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Results: 53,393
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  • Open Access
    Siebers, T., Beyens, I., Pouwels, J. L., & Valkenburg, P. M. (2022). Social Media and Distraction: An Experience Sampling Study among Adolescents. Media Psychology, 25(3), 343-366. https://doi.org/10.1080/15213269.2021.1959350
  • Open Access
    Kuhn, M., Gerlicher, A. M. V., & Lonsdorf, T. B. (2022). Navigating the manyverse of skin conductance response quantification approaches - A direct comparison of trough-to-peak, baseline correction, and model-based approaches in Ledalab and PsPM. Psychophysiology, 59(9), Article e14058. https://doi.org/10.1111/psyp.14058
  • Open Access
    Valkenburg, P. M. (2022). Social media use and well-being: What we know and what we need to know. Current Opinion in Psychology, 45, Article 101294. https://doi.org/10.1016/j.copsyc.2021.12.006
  • Open Access
    Sozeri , S., Kosar-Altinyelken, H., & Volman, M. L. L. (2022). The role of mosque education in the integration of Turkish-Dutch youth: Perspectives of Muslim parents, imams, mosque teachers and key stakeholders. Ethnic and Racial Studies, 45(16), 122-143. https://doi.org/10.1080/01419870.2021.2015419
  • Open Access
    van den Akker, A. L., Majdandzic, M., de Vente, W., Asscher, J., & Bögels, S. (2022). Just as they expected: How parents' expectations about their unborn child's characteristics provide a context for early transactions between parenting and child temperament. Frontiers in Psychology, 13, Article 942392. https://doi.org/10.3389/fpsyg.2022.942392
  • Open Access
    Spilt, J. L., Verschueren, K., Van Minderhout, M. B. W. M., & Koomen, H. M. Y. (2022). Practitioner review: Dyadic teacher–child relationships: comparing theories, empirical evidence and implications for practice. Journal of Child Psychology and Psychiatry and Allied Disciplines, 63(7), 724-733. https://doi.org/10.1111/jcpp.13573
  • Open Access
    Keesman, L. D., & Weenink, D. (2022). Feel it Coming: Situational Turning Points in Police-Civilian Encounters. Historical Social Research, 47(1), 88-110. https://doi.org/10.12759/hsr.47.2022.11
  • Open Access
    Homan, A. C., & van Kleef, G. A. (2022). Managing Team Conscientiousness Diversity: The Role of Leader Emotion-Regulation Knowledge. Small Group Research, 53(4), 532-562. https://doi.org/10.1177/10464964211045015
  • Open Access
    Calor, S. M., Dekker, R., van Drie, J. P., & Volman, M. L. L. (2022). Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions. Journal of the Learning Sciences, 31(3), 369-407. https://doi.org/10.1080/10508406.2021.2024834
  • Open Access
    Skoric, V., Sileno, G., & Ghebreab, S. (2022). Legality, Legitimacy, and Instrumental Possibility in Human and Computational Governance for the Public Sector. In P. Feletig, A. Loreggia, & S. Quintarelli (Eds.), Proceedings of the Second International Forum on Digital and Democracy: November 17-18, 2022, live and digital event in Rome, Italy Article 10 (CEUR Workshop Proceedings; Vol. 3289). CEUR-WS. https://ceur-ws.org/Vol-3289/paper4.pdf
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