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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:

“My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well‐being during the COVID‐19 pandemic
Lisa E. Kim, Laura Oxley, Kathryn Asbury
British Journal of Educational Psychology (2021) Vol. 92, Iss. 1, pp. 299-318
Open Access | Times Cited: 191

Showing 1-25 of 191 citing articles:

A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing
Joy C. Nwoko, Theophilus I. Emeto, A.E.O. Malau‐Aduli, et al.
International Journal of Environmental Research and Public Health (2023) Vol. 20, Iss. 12, pp. 6070-6070
Open Access | Times Cited: 48
Teacher burnout and physical health: A systematic review
Daniel J. Madigan, Lisa E. Kim, Hanna L. Glandorf, et al.
International Journal of Educational Research (2023) Vol. 119, pp. 102173-102173
Open Access | Times Cited: 45
Changes in Teacher Burnout and Self-Efficacy During the COVID-19 Pandemic: Interrelations and e-Learning Variables Related to Change
Marie Weißenfels, Eric Klopp, Franziska Perels
Frontiers in Education (2022) Vol. 6
Open Access | Times Cited: 66
Teachers’ emotional exhaustion during the COVID-19 pandemic: Levels, changes, and relations to pandemic-specific demands
Uta Klusmann, Karen Aldrup, Janina Roloff-Bruchmann, et al.
Teaching and Teacher Education (2022) Vol. 121, pp. 103908-103908
Open Access | Times Cited: 64
Teachers’ occupational well-being during the COVID-19 pandemic: The role of resources and demands
Justine Stang‐Rabrig, Thomas Brüggemann, Ramona Lorenz, et al.
Teaching and Teacher Education (2022) Vol. 117, pp. 103803-103803
Open Access | Times Cited: 51
Why teachers are leaving and what we can do about it
David T. Marshall, Tim Pressley, Natalie M. Neugebauer, et al.
Phi Delta Kappan (2022) Vol. 104, Iss. 1, pp. 6-11
Closed Access | Times Cited: 46
Effects of Autonomy Support and Emotion Regulation on Teacher Burnout in the Era of the COVID-19 Pandemic
Mei‐Lin Chang, Rachel Gaines, Kristen C. Mosley
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 38
What was a gap is now a chasm: Remote schooling, the digital divide, and educational inequities resulting from the COVID-19 pandemic
Alexandrea R. Golden, Emily Srisarajivakul, Amanda J. Hasselle, et al.
Current Opinion in Psychology (2023) Vol. 52, pp. 101632-101632
Open Access | Times Cited: 36
Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies
Teresa Pozo-Rico, Rosa Poveda, Raúl Gutiérrez Fresneda, et al.
Psychology Research and Behavior Management (2023) Vol. Volume 16, pp. 1-18
Open Access | Times Cited: 30
A Scope Review of the Teacher Well-being Research Between 1968 and 2021
Lutong Zhang, Junjun Chen, Xinlin Li, et al.
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 1, pp. 171-186
Open Access | Times Cited: 25
Understanding Teachers’ Emotion Regulation Strategies and Related Teacher and Classroom Factors
Nicole B. Doyle, Jason T. Downer, Sara E. Rimm‐Kaufman
School Mental Health (2024) Vol. 16, Iss. 1, pp. 123-136
Closed Access | Times Cited: 11
Under pressure? Exploring the moderating and mediating role of principal–teacher relationships in primary and secondary school teachers’ burnout symptoms
Mathias Dehne, Debora L. Roorda, Helma M. Y. Koomen, et al.
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access | Times Cited: 1
School staff and teachers during the second year of COVID-19: Higher anxiety symptoms, higher psychological distress, and poorer mental health compared to the general population
Sarah M. Hutchison, Allison W. Watts, Anne Gadermann, et al.
Journal of Affective Disorders Reports (2022) Vol. 8, pp. 100335-100335
Open Access | Times Cited: 30
COVID-19 in School Teachers: Job Satisfaction and Burnout through the Job Demands Control Model
Mariacarla Martí-González, María Lourdes Alcalá Ibáñez, Jose Luis Castán-Esteban, et al.
Behavioral Sciences (2023) Vol. 13, Iss. 1, pp. 76-76
Open Access | Times Cited: 19
Education in Emergencies: Mapping the Global Education Research Landscape in the Context of the COVID-19 Crisis
Naureen Durrani, Vanessa Ozawa
SAGE Open (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 8
English as a foreign language teachers' burnout: The predicator powers of self-efficacy and well-being
Shangyong An, Sha Tao
Acta Psychologica (2024) Vol. 245, pp. 104226-104226
Open Access | Times Cited: 6
Understanding teacher burnout following COVID-19
Tim Pressley, David T. Marshall, Teanna Moore
Teacher Development (2024) Vol. 28, Iss. 4, pp. 553-568
Open Access | Times Cited: 6
Mental Health Status of Teachers During the Second Wave of the COVID-19 Pandemic: A Web-Based Study in Bangladesh
Md. Tanvir Hossain, Md. Akhtarul Islam, Nusrat Jahan, et al.
Frontiers in Psychiatry (2022) Vol. 13
Open Access | Times Cited: 26
Shifts in Stressors, Internalizing Symptoms, and Coping Mechanisms of Teachers During the COVID-19 Pandemic
Farshad Ghasemi, Keith C. Herman, Wendy M. Reinke
School Mental Health (2022) Vol. 15, Iss. 1, pp. 272-286
Open Access | Times Cited: 23
Teachers’ Emotional Exhaustion and Teaching Enthusiasm Before Versus During the COVID-19 Pandemic
Thamar Voss, Uta Klusmann, Nikolaus Bönke, et al.
Zeitschrift für Psychologie (2023) Vol. 231, Iss. 2, pp. 103-114
Open Access | Times Cited: 16
Teacher mental health and workplace well-being in a global crisis: Learning from the challenges and supports identified by teachers one year into the COVID-19 pandemic in British Columbia, Canada
Anne Gadermann, Monique Gagné Petteni, Tonje M. Molyneux, et al.
PLoS ONE (2023) Vol. 18, Iss. 8, pp. e0290230-e0290230
Open Access | Times Cited: 14
Leveraging technology for pre‐service teachers' well‐being: The effectiveness of a multicomponent positive psychology intervention in pre‐service preschool teachers in Hong Kong
Jesus Alfonso D. Datu, Alfred Lee, Kevin Kien Hoa Chung
Applied Psychology Health and Well-Being (2023) Vol. 15, Iss. 4, pp. 1446-1471
Closed Access | Times Cited: 13
A Meaningful Boost: Effects of Teachers’ Sense of Meaning at Work on Their Engagement, Burnout, and Stress
Shiri Lavy
AERA Open (2022) Vol. 8
Open Access | Times Cited: 21
‘Teachers are the guinea pigs’: teacher perspectives on a sudden reopening of schools during the COVID-19 pandemic
Jillian Ryan, Nicole Koehler, Travis Cruickshank, et al.
The Australian Educational Researcher (2023) Vol. 51, Iss. 2, pp. 445-461
Open Access | Times Cited: 11
Enhancing psychological well-being of school teachers in India: role of energy management, thriving, and stress
Smita Chaudhry, Raina Chhajer
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 11
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