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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:

The relationship between job demands, job resources and teachers’ professional learning: is it explained by self-determination theory?
Joost Jansen in de Wal, Antoine van den Beemt, Rob Martens, et al.
Studies in Continuing Education (2018) Vol. 42, Iss. 1, pp. 17-39
Open Access | Times Cited: 46

Showing 1-25 of 46 citing articles:

Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level
Zhang Xin, Wilfried Admiraal, Nadira Saab
Journal of Education for Teaching International Research and Pedagogy (2021) Vol. 47, Iss. 5, pp. 714-731
Open Access | Times Cited: 95
Teaching in times of COVID-19: A mixed-method study into teachers’ teaching practices, psychological needs, stress, and well-being
Elisa Küpers, Jolien M. Mouw, Marjon Fokkens-Bruinsma
Teaching and Teacher Education (2022) Vol. 115, pp. 103724-103724
Open Access | Times Cited: 39
Teacher well‐being and turnover intentions: Investigating the roles of job resources and job demands
Rebecca J. Collie
British Journal of Educational Psychology (2023) Vol. 93, Iss. 3, pp. 712-726
Open Access | Times Cited: 36
Cultivating teacher thriving through social–emotional competence and its development
Rebecca J. Collie, Nancy E. Perry
The Australian Educational Researcher (2019) Vol. 46, Iss. 4, pp. 699-714
Closed Access | Times Cited: 57
Rural teachers’ sharing of digital educational resources: From motivation to behavior
Jingxian Wang, Dineke E.H. Tigelaar, Wilfried Admiraal
Computers & Education (2020) Vol. 161, pp. 104055-104055
Open Access | Times Cited: 56
Mediating Role of Entrepreneurial Work-Related Strains and Work Engagement among Job Demand–Resource Model and Success
Qifan Wang, Sajjad Nawaz Khan, Muhammad Sajjad, et al.
Sustainability (2023) Vol. 15, Iss. 5, pp. 4454-4454
Open Access | Times Cited: 21
“We never stop learning!”. Teachers’ perceptions of distance learning strengths related to their professional growth and intention to integrate technology
Annalisa Soncini, Emanuele Politi, Gerardo Petruzziello, et al.
Teaching and Teacher Education (2025) Vol. 160, pp. 105038-105038
Closed Access
Exploring science teachers’ self-selection attitudes into professional development programs: motivations, preferences, and implications for practice
Faiza Zafar, Christina Alston, Carolyn Nichol, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teaching
Shuang Hao, Dongqing Yu, Lisha Fu
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 3
An exploratory analysis of Early Adopters in education innovations
Lindsey Devers Basileo, Merewyn Elizabeth Lyons
Deleted Journal (2024) Vol. 1, Iss. 1, pp. 158-179
Closed Access | Times Cited: 3
Art Teachers' Attitudes Toward Online Learning: An Empirical Study Using Self Determination Theory
Mo Wang, Minjuan Wang, Yulu Cui, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 23
Stimulating the Professional and Personal Self-Development of Future Teachers in the Context of Value-Semantic Orientation
Zhilgildinova Madin, Aizhana Abibulayeva, Sultanova Nurgul, et al.
Education Research International (2022) Vol. 2022, pp. 1-11
Open Access | Times Cited: 12
Research agenda of employees’ voluntary learning behavior: A review
Jayaranjani Sutha
Asia Pacific Management Review (2024) Vol. 29, Iss. 2, pp. 215-225
Open Access | Times Cited: 2
The impact of self-determination theory: the moderating functions of social media (SM) use in education and affective learning engagement
Uthman Alturki, Ahmed Aldraiweesh
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 2
Teacher autonomous motivation for continuous professional development: the relationship with perceived workplace conditions
Zhang Xin, Wilfried Admiraal, Nadira Saab
Teachers and Teaching (2022) Vol. 28, Iss. 8, pp. 909-924
Open Access | Times Cited: 8
The Subjective Well-Being Challenge in the Accounting Profession: The Role of Job Resources
Horacio Molina‐Sánchez, Antonio Ariza‐Montes, Mar Ortiz-Gómez, et al.
International Journal of Environmental Research and Public Health (2019) Vol. 16, Iss. 17, pp. 3073-3073
Open Access | Times Cited: 13
Professional learning of late-career teachers in early childhood education: A matter of (im)balance between personal resources, job resources, and job demands
Quentin Brouhier, Thibault Coppe, Virginie März, et al.
Teaching and Teacher Education (2023) Vol. 133, pp. 104273-104273
Open Access | Times Cited: 4
An Interpretive Phenomenological Analysis of Teachers’ Lived Experiences of Working with Traumatised Children in the Classroom
Antoinette Frearson, Mandy Duncan
Journal of Child & Adolescent Trauma (2024) Vol. 17, Iss. 2, pp. 555-570
Open Access | Times Cited: 1
Leadership in the transition to online instruction: implications for teachers’ need satisfaction and motivation
David B. Morris, M. Shane Tutwiler, Katy Arnett
Cogent Education (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 1
Longitudinal Relation between Comprehensive Job Resources and Three Basic Psychological Needs at Work
Łukasz Baka, Michał Szulawski, Monika Prusik, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 10, pp. 6302-6302
Open Access | Times Cited: 7
“Research findings and daily teaching practice are worlds apart” – Predictors and consequences of scepticism toward the relevance of scientific content for teaching practice
Luisa Nägel, Victoria Bleck, Frank Lipowsky
Teaching and Teacher Education (2022) Vol. 121, pp. 103911-103911
Closed Access | Times Cited: 7
Practicum experience: the role of practicum demands and resources in first and second career preservice teachers
Larissa Maria Troesch, Anja Winkler, Catherine Eve Bauer
European Journal of Teacher Education (2023), pp. 1-18
Closed Access | Times Cited: 3
The Degree of Practicing the Principles of Japanese Leadership Theory among Bedouin Primary School Principals within the Green Line and its relationship to Teachers' Organizational Commitment
Hussein Aref Eyadat, Mohammad Ali Ashour, Mohammad Ahmad Mjalli Al-Momani
Jordanian Educational Journal (2024) Vol. 9, Iss. 1, pp. 405-428
Open Access
Autonomous motivational regulation as a resource for subjective professional well-being
Bogdan Olegovich Emelyanenko, Yulia Viktorovna Shvedenko
Психолог (2024), Iss. 1, pp. 63-81
Open Access
Optimistic About the Future: How Job and Study Resources Facilitate Career Optimism in Working Students
Randolfh R. Nerona, Michelle Hood, Andrea Bialocerkowski, et al.
(2024)
Open Access
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