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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:

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study
Teresa Pozo-Rico, Raquel Gilar Corbí, Andrea Izquierdo, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 22, pp. 8633-8633
Open Access | Times Cited: 86

Showing 1-25 of 86 citing articles:

Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic
Tzofnat Zadok-Gurman, Ronit Jakobovich, Eti Dvash, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 7, pp. 3689-3689
Open Access | Times Cited: 109
Impacts of COVID-19 on primary, secondary and tertiary education: a comprehensive review and recommendations for educational practices
Kuok Ho Daniel Tang
Educational Research for Policy and Practice (2022) Vol. 22, Iss. 1, pp. 23-61
Open Access | Times Cited: 74
K−12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review
Andrea Westphal, Eva Kalinowski, Clara Josepha Hoferichter, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 63
Variables Influencing Professors’ Adaptation to Digital Learning Environments during the COVID-19 Pandemic
Diego Vergara, Álvaro Antón‐Sancho, Pablo Fernández‐Arias
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 6, pp. 3732-3732
Open Access | Times Cited: 54
Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies
Teresa Pozo-Rico, Rosa Poveda, Raúl Gutiérrez Fresneda, et al.
Psychology Research and Behavior Management (2023) Vol. Volume 16, pp. 1-18
Open Access | Times Cited: 30
Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses
Joanne R Beames, Samantha Spanos, Anna Roberts, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 1
Open Access | Times Cited: 26
Teachers’ Emotional Intelligence, Burnout, Work Engagement, and Self-Efficacy during COVID-19 Lockdown
Alessandro Geraci, Laura Di Domenico, Cristiano Inguglia, et al.
Behavioral Sciences (2023) Vol. 13, Iss. 4, pp. 296-296
Open Access | Times Cited: 25
Teaching during the Pandemic: A Comparison in Psychological Wellbeing among Smart Working Professions
Emanuela Mari, Giulia Lausi, Angelo Fraschetti, et al.
Sustainability (2021) Vol. 13, Iss. 9, pp. 4850-4850
Open Access | Times Cited: 38
Acceptance of Distance Learning Technologies by Teachers: Determining Factors and Emergency State Influence
Tatjana Jevsikova, Gabrielė Stupurienė, Dovilė Stumbrienė, et al.
Informatica (2021), pp. 517-542
Open Access | Times Cited: 36
The effect of COVID-19 on schoolteachers’ emotional reactions and mental health: longitudinal results from the CLASS study
Kirsten Nabe‐Nielsen, Karl Bang Christensen, Nina Vibe Fuglsang, et al.
International Archives of Occupational and Environmental Health (2021) Vol. 95, Iss. 4, pp. 855-865
Open Access | Times Cited: 35
Teacher technostress and coping mechanisms during Covid-19 pandemic: A systematic review

Pegem Journal of Education and Instruction (2022) Vol. 12, Iss. 2
Open Access | Times Cited: 26
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: 26
Qualitative exploration of the opportunities and challenges of online training according to the behavioral intention variables of the most trained teachers during the COVID-19 pandemic
Faisal Mufleh Alnimran, Waleed Salim Alhalafawy
Journal of Infrastructure Policy and Development (2024) Vol. 8, Iss. 8, pp. 4837-4837
Open Access | Times Cited: 5
Una revisión sistemática de la utilización de las TIC e inteligencia emocional sobre la motivación y el rendimiento académico
José Gabriel Soriano Sánchez, David Jiménez-Vázquez
Technological Innovations Journal (2022) Vol. 1, Iss. 3, pp. 7-27
Open Access | Times Cited: 20
A Systematic Review of Technology-Enabled Teacher Professional Development During COVID -19 Pandemic
Lingyun Huang, Min Liang, Yuhan Xiong, et al.
Computers & Education (2024), pp. 105168-105168
Open Access | Times Cited: 4
Programas de desarrollo de habilidades socioemocionales e inteligencia emocional en docentes de educación básica: una revisión sistemática
E Hernández
Revista UNIMAR (2025) Vol. 43, Iss. 1, pp. 75-98
Open Access
Effectiveness of a Training Program on the Psychological Well-Being and Self-Efficacy of Active Teachers, Controlling for Gender and Experience
Andrea Izquierdo, Teresa Pozo-Rico, Cristina Pérez Pérez, et al.
Education Sciences (2025) Vol. 15, Iss. 3, pp. 382-382
Open Access
Emotional intelligence of educators: a bibliometric review, 1998–2024
Z. Y. Li, Xinlin Li, Junjun Chen
Social Psychology of Education (2025) Vol. 28, Iss. 1
Closed Access
Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology
Diego García-Álvarez, María José Soler, Rubia Cobo‐Rendón, et al.
Sustainability (2023) Vol. 15, Iss. 13, pp. 9852-9852
Open Access | Times Cited: 10
Fostering digital transformation in education: technology enhanced learning from professors’ experiences in emergency remote teaching
Enrique Mondragon-Estrada, Ingrid Kirschning, Juan A. Nolazco‐Flores, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 8
Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools
María B. Santamaría-Villar, Raquel Gilar Corbí, Teresa Pozo-Rico, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 18
A comprehensive review and update on severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and Coronavirus disease 2019 (COVID-19): what do we know now in 2021?
Kamleshun Ramphul, Yogeshwaree Ramphul, Yun Park, et al.
Archives of Medical Science - Atherosclerotic Diseases (2021) Vol. 6, Iss. 1, pp. 5-13
Open Access | Times Cited: 16
Distance Learning During COVID-19: EFL Students’ Engagement and Motivation from Teachers’ Perspectives
Sita Aldossari, Sultan Altalhab
English Language Teaching (2022) Vol. 15, Iss. 7, pp. 85-85
Open Access | Times Cited: 11
Programas de formación emocional inicial y permanente para docentes de Educación Infantil y Primaria: una revisión sistemática
Helena-Fuensanta Martínez-Saura, Antonio Calderón, María Cristina Sánchez López
Revista Complutense de Educación (2024) Vol. 35, Iss. 1, pp. 21-32
Open Access | Times Cited: 2
Leveraging AI to Personalize and Humanize Online Learning
James Hutson, Daniel Plate
Advances in mobile and distance learning book series (2024), pp. 224-246
Closed Access | Times Cited: 2
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