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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:

Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination: the mediating role of autonomous and controlled motivation
Athanasios Mouratidis, Aikaterini Michou, Nathalie Aelterman, et al.
Educational Psychology (2017) Vol. 38, Iss. 4, pp. 435-450
Closed Access | Times Cited: 76

Showing 1-25 of 76 citing articles:

When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students
Sung Hyeon Cheon, Johnmarshall Reeve, Maarten Vansteenkiste
Teaching and Teacher Education (2020) Vol. 90, pp. 103004-103004
Closed Access | Times Cited: 346
Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective
Paul Evans, Maarten Vansteenkiste, Philip D. Parker, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 44
Recommending goals and supporting needs: An intervention to help physical education teachers communicate their expectations while supporting students’ psychological needs
Sung Hyeon Cheon, Johnmarshall Reeve, Yong-Gwan Song
Psychology of sport and exercise (2018) Vol. 41, pp. 107-118
Closed Access | Times Cited: 116
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout
Angelica Moè, Idit Katz
Teaching and Teacher Education (2020) Vol. 96, pp. 103173-103173
Closed Access | Times Cited: 87
The development of social and emotional competence at school: An integrated model
Rebecca J. Collie
International Journal of Behavioral Development (2019) Vol. 44, Iss. 1, pp. 76-87
Closed Access | Times Cited: 85
Academic Self-Efficacy and Postgraduate Procrastination: A Moderated Mediation Model
Guoqing Liu, Gang Cheng, Juan Hu, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 75
Effects of Parental Autonomy Support and Teacher Support on Middle School Students’ Homework Effort: Homework Autonomous Motivation as Mediator
Xiaowei Feng, Ke Xie, Shaoying Gong, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 76
Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions
Élizabeth Olivier, Benoît Galand, Alexandre J. S. Morin, et al.
Learning and Instruction (2020) Vol. 71, pp. 101389-101389
Closed Access | Times Cited: 54
A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms
Hui‐Min Lai, Pi-Jung Hsieh, Lorna Uden, et al.
Computers & Education (2021) Vol. 175, pp. 104318-104318
Closed Access | Times Cited: 53
Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach
Abdullah Alamer, Jihyun Lee
Language Teaching Research (2021) Vol. 28, Iss. 4, pp. 1572-1593
Closed Access | Times Cited: 45
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
Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries
Shaljan Areepattamannil, Ieda M. Santos
Computers in Human Behavior (2019) Vol. 98, pp. 50-58
Open Access | Times Cited: 49
Understanding behavioural engagement and achievement: The roles of teaching practices and student sense of competence and task value
Élizabeth Olivier, Benoît Galand, Virginie Hospel, et al.
British Journal of Educational Psychology (2020) Vol. 90, Iss. 4, pp. 887-909
Closed Access | Times Cited: 43
Teacher-Directed Versus Inquiry-Based Science Instruction: Investigating Links to Adolescent Students’ Science Dispositions Across 66 Countries
Shaljan Areepattamannil, Dean Cairns, Martina Dickson
Journal of Science Teacher Education (2020) Vol. 31, Iss. 6, pp. 675-704
Open Access | Times Cited: 42
Understanding Chinese EFL Learners’ Acceptance of Gamified Vocabulary Learning Apps: An Integration of Self-Determination Theory and Technology Acceptance Model
Yang Chen, Shuang Zhao
Sustainability (2022) Vol. 14, Iss. 18, pp. 11288-11288
Open Access | Times Cited: 27
The predictive effect of perceived teacher support on college EFL learners’ online learning engagement: autonomous and controlled motivation as mediators
Yingli Yang, Chenxi Du
Journal of Multilingual and Multicultural Development (2023), pp. 1-15
Closed Access | Times Cited: 14
Identifying key features of resilient students in digital reading: Insights from a machine learning approach
Jia‐qi Zheng, Kwok‐cheung Cheung, Pou‐seong Sit
Education and Information Technologies (2023) Vol. 29, Iss. 2, pp. 2277-2301
Closed Access | Times Cited: 12
Examining the yields of growth feedback from science teachers and students' intrinsic valuing of science: Implications for student‐ and school‐level science achievement
Emma C. Burns, Andrew J. Martin, Rebecca J. Collie
Journal of Research in Science Teaching (2019) Vol. 56, Iss. 8, pp. 1060-1082
Closed Access | Times Cited: 33
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
An Autonomy-Supportive Intervention Program for STEM Teachers to Enhance Engagement among Students
John Wang, Johnmarshall Reeve, Woon Chia Liu, et al.
Heliyon (2025) Vol. 11, Iss. 3, pp. e42150-e42150
Open Access
Effects of digital citizenship educational game on teenagers’ learning achievement, motivation, cognitive load, and behavioral patterns
Jiawen Liu, Rustam Shadiev, Mei Cao
Education and Information Technologies (2025)
Closed Access
Unboxing autonomous motivation, controlled motivation, and oral skills among EFL learners: Insights into gamification through the lens of broaden-and-build theory
Jiao Song, Ru Wang, X. Ben Wu, et al.
Learning and Motivation (2025) Vol. 90, pp. 102110-102110
Closed Access
Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis
Alexandra Patzak, Xiaorong Zhang
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access
Academic Procrastination Among Doctoral Students in China: The Role of Supervisory Support, Research Self-Efficacy, and Persistence Intention
Fangyuan Meng, Yu Zhao, Zhidong Zang
SAGE Open (2025) Vol. 15, Iss. 1
Open Access
Too Pressured to Sleep? Exploring the Role of Study Motivation, Test Anxiety and Procrastination in University Students' Sleep Patterns During Exam Periods
Marlies Van de Casteele, Bart Soenens, Rachel Campbell, et al.
Stress and Health (2025) Vol. 41, Iss. 3
Closed Access
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