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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:

Mindfulness-Oriented Meditation for Primary School Children: Effects on Attention and Psychological Well-Being
Cristiano Crescentini, Viviana Capurso, Samantha Furlan, et al.
Frontiers in Psychology (2016) Vol. 7
Open Access | Times Cited: 108

Showing 1-25 of 108 citing articles:

Effectiveness of Mindfulness Interventions for Mental Health in Schools: a Comprehensive Meta-analysis
Dana Carsley, Bassam Khoury, Nancy L. Heath
Mindfulness (2017) Vol. 9, Iss. 3, pp. 693-707
Open Access | Times Cited: 293
Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design
Mary L. Phan, Tyler L. Renshaw, Julie Caramanico, et al.
Mindfulness (2022) Vol. 13, Iss. 7, pp. 1591-1613
Open Access | Times Cited: 85
Mindfulness-based programs and school adjustment: A systematic review and meta-analysis
Jessica Mettler, Bassam Khoury, Stephanie Zito, et al.
Journal of School Psychology (2023) Vol. 97, pp. 43-62
Open Access | Times Cited: 34
Who Sticks with Meditation? Rates and Predictors of Persistence in a Population-based Sample in the USA
Sin U Lam, Kevin M. Riordan, Otto Simonsson, et al.
Mindfulness (2023) Vol. 14, Iss. 1, pp. 66-78
Closed Access | Times Cited: 17
Emotion regulation in primary school children: A systematic review
Juliane Schlesier, Ingo Roden, Barbara Moschner
Children and Youth Services Review (2019) Vol. 100, pp. 239-257
Closed Access | Times Cited: 50
Activity- and Occupation-Based Interventions to Support Mental Health, Positive Behavior, and Social Participation for Children and Youth: A Systematic Review
Susan Cahill, Brad E. Egan, Joanna Seber
American Journal of Occupational Therapy (2020) Vol. 74, Iss. 2, pp. 7402180020p1-7402180020p28
Closed Access | Times Cited: 44
Occupational Therapy Practice Guidelines for Children and Youth Ages 5–21 Years
Susan Cahill, Stephanie Beisbier
American Journal of Occupational Therapy (2020) Vol. 74, Iss. 4, pp. 7404397010p1-7404397010p48
Closed Access | Times Cited: 44
Impact of a mindfulness-based intervention on well-being and mental health of elementary school children: results from a randomized cluster trial
Catherine Malboeuf‐Hurtubise, Geneviève Taylor, Danika Lambert, et al.
Scientific Reports (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 5
The effect of mindfulness-based interventions on inattentive and hyperactive–impulsive behavior in childhood: A meta-analysis
Boglarka Vekety, H. N. Alexander Logemann, Zsófia K. Takács
International Journal of Behavioral Development (2020) Vol. 45, Iss. 2, pp. 133-145
Open Access | Times Cited: 35
Clinical Application of Mindfulness-Oriented Meditation: A Preliminary Study in Children with ADHD
Ornella Santonastaso, Vittoria Zaccari, Cristiano Crescentini, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 18, pp. 6916-6916
Open Access | Times Cited: 34
The Effect of School-Based Mindfulness Interventions on Anxious and Depressive Symptoms: A Meta-analysis
Sharon T. Phillips, Matthew P. Mychailyszyn
School Mental Health (2022) Vol. 14, Iss. 3, pp. 455-469
Closed Access | Times Cited: 21
The Effects of a Mindfulness-Based Training in an Elementary School in Germany
Christiane Portele, Petra Jansen
Mindfulness (2023) Vol. 14, Iss. 4, pp. 830-840
Open Access | Times Cited: 13
Mindfulness-based interventions for preadolescent children: A comprehensive meta-analysis
Tharen N. Kander, David Lawrence, Allison M. Fox, et al.
Journal of School Psychology (2023) Vol. 102, pp. 101261-101261
Open Access | Times Cited: 11
Complementary and Alternative Medicine (CAM) Practices: A Narrative Review Elucidating the Impact on Healthcare Systems, Mechanisms and Paediatric Applications
Patricia Anaid Romero-García, Sergio Ramírez-Pérez, Jorge Javier Miguel-González, et al.
Healthcare (2024) Vol. 12, Iss. 15, pp. 1547-1547
Open Access | Times Cited: 4
Comprehensive self-control training benefits depressed college students: A six-month randomized controlled intervention trial
Xueling Yang, Jiubo Zhao, Yu Chen, et al.
Journal of Affective Disorders (2017) Vol. 226, pp. 251-260
Closed Access | Times Cited: 35
Self-Compassion and Subjective Well-Being Mediate the Impact of Mindfulness on Balanced Time Perspective in Chinese College Students
Jingjing Ge, Jun Wu, LI Ke-sheng, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 34
Adaptive cognitive control in 4 to 7-year-old children and potential effects of school-based yoga-mindfulness interventions: an exploratory study in Italy
Lisa Toffoli, Giulia Stefanelli, Giuseppe Manca, et al.
Frontiers in Psychology (2025) Vol. 16
Open Access
The effect of mindfulness meditation on psychological well-being and mental health outcomes: a cross-sectional and quasi-experimental approach
Aamer Aldbyani
Current Psychology (2025)
Closed Access
The moderating effect of the psychosocial working conditions (effort/reward/overcommitment) on the association between noise annoyance and cognitive performance among adolescents
Noad-Maria Azzi, Sahar Obeïd, Rabih Hallit, et al.
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access
Mind–Body Therapy for Children with Attention-Deficit/Hyperactivity Disorder
Anne Herbert, Anna Esparham
Children (2017) Vol. 4, Iss. 5, pp. 31-31
Open Access | Times Cited: 32
Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review
Marisa G. Filipe, Sofia Magalhães, Andreia Veloso, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 23
Short breaks at school: effects of a physical activity and a mindfulness intervention on children's attention, reading comprehension, and self-esteem
Christian Müller, Barbara Otto, Viktoria Sawitzki, et al.
Trends in Neuroscience and Education (2021) Vol. 25, pp. 100160-100160
Open Access | Times Cited: 21
Sozio-emotionale Schulerfahrungen von Schüler:innen – Theoretische Grundlagen, methodische Herausforderungen und empirische Befunde
Juliane Schlesier, Diana Raufelder
Zeitschrift für Erziehungswissenschaft (2024)
Open Access | Times Cited: 3
Help Me If You Can I’m Feeling Down: Supporting Children’s Emotion Regulation and Well-Being in the Primary Classroom
Matthew P. Somerville, Emily Midouhas, Marcos Delprato, et al.
School Mental Health (2024) Vol. 16, Iss. 2, pp. 577-591
Open Access | Times Cited: 3
Interventions Based on Mind–Body Therapies for the Improvement of Attention-Deficit/Hyperactivity Disorder Symptoms in Youth: A Systematic Review
Yaira Barranco‐Ruiz, Bingen Esturo Etxabe, Robinson Ramírez‐Vélez, et al.
Medicina (2019) Vol. 55, Iss. 7, pp. 325-325
Open Access | Times Cited: 24
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