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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:

Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System
Bridget E. Hatfield, Jennifer K. Finders, Danielle L. Zandbergen, et al.
Early Education and Development (2021) Vol. 33, Iss. 7, pp. 1222-1236
Closed Access | Times Cited: 9

Showing 9 citing articles:

Teachers' self-efficacy and perceptions of school climate are uniquely associated with students' externalizing and internalizing behavior problems
Jenna E. Finch, Kimia Akhavein, Irina Patwardhan, et al.
Journal of Applied Developmental Psychology (2023) Vol. 85, pp. 101512-101512
Open Access | Times Cited: 21
Measuring the Quality of Adult–Child Interactions in the Context of ECEC: a Systematic Review on the Relationship with Developmental and Educational Outcomes
Steven J. Howard, Kate L. Lewis, Emma E. Walter, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 4
The Roles of Student-Teacher Relationship Quality and Classroom Self-Regulatory Supports for Children’s Self-Regulatory Skills in Kindergarten and First Grade
Anna Wright, Anne Martin, Sherri Castle, et al.
Early Education and Development (2024), pp. 1-25
Closed Access | Times Cited: 3
Exploring the features of the self-regulatory environment in kindergarten classrooms
Anne Martin, Anna M. Wright, Deborah Phillips, et al.
Journal of Applied Developmental Psychology (2024) Vol. 93, pp. 101659-101659
Closed Access | Times Cited: 1
Early Teacher–Child Relationships Promote Self-Regulation Development in Prekindergarten
Kathleen Moritz Rudasill, İbrahim H. Acar, Yaoying Xu
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 14, pp. 8802-8802
Open Access | Times Cited: 4
Effects of using video-based coaching to promote preservice teachers’ interactional skills in Chinese preschool classrooms
Bi Ying Hu, Lin Guan, Jennifer LoCasale‐Crouch, et al.
Early Childhood Research Quarterly (2023) Vol. 65, pp. 284-294
Closed Access | Times Cited: 2
Psychological and physiological stress and stressors in early childhood educators: An observational pilot study
Randi A. Bates, Jaclyn M. Dynia
Psychology in the Schools (2023) Vol. 61, Iss. 4, pp. 1413-1439
Open Access | Times Cited: 1
An automated teaching model machine combining improved fuzzy mechanism in teaching children’s drawing games
Qianqian Xu, Lin Yang
Entertainment Computing (2023) Vol. 47, pp. 100579-100579
Closed Access
Behavioral Self-Regulation Skills and the Teacher-Child Relationship in Early Childhood
Özge Özcan, Ahmet Erol, Asi̇ye İvrendi̇
International Journal of Contemporary Educational Research (2023) Vol. 10, Iss. 2, pp. 382-394
Open Access
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