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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:

What makes a motivating teacher? Teachers’ motivation and beliefs as predictors of their autonomy-supportive style
Idit Katz, Bat‐Hen Shahar
School Psychology International (2015) Vol. 36, Iss. 6, pp. 575-588
Closed Access | Times Cited: 75

Showing 1-25 of 75 citing articles:

The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach
Branko Vermote, Nathalie Aelterman, Wim Beyers, et al.
Motivation and Emotion (2020) Vol. 44, Iss. 2, pp. 270-294
Closed Access | Times Cited: 208
Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction
In-Ok Ahn, Ming Ming Chiu, Helen Patrick
Contemporary Educational Psychology (2021) Vol. 64, pp. 101950-101950
Closed Access | Times Cited: 109
Scaffolding for motivation by parents, and child homework motivations and emotions: Effects of a training programme
Angelica Moè, Idit Katz, Marianna Alesi
British Journal of Educational Psychology (2018) Vol. 88, Iss. 2, pp. 323-344
Closed Access | Times Cited: 110
The association between education outside the classroom and students’ school motivation: Results from a one-school-year quasi-experiment
Mads Bølling, Camilla Roed Otte, Peter Elsborg, et al.
International Journal of Educational Research (2018) Vol. 89, pp. 22-35
Closed Access | Times Cited: 94
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
Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration
Angelica Moè, Piermarco Consiglio, Idit Katz
Teaching and Teacher Education (2022) Vol. 118, pp. 103823-103823
Open Access | Times Cited: 59
Need satisfied teachers adopt a motivating style: The mediation of teacher enthusiasm
Angelica Moè, Idit Katz
Learning and Individual Differences (2022) Vol. 99, pp. 102203-102203
Closed Access | Times Cited: 43
Research on the Influencing Factors and Problems of Teacher Professional Motivation from the Perspective of Teacher Professional Beliefs
Jun Su
Lecture Notes in Education Psychology and Public Media (2025) Vol. 81, Iss. 1, pp. 86-93
Closed Access | Times Cited: 1
The Motivational Outcomes of Psychological Need Support among Pre-Service Teachers: Multicultural and Self-determination Theory Perspectives
Haya Kaplan, Nir Madjar
Frontiers in Education (2017) Vol. 2
Open Access | Times Cited: 64
Reducing homework stress by increasing adoption of need-supportive practices: Effects of an intervention with parents
Angelica Moè, Idit Katz, Rinat Cohen, et al.
Learning and Individual Differences (2020) Vol. 82, pp. 101921-101921
Closed Access | Times Cited: 53
Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions
Alyssa Parr, Jessica R. Gladstone, Emily Q. Rosenzweig, et al.
Teaching and Teacher Education (2020) Vol. 98, pp. 103228-103228
Open Access | Times Cited: 49
Exploring the Link Between Teachers’ Motivation for Continuous Professional Development and Professional Learning Communities: A Structural Equation Modeling Approach
Sintayehu Belay, Solomon Melesse
SAGE Open (2024) Vol. 14, Iss. 3
Open Access | Times Cited: 5
Teachers' social goals and classroom engagement: The mediating role of teachers' self-efficacy
Chiung-Fang Chang, Nathan C. Hall, So Yeon Lee, et al.
International Journal of Educational Research (2022) Vol. 113, pp. 101952-101952
Closed Access | Times Cited: 21
Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom
Liam Printer
Language Teaching Research (2023)
Closed Access | Times Cited: 13
Perceived need-supportive leadership, perceived need-supportive teaching, and student engagement: A self-determination perspective
Joseph Y. Haw, Ronnel B. King
Social Psychology of Education (2023) Vol. 26, Iss. 5, pp. 1289-1319
Closed Access | Times Cited: 11
Motivating and demotivating teaching styles: A comparison among planned, adopted, and perceived
Jiawei Wang, Weiqing Meng, Qiang Xing, et al.
Social Psychology of Education (2024) Vol. 27, Iss. 6, pp. 2993-3017
Open Access | Times Cited: 4
Does Teacher Motivation Lead to Student Motivation? The Mediating Role of Teaching Behavior
Masood Nawaz Kalyar, Bashir Ahmad, Hadiqa Kalyar
Voprosy Obrazovaniya/ Educational Studies Moscow (2018), Iss. 3, pp. 91-119
Open Access | Times Cited: 34
Empowering Self-Directed Learners by Exploring the Role of Generative AI-Language Models in Fostering Autonomy, Competence, and Relatedness
Jyoti Kukreja, Swapnil Morandé, Veena Tewari
Practice, progress, and proficiency in sustainability (2025), pp. 93-118
Closed Access
Fostering teacher satisfaction and job involvement to support inclusive education
Yasser F. Hendawy Al-Mahdy, Mahmoud Mohamed Emam
Journal of Research in Special Educational Needs (2025)
Closed Access
The role of teachers' conception of students’ intelligence, self-efficacy and need frustration and satisfaction in shaping tendencies in teaching practices
Gabriele Gullo, Ambra Gentile, Barbara Caci, et al.
Teaching and Teacher Education (2025) Vol. 160, pp. 105033-105033
Open Access
Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness
Chunxiao Li, Ying Hwa Kee, Leng Chee Kong, et al.
International Journal of Environmental Research and Public Health (2019) Vol. 16, Iss. 14, pp. 2599-2599
Open Access | Times Cited: 28
Brief Research Report: Parents' Homework Emotions Favor Students' Homework Emotions Through Self-Efficacy
Angelica Moè, Idit Katz
The Journal of Experimental Education (2017) Vol. 86, Iss. 4, pp. 597-609
Closed Access | Times Cited: 25
Servant Leadership and Teachers’ Emotional Exhaustion—The Mediation Role of Hindrance Stress and Depersonalization
Hongchao Wu, Jun Zhao, Shaoping Qiu, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 12, pp. 1129-1129
Open Access | Times Cited: 2
Can Trait Mindfulness Improve Job Satisfaction? The Relationship Between Trait Mindfulness and Job Satisfaction of Preschool Teachers: The Sequential Mediating Effect of Basic Psychological Needs and Positive Emotions
Zhanmei Song, Baocheng Pan, Youli Wang
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 16
The critical role of sources of efficacy information in a mandatory teacher professional development program: Evidence from Indonesia’s underprivileged region
Ria Arista Asih, Dennis Alonzo, Tony Loughland
Teaching and Teacher Education (2022) Vol. 118, pp. 103824-103824
Closed Access | Times Cited: 11
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