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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:

Longitudinal effects of theory of mind on later peer relations: The role of prosocial behavior.
Marcella Caputi, Serena Lecce, Adriano Pagnin, et al.
Developmental Psychology (2011) Vol. 48, Iss. 1, pp. 257-270
Open Access | Times Cited: 358

Showing 1-25 of 358 citing articles:

Promoting Mentalizing in Pupils by Acting on Teachers: Preliminary Italian Evidence of the “Thought in Mind” Project
Annalisa Valle, Davide Massaro, Ilaria Castelli, et al.
Frontiers in Psychology (2016) Vol. 7
Open Access | Times Cited: 437
Theory of mind and prosocial behavior in childhood: A meta-analytic review.
Kana Imuta, Julie D. Henry, Virginia Slaughter, et al.
Developmental Psychology (2016) Vol. 52, Iss. 8, pp. 1192-1205
Closed Access | Times Cited: 411
Prosocial Development
Nancy Eisenberg, Tracy L. Spinrad, Ariel Knafo‐Noam
(2015), pp. 1-47
Closed Access | Times Cited: 318
Meta‐Analysis of Theory of Mind and Peer Popularity in the Preschool and Early School Years
Virginia Slaughter, Kana Imuta, Candida C. Peterson, et al.
Child Development (2015) Vol. 86, Iss. 4, pp. 1159-1174
Closed Access | Times Cited: 266
Factors Affecting the Perception of Disability: A Developmental Perspective
Iryna Babik, Elena S. Gardner
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 151
Positive Empathy and Prosocial Behavior: A Neglected Link
Nils-Torge Telle, Hans‐Rüdiger Pfister
Emotion Review (2015) Vol. 8, Iss. 2, pp. 154-163
Closed Access | Times Cited: 160
Promoting theory of mind during middle childhood: A training program
Serena Lecce, Federica Bianco, Rory T. Devine, et al.
Journal of Experimental Child Psychology (2014) Vol. 126, pp. 52-67
Closed Access | Times Cited: 148
Friendlessness and theory of mind: A prospective longitudinal study
Elian Fink, Sander Begeer, Candida C. Peterson, et al.
British Journal of Developmental Psychology (2014) Vol. 33, Iss. 1, pp. 1-17
Closed Access | Times Cited: 146
Children's Sharing Behavior in Mini‐Dictator Games: The Role of In‐Group Favoritism and Theory of Mind
Jing Yu, Liqi Zhu, Alan M. Leslie
Child Development (2016) Vol. 87, Iss. 6, pp. 1747-1757
Closed Access | Times Cited: 127
Theory of Mind: a Hidden Factor in Reading Comprehension?
Rebecca A. Dore, Steven J. Amendum, Roberta Michnick Golinkoff, et al.
Educational Psychology Review (2018) Vol. 30, Iss. 3, pp. 1067-1089
Closed Access | Times Cited: 125
The relation between parents' mental state talk and children's social understanding: A meta‐analysis
Virginia Tompkins, Joann P. Benigno, Bridget Kiger Lee, et al.
Social Development (2018) Vol. 27, Iss. 2, pp. 223-246
Open Access | Times Cited: 124
The Children’s Social Understanding Scale: Construction and validation of a parent-report measure for assessing individual differences in children’s theories of mind.
Deniz Tahiroğlu, Louis J. Moses, Stephanie M. Carlson, et al.
Developmental Psychology (2014) Vol. 50, Iss. 11, pp. 2485-2497
Closed Access | Times Cited: 118
Theory of Mind in Children With Specific Language Impairment: A Systematic Review and Meta‐Analysis
Kristine Kahr Nilsson, Kristine M. Jensen de López
Child Development (2015) Vol. 87, Iss. 1, pp. 143-153
Closed Access | Times Cited: 108
Defending victims: What does it take to intervene in bullying and how is it rewarded by peers?
Rozemarijn van der Ploeg, Tina Kretschmer, Christina Salmivalli, et al.
Journal of School Psychology (2017) Vol. 65, pp. 1-10
Open Access | Times Cited: 101
The Effect of Gratitude on Elementary School Students’ Subjective Well-Being in Schools: The Mediating Role of Prosocial Behavior
Lili Tian, Minmin Du, E. Scott Huebner
Social Indicators Research (2014) Vol. 122, Iss. 3, pp. 887-904
Closed Access | Times Cited: 96
Orientations to Happiness and Subjective Well-Being in Chinese Adolescents: The Roles of Prosocial Behavior and Internet Addictive Behavior
Ying Yang, Peipei Li, Xinyuan Fu, et al.
Journal of Happiness Studies (2016) Vol. 18, Iss. 6, pp. 1747-1762
Closed Access | Times Cited: 93
Childhood maltreatment and prosocial behavior among Chinese adolescents: Roles of empathy and gratitude
Guoliang Yu, Sen Li, Fengqing Zhao
Child Abuse & Neglect (2020) Vol. 101, pp. 104319-104319
Closed Access | Times Cited: 92
Correlates and antecedents of theory of mind development during middle childhood and adolescence: An integrated model
Amy A. Weimer, Katherine Rice Warnell, Idean Ettekal, et al.
Developmental Review (2021) Vol. 59, pp. 100945-100945
Closed Access | Times Cited: 84
The Relationship Between Green Space and Prosocial Behaviour Among Children and Adolescents: A Systematic Review
I Gusti Ngurah Edi Putra, Thomas Astell–Burt, Dylan P. Cliff, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 76
The Development of Advanced Theory of Mind in Middle Childhood: A Longitudinal Study From Age 5 to 10 Years
Christopher Osterhaus, Susanne Koerber
Child Development (2021) Vol. 92, Iss. 5, pp. 1872-1888
Open Access | Times Cited: 66
Effects of autistic traits on social and school adjustment in children and adolescents: The moderating roles of age and gender
Mei‐Ni Hsiao, Wan‐Ling Tseng, Hui-Yi Huang, et al.
Research in Developmental Disabilities (2012) Vol. 34, Iss. 1, pp. 254-265
Open Access | Times Cited: 94
Long-term effect of theory of mind on school achievement: The role of sensitivity to criticism
Serena Lecce, Marcella Caputi, Adriano Pagnin
European Journal of Developmental Psychology (2013) Vol. 11, Iss. 3, pp. 305-318
Closed Access | Times Cited: 91
Social Anxiety Symptoms in Young Children: Investigating the Interplay of Theory of Mind and Expressions of Shyness
Cristina Colonnesi, Milica Nikolić, Wieke de Vente, et al.
Journal of Abnormal Child Psychology (2016) Vol. 45, Iss. 5, pp. 997-1011
Open Access | Times Cited: 85
Mind Reading Skills and Empathy: Evidence for Nice and Nasty ToM Behaviours in School-Aged Children
Antonia Lonigro, Fiorenzo Laghi, Roberto Baiocco, et al.
Journal of Child and Family Studies (2013) Vol. 23, Iss. 3, pp. 581-590
Closed Access | Times Cited: 78
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