effect of a mindfulness-based cognitive behavior therapy intervention on occupational burnout among school teachers
Netra Raj Paudel, K C Prakash, Clas‐Håkan Nygård, et al.
Frontiers in Psychiatry (2025) Vol. 15
Open Access | Times Cited: 1
Implementing psychosocial interventions for teachers’ mental health: Protocol for integrating scoping review with teachers lived experiences in LMICs
Kanika Malik, Sadananda Reddy Annapally, Yasmine A. Shilla, et al.
PLoS ONE (2025) Vol. 20, Iss. 1, pp. e0317351-e0317351
Open Access | Times Cited: 1
Psychometric Properties of the Mindfulness in Teaching Scale in a Sample of Portuguese Teachers
Miguel Barata‐Gonçalves, Luís Pires, Carlos Carona, et al.
Mindfulness (2024) Vol. 15, Iss. 2, pp. 447-458
Open Access | Times Cited: 5
The Mediating Role of Psychological Flexibility in the Relationship Between Fears of Compassion and Mindfulness in Teachers
Özgür DEMİRCİ SEYREK, Ahmet Genç, Ercümend Ersanlı
Psychology in the Schools (2025)
Closed Access
Can an emotion-focused intervention improve emotion socialization in secondary school teachers? A group randomized control trial
Christiane E. Kehoe, Clair Bennett, Ann E. Harley, et al.
Mental Health & Prevention (2025), pp. 200410-200410
Open Access
The Role of Affect Regulation in Linking Mindfulness in Teaching and Teachers’ Job Satisfaction: Contrasting One-to-One and Classroom Teaching
Miguel Barata‐Gonçalves, Carlos Carona, Luís Pires, et al.
Social Sciences (2025) Vol. 14, Iss. 3, pp. 148-148
Open Access
Toxic university: the relationships between instructor job satisfaction, burnout, conflict resolution styles, and intentions to quit
Kristen A. Foltz, Stephen M. Kromka, Theresa MacNeil
Communication Quarterly (2025), pp. 1-19
Closed Access
Work-Life Balance, Work Engagement and Personal Resources of Teachers in Relation to Performance: Basis for Professional Development Program
Gina E. Castillo, Randy Andales
(2025) Vol. V33, Iss. 8, pp. 879-891
Open Access
Psychische Gesundheit von Lehrkräften
Sophia Helen Adam, Gaby Resmark, Stephan Zipfel, et al.
PPmP - Psychotherapie · Psychosomatik · Medizinische Psychologie (2025) Vol. 75, Iss. 03/04, pp. 132-148
Closed Access
Effectiveness of Mindfulness-Based Interventions in Education
Cristina Ruíz Camacho
IGI Global eBooks (2025), pp. 389-426
Closed Access
Mindfulness, teacher mental health, and well-being in early education: a correlational study
Carolina Corthorn, Víctor Pedrero, Natália Torres, et al.
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 3
Drivers of Digital Realities for Ongoing Teacher Professional Learning
Ottavia Trevisan, Rhonda Christensen, Kerstin Drossel, et al.
Technology Knowledge and Learning (2024) Vol. 29, Iss. 4, pp. 1851-1868
Open Access | Times Cited: 2
Mindfulness-Based Intervention for Schoolteachers: Comparison of Video-Conferencing Group with Face-to-Face Group
Winnie Wai Lan Chan, Ka Chun Wu, Shirley Xin Li, et al.
Mindfulness (2024) Vol. 15, Iss. 9, pp. 2291-2306
Open Access | Times Cited: 1
Effects of Mindfulness Training on Teachers’ Expectations and Experiences Regarding Their Mental Health and Mindfulness/Prosocial Competencies
Math Janssen, Yvonne Heerkens, Béatrice van der Heijden, et al.
Mindfulness (2024)
Open Access | Times Cited: 1
Effects of a Virtual Mindful Self-Compassion Training on Mindfulness, Self-compassion, Empathy, Well-being, and Stress in Uruguayan Primary School Teachers During COVID-19 Times
Tamara Liberman, Martín Bidegain, Andrea Berriel, et al.
Mindfulness (2024) Vol. 15, Iss. 6, pp. 1486-1500
Closed Access
The Variables Associated with Burnout Among Korean Early Childhood Teachers: A Meta-Analysis
Xiuhong Xu, Yuxin Jiang, Lei Chen, et al.
SAGE Open (2024) Vol. 14, Iss. 3
Open Access
An Intervention to Support Higher Education Teachers’ Teaching Processes and Wellbeing: Protocol for an Intervention Study Design (Preprint)
Liisa Postareff, Anna Parpala, Petri Nokelainen, et al.
(2024)
Closed Access
The mediating role of teaching enthusiasm in the relationship between mindfulness, growth mindset, and psychological well-being of Chinese EFL teachers
Yushu Xu, Jing Wang
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access
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