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Grütter, Jeanine; Tropp, Linda (2018). How friendship is defined matters for predicting intergroup attitudes: Shared activities and mutual trust with cross-ethnic peers dduring late childhood and early adolescence. International Journal of Behavioral Development, 27:1-8.
Gasser, Luciano; Grütter, Jeanine; Torchetti, Loredana (2018). Inclusive classroom norms and adolescents' sympathy and intended inclusion towards studdents with hyperactive behavior. Journal of School Psychology, 71:72-84.
Gasser, Luciano; Grütter, Jeanine; Buholzer, Alois; Wettstein, Alexander (2018). Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just. Learning and Instruction, 54:82-92.
Grütter, Jeanine; Gasser, Luciano; Zuffianò, Antonio; Meyer, Bertolt (2018). Promoting Inclusion Via Cross-Group Friendship: The Mediating Role of Change in Trust and Sympathy. Child Development, 89(4):e414-e430.
Gasser, Luciano; Grütter, Jeanine; Torchetti, Loredana; Buholzer, Alois (2017). Competitive classroom norms and exclusion of children with academic and behavior difficulties. Journal of Applied Developmental Psychology, 49:1-11.
Grütter, Jeanine; Gasser, Luciano; Malti, Tina (2017). The role of cross-group friendship and emotions in adolescents’ attitudes towards inclusion. Research in Developmental Disabilities, 62:137-147.
Grütter, Jeanine. The role of socio-moral development, cross-group friendship, and teacher behavior for peer group inclusivity. 2017, University of Zurich, Faculty of Arts.
Grütter, Jeanine; Meyer, Bertolt; Glenz, Andreas (2014). Sozialer Ausschluss in Integrationsklassen: Ansichtssache? Psychologie in Erziehung und Unterricht, 62(1):65.