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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:

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education
Shengtao Zheng, Tahereh Heydarnejad, Amhara Aberash
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 32

Showing 1-25 of 32 citing articles:

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
Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers
Juan Deng, Tahereh Heydarnejad, Fariba Farhangi, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 40
To be a language learner or not to be? The interplay among academic resilience, critical thinking, academic emotion regulation, academic self-esteem, and academic demotivation
Ehsan Namaziandost, Tahereh Heydarnejad, Zeinab Azizi
Current Psychology (2023) Vol. 42, Iss. 20, pp. 17147-17162
Closed Access | Times Cited: 32
A model of teacher enthusiasm, teacher self-efficacy, grit, and teacher well-being among English as a foreign language teachers
Guohua Shao
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 25
ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class
Mohammad Ghafouri
System (2023) Vol. 120, pp. 103209-103209
Closed Access | Times Cited: 23
The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: into prospects of effective language learning
Mubarak S. Aldosari, Tahereh Heydarnejad, Arash Hashemifardnia, et al.
Language Testing in Asia (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 19
A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context
Asmaa Falah Theiyab Alazemi, Tahereh Heydarnejad, Sayed M. Ismail, et al.
Heliyon (2023) Vol. 9, Iss. 2, pp. e13149-e13149
Open Access | Times Cited: 17
EFL teachers’ engagement: The impact of well-being and emotion regulation
Sian Chen, Linqiang Tang
Heliyon (2024) Vol. 10, Iss. 5, pp. e27338-e27338
Open Access | Times Cited: 6
Learning-oriented assessment in the classroom: the contribution of self-assessment and critical thinking to EFL learners’ academic engagement and self-esteem
Riswanto, Tahereh Heydarnejad, Elham Saberi Dehkordi, et al.
Language Testing in Asia (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 23
The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy
Tahereh Heydarnejad, Fariba Tagavipour, Indrajit Patra, et al.
Language Testing in Asia (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 20
Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety
Tahereh Heydarnejad, Sayed M. Ismail, Goodarz Shakibaei, et al.
Language Testing in Asia (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 19
Social media and psychology of language learning: The role of telegram-based instruction on academic buoyancy, academic emotion regulation, foreign language anxiety, and English achievement
Xiaoyi Zheng, Sayed M. Ismail, Tahereh Heydarnejad
Heliyon (2023) Vol. 9, Iss. 5, pp. e15830-e15830
Open Access | Times Cited: 12
Probing into the influence of EFL learners’ self-assessment and evaluation apprehension in predicting their personal best goals and self-efficacy skills: a structural equation modeling
Sayed M. Ismail, Tahereh Heydarnejad
Language Testing in Asia (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 11
Wow, I cannot stop: a concentration on vocabulary learning via instagram and its effects on informal digital learning of english, technostress, and on-line engagement
Ali Rashed Ibraheam Almohesh, Jinan Al-Tamimi
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 4
The Role of Well‐Being and Grit in Metacognitive Self‐Regulation Among Language Teachers: Partial Least Squares Structural Equation Modeling
Peijian Paul Sun, Chichi Wang, Lin Sophie Teng
International Journal of Applied Linguistics (2025)
Open Access
The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling
Tahereh Heydarnejad, Khaled Ahmed Abdel-Al Ibrahim, Nasser Said Gomaa Abdelrasheed, et al.
Language Testing in Asia (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 18
Do well-being and emotion regulation predict L2-teacher grit?
Mehdi Solhi, Büşra Ünsal, Mostafa Azari Noughabi, et al.
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2024), Iss. IX, pp. 153-171
Open Access | Times Cited: 3
Boosting teacher work engagement: the mediating role of psychological capital through emotion regulation
Yanfang Ma
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
Language teacher psychological well-being: an insight into the impacts of emotion regulation, reflective teaching, self-efficacy, and identity in an EFL context
Sayed M. Ismail, Indrajit Patra, HeXu Yang, et al.
Asian-Pacific Journal of Second and Foreign Language Education (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 7
Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy
Tianhao Li, Meihua Liu, Kaixuan Gong
International Journal of Teacher Education and Professional Development (2024) Vol. 7, Iss. 1, pp. 1-19
Open Access | Times Cited: 2
Advancing learning-oriented assessment (LOA): mapping the role of self-assessment, academic resilience, academic motivation in students’ test-taking skills, and test anxiety management in Telegram-assisted-language learning
Fidel Çakmak, Sayed M. Ismail, Samaneh Karami
Language Testing in Asia (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 4
A Lenz into the predictive power of language teacher emotion regulation and self-evaluation on L2 grit, teaching style preferences, and work engagement: a case of Chinese EFL instructors
Yue Ma
BMC Psychology (2023) Vol. 11, Iss. 1
Open Access | Times Cited: 4
Reflecting the voices of EFL teachers in the world of Intelligent Computer-Assisted Language Assessment (ICALA): an insight into teacher immunity, reflective teaching, job satisfaction, and L2-teacher grit
Sohaib Alam, Balachandran Vadivel, Sameena Banu, et al.
Language Testing in Asia (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 1
The Relative Importance of Growth Teaching Mindset, Emotions, and Self‐Efficacy in Teachers’ Grit
S. Yahya Hejazi, Majid Sadoughi, Jesus Alfonso D. Datu
International Journal of Applied Linguistics (2024)
Closed Access | Times Cited: 1
The investigation of EFL teachers' cognitive emotion regulation, pedagogical beliefs, pedagogical practices, and their engagement across the curriculum
杰 张, Yongjie Ge, Juan Du, et al.
Acta Psychologica (2024) Vol. 252, pp. 104673-104673
Closed Access | Times Cited: 1
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