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Psychology

D-Index
40
Citations
7178
World Ranking
8217
National Ranking
371

Overview

Jochem Thijs is a researcher affiliated with Utrecht University in the Netherlands, with a strong focus on social sciences and psychology. Their research primarily explores the intersections of education, social psychology, and sociology and political science.

Their recent research includes publications in several journals, reflecting diverse topics related to social and intergroup psychology, cultural differences, and education. Notable papers include:

  • Language Preferences in the Dutch Autism Community: A Social Psychological Approach (2023) in Journal of Autism and Developmental Disorders
  • Antiprejudice norms and ethnic attitudes in preadolescents: A matter of stimulating the "right reasons" (2020) in Group Processes & Intergroup Relations
  • Classroom Predictors of National Belonging: The Role of Interethnic Contact and Teachers' and Classmates' Diversity Norms (2021) in Journal of Youth and Adolescence
  • Parallel empathy and group attitudes in late childhood: The role of perceived peer group attitudes (2020) in The Journal of Social Psychology
  • A war on prejudice: The role of media salience in reducing ethnic prejudice (2023) in Journal of Adolescence

Jochem Thijs has frequently published in the following venues:

  • Journal of Youth and Adolescence
  • Journal of Autism and Developmental Disorders
  • Journal of Adolescence
  • Group Processes & Intergroup Relations
  • British Journal of Educational Psychology

Their research topics are broad and cover key areas such as:

  • Social and Intergroup Psychology
  • Cultural Differences and Values
  • Early Childhood Education and Development
  • Racial and Ethnic Identity Research
  • Parental Involvement in Education
  • Education and experiences of immigrants and refugees
  • Bullying, Victimization, and Aggression

Jochem Thijs collaborates regularly with a network of researchers, including Lisette Hornstra, Lian van Vemde, Beatrice Bobba, Iris Boer, and Elisabetta Crocetti. This collaboration is reflected in multiple coauthored publications.

Their scholarly output encompasses 39 publications within social sciences and 12 specifically in psychology. More specific subfields addressed in their work include education, sociology and political science, social psychology, cognitive neuroscience, and clinical psychology. Education appears as a central theme, aligning with their interest in developmental and social dynamics in childhood and adolescence.

Best Publications

  • Teacher Wellbeing: The Importance of Teacher–Student Relationships

    Jantine L. Spilt;Helma M. Y. Koomen;Jochem T. Thijs

  • School Satisfaction of Elementary School Children: The Role of Performance, Peer Relations, Ethnicity and Gender

    Maykel Verkuyten;Jochem Thijs

  • Racist victimization among children in The Netherlands : the effect of ethnic group and school

    Maykel Verkuyten;Jochem Thijs

  • School ethnic diversity and students' interethnic relations

    Jochem Thijs;Maykel Verkuyten

  • Supporting teachers’ relationships with disruptive children: the potential of relationship-focused reflection

    Jantine L. Spilt;Helma M.Y. Koomen;Jochem T. Thijs;Aryan van der Leij

  • Multiculturalism among minority and majority adolescents in the Netherlands

    Maykel Verkuyten;Jochem Thijs

  • Peer Victimization and Academic Achievement in a Multiethnic Sample: The Role of Perceived Academic Self-Efficacy

    Jochem T. Thijs;Maykel Verkuyten

  • Intergroup Contact and Ingroup Reappraisal: Examining the Deprovincialization Thesis:

    Maykel Verkuyten;Jochem Thijs;Hidde Bekhuis

  • Ethnic discrimination and global self-worth in early adolescents: The mediating role of ethnic self-esteem

    Maykel Verkuyten;Jochem Thijs

  • Multicultural education and inter-ethnic attitudes: An intergroup perspective.

    Maykel Verkuyten;Jochem Thijs

  • Teacher-child relationships and pedagogical practices: considering the teacher’s perspective

    Jochem T. Thijs;Helma M.Y. Koomen;Aryan van der Leij

  • Ethnic incongruence and the student–teacher relationship: The perspective of ethnic majority teachers

    Jochem Thijs;Saskia Westhof;Helma Koomen

  • Ethnic and gender bias among Dutch and Turkish children in late childhood: The role of social context

    Maykel Verkuyten;Jochem Thijs

  • In‐group bias in children's intention to help can be overpowered by inducing empathy

    Jellie Sierksma;Jochem Thijs;Maykel Verkuyten

  • Task-related interactions between kindergarten children and their teachers: the role of emotional security.

    Jochem T. Thijs;Helma M. Y. Koomen

  • Discrimination and Academic (Dis)Engagement of Ethnic-Racial Minority Students: A Social Identity Threat Perspective.

    Maykel Verkuyten;Jochem Thijs;Nadya Gharaei

  • Students' Anticipated Situational Engagement: The Roles of Teacher Behavior, Personal Engagement, and Gender.

    Jochem Thijs;Maykel Verkuyten

  • Multiple Identities and Religious Transmission: A Study Among Moroccan‐Dutch Muslim Adolescents and Their Parents

    Maykel Verkuyten;Jochem Thijs;Gonneke Stevens

  • Toward a further understanding of teachers’ reports of early teacher–child relationships: Examining the roles of behavior appraisals and attributions

    Jochem Thijs;Helma M.Y. Koomen

  • Peer victimization and self‐esteem of ethnic minority group children

    Maykel Verkuyten;Jochem Thijs

  • Children’s intergroup helping: The role of empathy and peer group norms

    Jellie Sierksma;Jochem Thijs;Maykel Verkuyten

Frequent Co-Authors

Maykel Verkuyten
Maykel Verkuyten Utrecht University
Helma M.Y. Koomen
Helma M.Y. Koomen University of Amsterdam
Gonneke W. J. M. Stevens
Gonneke W. J. M. Stevens Utrecht University
Frans J. Oort
Frans J. Oort University of Amsterdam
Peter F. de Jong
Peter F. de Jong University of Amsterdam
Wilma A. M. Vollebergh
Wilma A. M. Vollebergh Utrecht University

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