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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:

The Downstream Effects of Teacher Well-Being Programs: Improvements in Teachers' Stress, Cognition and Well-Being Benefit Their Students
Annemaree Carroll, Ashley York, Sam Fynes-Clinton, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 58

Showing 1-25 of 58 citing articles:

Psychometric evaluation of the depression, anxiety, and stress scale-21 (DASS-21) among Chinese primary and middle school teachers
Cui-Hong Cao, Xiao-Ling Liao, Xing-Yong Jiang, et al.
BMC Psychology (2023) Vol. 11, Iss. 1
Open Access | Times Cited: 63
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: 27
On the outcomes of teacher wellbeing: a systematic review of research
Benjamin Dreer
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 36
Is Teachers’ Well-Being Associated with Students’ School Experience? A Meta-analysis of Cross-Sectional Evidence
Laurenţiu P. Maricuțoiu, Zselyke Pap, E. Ștefancu, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 1
Closed Access | Times Cited: 27
A Systematic Review of Evidence-Based Wellbeing Initiatives for Schoolteachers and Early Childhood Educators
Emily Berger, Andrea Reupert, Timothy Colin Heath Campbell, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2919-2969
Open Access | Times Cited: 33
What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries
Nathalie Billaudeau, Stéphanie Alexander, Louise Magnard, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 15, pp. 9151-9151
Open Access | Times Cited: 27
Compassion fatigue and secondary traumatic stress in teachers: How they contribute to burnout and how they are related to trauma-awareness
Glenys Oberg, Annemaree Carroll, Stephanie MacMahon
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 13
Fostering Faculty Health and Wellbeing in Higher Education – Insights from Faculty Development Initiatives Supporting SDGs 3 and 4
Sophia Gaikwad, Ashwini Wadegaonkar, Hala Almutawa
Journal of Lifestyle and SDGs Review (2025) Vol. 5, Iss. 3, pp. e04689-e04689
Closed Access
A Community-Based Ecosystems Approach for Promoting Health, Well-Being, and Healing
Phyllis S H U Hubbard
(2025), pp. 1-32
Closed Access
Music learning and school-aged children’s and adolescents’ wellbeing: A scoping review
Jason Goopy, Stephanie L R MacArthur
Research Studies in Music Education (2025)
Closed Access
Emotional intelligence moderated the mediating effect of professional identity between social support and psychological well-being among pre-service teachers
Qi Hui, Yuan Li, Rongjuan Zhu, et al.
Scientific Reports (2025) Vol. 15, Iss. 1
Open Access
Content validation of the teacher food and nutrition-related health and wellbeing questionnaire, a Delphi study
Tammie Jakstas, Tamara Bucher, Andrew Miller, et al.
BMC Public Health (2025) Vol. 25, Iss. 1
Open Access
Mental health of Ukrainian researchers during wartime
Natalia Tsybuliak, Anastasia Popova, Hanna Lopatina, et al.
Global Public Health (2025) Vol. 20, Iss. 1
Open Access
Investigating the Relationship Between Teacher Stress and Classroom Performance
A. K. Monisha, Sandhya Reddy S., Shree S. Kavya, et al.
IGI Global eBooks (2025), pp. 235-260
Closed Access
A new education agenda based on The International Science and Evidence Based Education Assessment
Nandini Chatterjee Singh, Tal Gilead, Anya Chakraborty, et al.
npj Science of Learning (2025) Vol. 10, Iss. 1
Open Access
Well-being and mentoring in pre-service teacher education: an integrative literature review
Benjamin Dreer
International Journal of Mentoring and Coaching in Education (2023) Vol. 12, Iss. 4, pp. 336-349
Open Access | Times Cited: 8
Unlocking fun: Accessing play to enhance secondary teachers’ well-being
Celeste M. Dierenfeld
Teaching and Teacher Education (2024) Vol. 142, pp. 104523-104523
Closed Access | Times Cited: 3
How student teachers feel during field experiences: network analyses regarding the co-occurrence of positive and negative emotions
Benjamin Dreer
European Journal of Teacher Education (2024), pp. 1-20
Open Access | Times Cited: 3
Emotion regulation skills as a mediator of STEM teachers’ stress, well-being, and burnout
Moran Farhi, Orly Rubinsten
Scientific Reports (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 3
Emotional factors and self-efficacy in the psychological well-being of trainee teachers
Raquel Gilar Corbí, Natalia Perez-Soto, Andrea Izquierdo, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 3
Influence of servant leadership on the life satisfaction of basic education teachers: the mediating role of satisfaction with job resources
Ronald Quinteros-Durand, Robinson Bernardino Almanza-Cabe, Wilter C. Morales-García, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 7
Assessing the interplay: teacher efficacy, compassion fatigue, and educator well-being in Australia
Glenys Oberg, Stephanie MacMahon, Annemaree Carroll
The Australian Educational Researcher (2024)
Open Access | Times Cited: 2
Cognitive flexibility and grit during times of crisis for Turkish EFL teachers
Ali Erarslan
Psychology in the Schools (2023) Vol. 60, Iss. 7, pp. 2296-2319
Closed Access | Times Cited: 6
Witnessing well-being in action: Observing teacher well-being during field experiences predicts student teacher well-being
Benjamin Dreer
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 6
Neural activation during emotional interference corresponds to emotion dysregulation in stressed teachers
Samuel Fynes‐Clinton, Chase Sherwell, Maryam Ziaei, et al.
npj Science of Learning (2022) Vol. 7, Iss. 1
Open Access | Times Cited: 9
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