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Psychology

D-Index
38
Citations
5259
World Ranking
8930
National Ranking
903

Overview

Robin Banerjee is affiliated with the University of Sussex in the United Kingdom. Their research focuses primarily on psychology and social sciences, with significant contributions in education, clinical psychology, social psychology, developmental and educational psychology, and sociology and political science.

Their work spans several main topics, which include:

  • Early Childhood Education and Development
  • Child and Adolescent Psychosocial and Emotional Development
  • Diverse Music Education Insights
  • Youth Development and Social Support
  • Motivation and Self-Concept in Sports
  • Social and Intergroup Psychology
  • Schizophrenia research and treatment

Robin Banerjee has published in a variety of academic venues. Frequent publication locations include:

  • Frontiers in Psychology
  • Journal of Vocational Behavior
  • British Journal of Educational Psychology
  • Music & Science
  • Studies In Educational Evaluation

Some of their recent papers illustrate the breadth of their research interests and include the following titles:

  • "It All Makes Us Feel Together": Young People's Experiences of Virtual Group Music-Making During the COVID-19 Pandemic, 2021, Frontiers in Psychology
  • The development of explicit occupational gender stereotypes in children: Comparing perceived gender ratios and competence beliefs, 2022, Journal of Vocational Behavior
  • 'People like me don't do well at school': The roles of identity compatibility and school context in explaining the socioeconomic attainment gap, 2022, British Journal of Educational Psychology
  • A Model of Psychological Mechanisms of Inclusive Music-Making: Empowerment of Marginalized Young People, 2021, Music & Science
  • Indirect effects of bullying on school mathematics achievement in Chile, 2022, Studies In Educational Evaluation

Collaborations form an important part of their research efforts. Frequent co-authors include:

  • Maruša Levstek
  • David Reby
  • Jane Oakhill
  • Alan Garnham
  • Matthew J. Easterbrook

Best Publications

  • Longitudinal effects of theory of mind on later peer relations: the role of prosocial behavior.

    Marcella Caputi;Serena Lecce;Adriano Pagnin;Robin Banerjee

  • Peer relations and the understanding of faux pas: longitudinal evidence for bidirectional associations.

    Robin Banerjee;Dawn Watling;Marcella Caputi

  • Differentiated associations between childhood maltreatment experiences and social understanding: A meta-analysis and systematic review

    Nikki Luke;Robin Banerjee

  • Individual Differences in Children's Materialism: The Role of Peer Relations

    Robin Banerjee;Helga Dittmar

  • Promoting theory of mind during middle childhood: a training program.

    Serena Lecce;Federica Bianco;Rory T. Devine;Claire Hughes

  • Experimental modification of interpretation bias in socially anxious children: Changes in interpretation, anticipated interpersonal anxiety, and social anxiety symptoms.

    Stephanos P. Vassilopoulos;Robin Banerjee;Chara Prantzalou

  • Depression and Social Anxiety in Children: Differential Links with Coping Strategies.

    Mark Wright;Robin Banerjee;Willemijn Hoek;Carolien Rieffe

  • Children's understanding of self‐presentational display rules: Associations with mental‐state understanding

    Robin Banerjee;Nicola Yuill

  • Audience Effects on Self‐Presentation in Childhood

    Robin Banerjee

  • Social-Cognitive Factors in Childhood Social Anxiety: A Preliminary Investigation.

    Robin Banerjee;Lynne Henderson

  • Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment

    Robin Banerjee;Katherine Weare;William Farr

  • The verbal threat information pathway to fear in children: the longitudinal effects on fear cognitions and the immediate effects on avoidance behavior.

    Andy P. Field;Joanne Lawson;Robin Banerjee

  • Children's explanations for self-presentational behaviour

    Robin Banerjee;Nicola Yuill

  • Children's Understanding of Self-Presentational Behavior: Links with Mental-State Reasoning and the Attribution of Embarrassment.

    Robin Banerjee

  • The development of an understanding of modesty

    Robin Banerjee

  • Children's understanding of faux pas: Associations with peer relations

    Dawn Watling;Robin Banerjee

  • Interpretations and judgments regarding positive and negative social scenarios in childhood social anxiety.

    Stephanos P. Vassilopoulos;Robin Banerjee

  • Are materialistic teenagers less motivated to learn? Cross-sectional and longitudinal evidence from the United Kingdom and Hong Kong.

    Lisbeth Ku;Helga Dittmar;Robin Banerjee

  • Conversations about mental states and theory of mind development during middle childhood: A training study.

    Frederica Bianco;Selena Lecce;Robin Banerjee

  • To have or to learn? The effects of materialism on British and Chinese children's learning.

    Lisbeth Ku;Helga Dittmar;Robin Banerjee

  • Can you tell me something about yourself? Self-presentation in children and adolescents with high functioning autism spectrum disorder in hypothetical and real life situations

    Anke M. Scheeren;Sander Begeer;Robin Banerjee;Mark Meerum Terwogt

Frequent Co-Authors

Carolien Rieffe
Carolien Rieffe University of Twente
Helga Dittmar
Helga Dittmar University of Sussex
Mark Meerum Terwogt
Mark Meerum Terwogt Vrije Universiteit Amsterdam
Hans M. Koot
Hans M. Koot Vrije Universiteit Amsterdam
Jane Oakhill
Jane Oakhill University of Sussex
Alan Garnham
Alan Garnham University of Sussex
Nicola Yuill
Nicola Yuill University of Sussex
Serena Lecce
Serena Lecce University of Pavia
Peter R. Harris
Peter R. Harris University of Sussex
Andy P. Field
Andy P. Field University of Sussex

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