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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:

Autonomy Support in the Classroom
Juan Luis Núñez Alonso, Jaime León
European Psychologist (2015) Vol. 20, Iss. 4, pp. 275-283
Closed Access | Times Cited: 133

Showing 1-25 of 133 citing articles:

Believing That We Can Change Our World for the Better: A Triple-A (Agent-Action-Aim) Framework of Self-Efficacy Beliefs in the Context of Collective Social and Ecological Aims
Karen Hamann, Marlis Wullenkord, Gerhard Reese, et al.
Personality and Social Psychology Review (2023) Vol. 28, Iss. 1, pp. 11-53
Open Access | Times Cited: 50
Framework for the design and delivery of organized physical activity sessions for children and adolescents: rationale and description of the ‘SAAFE’ teaching principles
David R. Lubans, Chris Lonsdale, Kristen E. Cohen, et al.
International Journal of Behavioral Nutrition and Physical Activity (2017) Vol. 14, Iss. 1
Open Access | Times Cited: 135
Motivation and E-Learning English as a foreign language: A qualitative study
Fredy Geovanni Escobar Fandiño, Luz Dary Muñoz, Angela Juliette Silva Velandia
Heliyon (2019) Vol. 5, Iss. 9, pp. e02394-e02394
Open Access | Times Cited: 133
A meta-analysis of autonomous and controlled forms of teacher motivation
Gavin R. Slemp, James G. Field, Anna S.H. Cho
Journal of Vocational Behavior (2020) Vol. 121, pp. 103459-103459
Closed Access | Times Cited: 113
Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students
Elisa Huéscar Hernández, Juan Antônio Moreno Murcia, Luí­s Cid, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 6, pp. 2143-2143
Open Access | Times Cited: 90
Determinants of classroom engagement: a prospective test based on self-determination theory
Juan Luis Núñez Alonso, Jaime León
Teachers and Teaching (2018) Vol. 25, Iss. 2, pp. 147-159
Open Access | Times Cited: 89
Inquiry Based Learning Models, Information Literacy, and Student Engagement: A literature review
Shelly Buchanan, Mary Ann Harlan, Christine Bruce, et al.
School Libraries Worldwide (2016), pp. 23-39
Open Access | Times Cited: 82
The importance of novelty satisfaction for multiple positive outcomes in physical education
David González‐Cutre, Álvaro Sicilia
European Physical Education Review (2018) Vol. 25, Iss. 3, pp. 859-875
Closed Access | Times Cited: 80
Intrinsic Motivation and Flow
Falko Rheinberg, Stefan Engeser
Springer eBooks (2018), pp. 579-622
Closed Access | Times Cited: 73
Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education
Alexander Gil Arias, Stephen Harvey, Francisco García-Herreros, et al.
European Physical Education Review (2020) Vol. 27, Iss. 2, pp. 366-383
Open Access | Times Cited: 65
Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement
Jaime León, Elena Medina-Garrido, Juan Luis Núñez Alonso
Frontiers in Psychology (2017) Vol. 8
Open Access | Times Cited: 63
Teachers’ Motivating Style and Students’ Motivation and Engagement in STEM: the Relationship Between Three Key Educational Concepts
Haydée De Loof, Annemie Struyf, Jelle Boeve‐de Pauw, et al.
Research in Science Education (2019) Vol. 51, Iss. S1, pp. 109-127
Open Access | Times Cited: 56
Teacher's Emotional Support and Math Performance: The Chain Mediating Effect of Academic Self-Efficacy and Math Behavioral Engagement
Yanfei Yang, Guangzheng Li, Zhanguo Su, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 49
Perceived Teacher Autonomy Support and Students' Deep Learning: The Mediating Role of Self-Efficacy and the Moderating Role of Perceived Peer Support
Jingxian Zhao, Yue Qin
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 44
The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning
Marius Ole Johansen, Sigrunn Eliassen, Lucas M. Jeno
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 22
Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review
Qi Guo, Shamsulariffin Samsudin, Xiaoming Yang, et al.
Sustainability (2023) Vol. 15, Iss. 7, pp. 6039-6039
Open Access | Times Cited: 21
The pedagogical foundations of student voice practices: The role of relationships, differentiation, and choice in supporting student voice practices in high school classrooms
Jerusha Conner, Dana L. Mitra, Samantha Holquist, et al.
Teaching and Teacher Education (2024) Vol. 142, pp. 104540-104540
Open Access | Times Cited: 7
Intrinsic Motivation and Flow
Falko Rheinberg
Cambridge University Press eBooks (2008), pp. 323-348
Closed Access | Times Cited: 87
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
Strengthening Executive Function and Self-Regulation Through Teacher-Student Interaction in Preschool and Primary School Children: A Systematic Review
Simona Sankalaite, Mariëtte Huizinga, Jolien Dewandeleer, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 36
Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods
Gregorio García-Castejón, Oleguer Camerino Foguet, Marta Castañer Balcells, et al.
Children (2021) Vol. 8, Iss. 7, pp. 573-573
Open Access | Times Cited: 33
The Mediating Effect of Intrinsic Motivation to Learn on the Relationship between Student´s Autonomy Support and Vitality and Deep Learning
Juan Luis Núñez Alonso, Jaime León
The Spanish Journal of Psychology (2016) Vol. 19
Closed Access | Times Cited: 42
Cognitive and metacognitive, motivational, and resource considerations for learning new skills across the lifespan
Pamela Sheffler, Tania M. Rodríguez, Cecilia Cheung, et al.
Wiley Interdisciplinary Reviews Cognitive Science (2021) Vol. 13, Iss. 2
Closed Access | Times Cited: 30
Amotivation and influence of teacher support dimensions: A self-determination theory approach
Ranita Banerjee, Santoshi Halder
Heliyon (2021) Vol. 7, Iss. 7, pp. e07410-e07410
Open Access | Times Cited: 28
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
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