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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.

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Showing 1-25 of 64 citing articles:

Exploring EFL university teachers’ beliefs in integrating ChatGPT and other large language models in language education: a study in China
Yang Gao, Qikai Wang, Xiaochen Wang
Asia Pacific Journal of Education (2024) Vol. 44, Iss. 1, pp. 29-44
Closed Access | Times Cited: 69
What do we know about L2 teachers' emotion regulation? A bibliometric analysis of the pertinent literature
Hanwei Wu, Yongliang Wang, Yunsong Wang
Forum for Linguistic Studies (2023) Vol. 5, Iss. 3
Open Access | Times Cited: 59
Relationships between Self-Efficacy and Teachers’ Well-Being in Middle School English Teachers: The Mediating Role of Teaching Satisfaction and Resilience
Xiaochen Wang, Yang Gao, Qikai Wang, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 8, pp. 629-629
Open Access | Times Cited: 53
Unveiling the tapestry of teacher belief research: tracing the present and forging the future through bibliometric analysis
Xiaochen Wang, Yang Gao, Fei Sun, et al.
Current Psychology (2023) Vol. 43, Iss. 17, pp. 15659-15672
Open Access | Times Cited: 44
Modelling the interplay between resilience, emotion regulation and psychological well‐being among Chinese English language teachers: The mediating role of self‐efficacy beliefs
Ran Zhi, Ali Derakhshan
European Journal of Education (2024) Vol. 59, Iss. 3
Closed Access | Times Cited: 37
Unpacking the mediating role of classroom interaction between student satisfaction and perceived online learning among Chinese EFL tertiary learners in the new normal of post-COVID-19
Jie Lin, Yongliang Wang
Acta Psychologica (2024) Vol. 245, pp. 104233-104233
Open Access | Times Cited: 35
Modelling the interaction between EFL teachers' personality traits, emotion regulation strategies, and teachers' depression: A structural equation approach
Jingfeng Qu, Yongliang Wang
European Journal of Education (2024)
Closed Access | Times Cited: 25
Unveiling Chinese senior high school EFL students' burnout and engagement: Profiles and antecedents
Hanwei Wu, Yonghong Zeng, Zhiguang Fan
Acta Psychologica (2024) Vol. 243, pp. 104153-104153
Open Access | Times Cited: 16
Exploring the relationship between burnout, learning engagement and academic self-efficacy among EFL learners: A structural equation modeling analysis
Yilin Cong, Lei Yang, Anna Lia Proietti Ergün
Acta Psychologica (2024) Vol. 248, pp. 104394-104394
Open Access | Times Cited: 16
On the Role of Academic Buoyancy and Self-Efficacy in Predicting Teachers’ Work Engagement: A Case of Chinese English as a Foreign Language Teachers
Ran Zhi, Yongxiang Wang, Ali Derakhshan
Perceptual and Motor Skills (2023) Vol. 131, Iss. 2, pp. 612-629
Closed Access | Times Cited: 25
Psychological capital research in HEIs: Bibliometric analysis of current and future trends
Li Zhang, Walton Wider, Muhammad Ashraf Fauzi, et al.
Heliyon (2024) Vol. 10, Iss. 4, pp. e26607-e26607
Open Access | Times Cited: 15
Emotion regulation and well-being as factors contributing to lessening burnout among Chinese EFL teachers
Yuxia Ma, Zengqiang Liu
Acta Psychologica (2024) Vol. 245, pp. 104219-104219
Open Access | Times Cited: 15
Uncovering the mediating role of resilience between EFL teacher turnover intention and wellbeing: A conservation-of-resources theory perspective
Honggang Liu
System (2024) Vol. 124, pp. 103394-103394
Closed Access | Times Cited: 11
Investigating the role of perceived emotional support in predicting learners’ well-being and engagement mediated by motivation from a self-determination theory framework
Huajie Shen, X W Ye, Jilin Zhang, et al.
Learning and Motivation (2024) Vol. 86, pp. 101968-101968
Closed Access | Times Cited: 10
Exploring the Impact of a Supportive Work Environment on Chinese L2 Teachers’ Emotions: A Partial Least Squares-SEM Approach
Yonghong Zeng, Jiaying Yu, Hanwei Wu, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 5, pp. 370-370
Open Access | Times Cited: 10
Developing and Validating a Scale of Artificial Intelligence Anxiety Among Chinese EFL Teachers
Xinyu Liu, Yuchang Liu
European Journal of Education (2025) Vol. 60, Iss. 1
Closed Access | Times Cited: 1
Exploring Chinese EFL pre-service teachers’ perceptions of self-directed professional development: The benefits and challenges disclosed
YONGXIANG WANG, Yongliang Wang
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023)
Open Access | Times Cited: 17
The interrelationships between Chinese learners’ trait emotional intelligence and teachers’ emotional support in learners’ engagement
Yao Yan, Xusheng Zhang, Tong Lei, et al.
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 7
The impact of academic self-efficacy and academic motivation on Chinese EFL students’ academic burnout
Yanfang Ma
Learning and Motivation (2024) Vol. 85, pp. 101959-101959
Closed Access | Times Cited: 6
Enhancing Chinese students’ willingness to communicate (WTC) in EMI classrooms: Do learning motivation and academic self-efficacy matter?
Caili Zhang, Kun Dai
Learning and Motivation (2024) Vol. 87, pp. 101997-101997
Closed Access | Times Cited: 6
Exploring challenges in academic language-related skills of EFL learners in Chinese EMI settings
Meiyan Li, Pei Li-hua
Acta Psychologica (2024) Vol. 247, pp. 104309-104309
Open Access | Times Cited: 6
Unlocking the secrets of STEM success: Exploring the interplay of motivation to learn science, self-regulation, and emotional intelligence from a perspective of self-determination theory
Yumei Lei
Learning and Motivation (2024) Vol. 87, pp. 102012-102012
Closed Access | Times Cited: 5
The relationship between social support and work engagement of rural teachers: a moderated mediation model
Shuangsheng Wu, Qing Xu, Huidong Tian, et al.
Frontiers in Psychology (2025) Vol. 15
Open Access
Emotions in Constructing Teaching Self‐Image: Mediation Models of Chinese University EFL Teachers’ Anxiety and Self‐Efficacy
Kaixuan Gong, Meihua Liu, Wenting Hu
International Journal of Applied Linguistics (2025)
Open Access
Poe or Gemini for fostering writing skills in Japanese upper‐intermediate learners: Uncovering the consequences on positive emotions, boredom to write, academic self‐efficacy and writing development
Qiong Wu, Anfeng Xu
British Educational Research Journal (2025)
Open Access
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