OOIR: Observatory of International Research

Papers

(The TQCC of European Journal of Developmental Psychology is 5. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-03-01 to 2024-03-01.)

Article	Citations
School engagement and school burnout profiles during high school – The role of socio-emotional skills	51
Moral disengagement and cyberbullying involvement: A systematic review	50
Parenting styles and its relations with personal and social adjustment beyond adolescence: Is the current evidence enough?	37
Identifying pathways from early adversity to psychopathology: A review on dysregulated HPA axis functioning and impaired self-regulation in early childhood	30
Kindness: a perspective from developmental psychology	24
Children’s Well-being during the COVID-19 pandemic: Relationships with attitudes, family structure, and mothers’ Well-being	20
Relations between attachment to mother and father, mentalizing abilities and emotion regulation in adolescents	17
How do children, adolescents, and young adults relate to climate change? Implications for developmental psychology	17
Adolescent brain in a social world: Unravelling the positive power of peers from a neurobehavioral perspective	16
Subtle forms of prejudice in Greek day-care centres. Early childhood educators’ attitudes towards same-sex marriage and children’s adjustment in same-sex families	14
Do the face-to-face actions of adults have an online impact? The effects of parent and teacher responses on cyberbullying among students	13
Gender role identity and gender intensification: Agency and communion in adolescents’ spontaneous self-descriptions	13
The quality of mother-child feeding interactions during COVID-19 pandemic: An exploratory study on an Italian sample	12
Teachers’ responses to bullying: Unravelling their consequences and antecedents. Introduction to the special issue	12
The role of bullying-related policies: Understanding how school staff respond to bullying situations	11
Teachers’ active responses to bullying: Does the school collegial climate make a difference?	11
Written and visual cyberbullying victimization in adolescence: Shared and unique associated factors	11
Parenting style and practices and children’s externalizing behaviour problems: Mediating role of children’s executive functions	10
Speak up or stay silent: Can teacher responses towards bullying predict victimized students’ disclosure of victimization?	9
The relationship between emotion understanding and social skills in preschoolers: The mediating role of verbal ability and the moderating role of working memory	9
Teachers’ knowledge and intervention strategies to handle hate-postings	9
Cross-National evaluation of the ViSC social competence programme: Effects on teachers	9
Testing how teachers’ self-efficacy and student-teacher relationships moderate the association between bullying, victimization, and student self-esteem	9
The association between loneliness and depression among Chinese college students: Affinity for aloneness and gender as moderators	9
Psychological adjustment of ethnically victimized adolescents: Do teachers’ responses to ethnic victimization incidents matter?	8

A brief measure for school-related achievement emotions: The achievement Emotions Adjective List (AEAL) for secondary students	8
Relationships in transition: maternal and paternal parenting styles and change in sibling dynamics during adolescence	8
Psychometric properties of the Ani Banani Math Test	8
Being visible or being liked? Social status and emotional skills in bullying among young children	7
Psychometric properties of Lithuanian versions of empathy questionnaires for children	7
Popularity matters: Moderating role of popularity on the relation between perceived peer pressure for intervention and Chinese adolescents’ bystander behaviours in bullying	7
Examining links between social withdrawal subtypes and internalizing problems among Italian primary school children	7
The development of motor planning strategies in children	7
Maternal prenatal conditional regard orientation and postnatal controlling behaviour as predictors of preschoolers’ helpless coping with failure: A prospective study	7
Domain-specific correlates of parental and romantic identity processes	7
Social cognition during and after kindergarten: The relations between first-order and advanced theories of mind	7
Ethnic-racial identity in Europe: Adapting the identity project intervention in five countries	6
Mental toughness is a mediator of the relationship between positive childhood experiences and wellbeing	6
Portuguese validation of the Cognitive Emotion Regulation Questionnaire short version in youth: Validity, reliability and invariance across gender and age	6
Courage in childhood: Classifying the actions of courage performed by elementary school students	6
Warmth, competence, and wellbeing: The relationship between parental support, needs satisfaction, and interpersonal sensitivity in Italian emerging adults	6
Emotional intelligence and motor competence in children, adolescents, and young adults	6
Victimization in bullying and cyberbullying and organized physical activity: The mediating effect of physical self-concept in adolescents	6
Profiles of achievement goal orientations among adolescents with different SES background before and during the Covid-19 pandemic	6
Teachers’ responses to bullying: Next steps for researchers	6
Patterns of DNA methylation at specific loci of the dopamine transporter 1 gene and psychopathological risk in trios of mothers, fathers and children	5
Comparing short-term growth in traditional and cyber forms of bullying in early and mid-adolescent students	5
A cross-lagged regression analysis of loneliness and depression: A two-year trace	5
Replication of the existence of three sensitivity groups in a sample of German adolescents	5
Ready? Set. Go! A school readiness programme designed to boost executive function skills in preschoolers experiencing homelessness and high mobility	5
Using social and emotional learning paradigms to inform a therapeutic intervention for preschool-aged children and their parents	5
Can FRIENDS for Life social-emotional learning programme be used for preventing anxiety and aggression in a school environment: 6 months, 1-year and 1-and-a-half-year follow-up	5
I can succeed, a new social emotional learning program for children based on interpersonal psychotherapy for adolescents	5
Whom to trust: Joker or teacher	5
A comparison of mother and father reports of children’s theory of mind: further validation of the children’s social understanding scale	5