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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:

Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-analytic Review
Christopher J. Trentacosta, Sarah E. Fine
Social Development (2009) Vol. 19, Iss. 1, pp. 1-29
Open Access | Times Cited: 420

Showing 1-25 of 420 citing articles:

Social‐Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children
Celene E. Domitrovich, Joseph A. Durlak, Katharine C. Staley, et al.
Child Development (2017) Vol. 88, Iss. 2, pp. 408-416
Closed Access | Times Cited: 626
Moral disengagement among children and youth: A meta-analytic review of links to aggressive behavior
Gianluca Gini, Tiziana Pozzoli, Shelley Hymel
Aggressive Behavior (2013) Vol. 40, Iss. 1, pp. 56-68
Closed Access | Times Cited: 507
Tuning in to Kids: improving emotion socialization practices in parents of preschool children – findings from a community trial
Sophie S. Havighurst, Katherine R. Wilson, Ann E. Harley, et al.
Journal of Child Psychology and Psychiatry (2010) Vol. 51, Iss. 12, pp. 1342-1350
Closed Access | Times Cited: 308
Attention-deficit hyperactivity disorder and children's emotion dysregulation: A meta-analysis
Paulo A. Graziano, Alexis García
Clinical Psychology Review (2016) Vol. 46, pp. 106-123
Closed Access | Times Cited: 279
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: 267
<p>Positive youth development: current perspectives</p>
Daniel T. L. Shek, Diya Dou, Xiaoqin Zhu, et al.
Adolescent Health Medicine and Therapeutics (2019) Vol. Volume 10, pp. 131-141
Open Access | Times Cited: 235
Examining the link between preschool social–emotional competence and first grade academic achievement: The role of attention skills
Brittany L. Rhoades, Heather K. Warren, Celene E. Domitrovich, et al.
Early Childhood Research Quarterly (2010) Vol. 26, Iss. 2, pp. 182-191
Closed Access | Times Cited: 215
Preschoolers’ emotion knowledge: Self-regulatory foundations, and predictions of early school success
Susanne A. Denham, Hideko H. Bassett, Erin Way, et al.
Cognition & Emotion (2011) Vol. 26, Iss. 4, pp. 667-679
Open Access | Times Cited: 214
Parents' Emotion‐Related Beliefs, Behaviours, and Skills Predict Children's Recognition of Emotion
Vanessa L. Castro, Amy G. Halberstadt, Fantasy T. Lozada, et al.
Infant and Child Development (2014) Vol. 24, Iss. 1, pp. 1-22
Open Access | Times Cited: 184
Emotion Regulation via the Autonomic Nervous System in Children with Attention-Deficit/Hyperactivity Disorder (ADHD)
Erica D. Musser, Richard W. Backs, Colleen F. Schmitt, et al.
Journal of Abnormal Child Psychology (2011) Vol. 39, Iss. 6, pp. 841-852
Open Access | Times Cited: 167
Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations
Susan B. Campbell, Susanne A. Denham, Grace Z. Howarth, et al.
Journal of Applied Developmental Psychology (2016) Vol. 45, pp. 19-41
Open Access | Times Cited: 145
The influence of animals on the development of children
Nienke Endenburg, Hein A. van Lith
The Veterinary Journal (2010) Vol. 190, Iss. 2, pp. 208-214
Open Access | Times Cited: 144
Feeling and Thinking of Others: Affective and Cognitive Empathy and Emotion Comprehension in Prosocial/Hostile Preschoolers
Carmen Belacchi, Eleonora Farina
Aggressive Behavior (2012) Vol. 38, Iss. 2, pp. 150-165
Closed Access | Times Cited: 134
An empirical basis for linking social and emotional learning to academic performance
Margarita Panayiotou, Neil Humphrey, Michael Wigelsworth
Contemporary Educational Psychology (2019) Vol. 56, pp. 193-204
Open Access | Times Cited: 127
Why Should We All Be Cultural Psychologists? Lessons From the Study of Social Cognition
Qi Wang
Perspectives on Psychological Science (2016) Vol. 11, Iss. 5, pp. 583-596
Open Access | Times Cited: 124
Aggressive and Violent Behavior
Manuel Eisner, Tina Malti
(2015), pp. 1-48
Closed Access | Times Cited: 112
The building blocks of social competence: Contributions of the Consortium of Individual Development
Caroline Junge, Patti M. Valkenburg, Maja Deković, et al.
Developmental Cognitive Neuroscience (2020) Vol. 45, pp. 100861-100861
Open Access | Times Cited: 99
The Role of Language Skill in Child Psychopathology: Implications for Intervention in the Early Years
Karen Salmon, Richard O’Kearney, Elaine Reese, et al.
Clinical Child and Family Psychology Review (2016) Vol. 19, Iss. 4, pp. 352-367
Closed Access | Times Cited: 96
Academic performance under COVID-19: The role of online learning readiness and emotional competence
Yurou Wang, Mengya Xia, Wenjing Guo, et al.
Current Psychology (2022) Vol. 42, Iss. 34, pp. 30562-30575
Open Access | Times Cited: 66
Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School
Brittany Rhoades Cooper, Julia E. Moore, Courtney Powers, et al.
Early Education and Development (2014) Vol. 25, Iss. 8, pp. 1248-1264
Closed Access | Times Cited: 77
The Relationship Between Emotion Knowledge, Emotion Regulation and Adjustment in Preschoolers: A Mediation Model
Rosanna Di Maggio, Carla Zappulla, Ugo Pace
Journal of Child and Family Studies (2016) Vol. 25, Iss. 8, pp. 2626-2635
Closed Access | Times Cited: 77
An Emotion-Focused Early Intervention for Children with Emerging Conduct Problems
Sophie S. Havighurst, Melissa E. Duncombe, Emma J. Frankling, et al.
Journal of Abnormal Child Psychology (2014) Vol. 43, Iss. 4, pp. 749-760
Closed Access | Times Cited: 74
Three meta-analyses of children's emotion knowledge and their school success
Katharina Voltmer, Maria von Salisch
Learning and Individual Differences (2017) Vol. 59, pp. 107-118
Closed Access | Times Cited: 74
Mu desynchronization during observation and execution of facial expressions in 30-month-old children
R. G. Holly, James Bonaiuto, Pier Francesco Ferrari, et al.
Developmental Cognitive Neuroscience (2016) Vol. 19, pp. 279-287
Open Access | Times Cited: 72
Preschool interpersonal relationships predict kindergarten achievement: Mediated by gains in emotion knowledge
Marcela M. Torres, Celene E. Domitrovich, Karen L. Bierman
Journal of Applied Developmental Psychology (2015) Vol. 39, pp. 44-52
Open Access | Times Cited: 71
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