For individual copies, please send a request to jeanine.gruetter@psy.lmu.de
Grütter, J., Srivastava, M., Barth, C., Bhatta, P., & Killen, M. (in press). Adolescents’ perceptions of social mobility: Reasoning about intergroup friendship and marriage in Nepal. Special section Positive Development and Adaptation in Asian Children, Child Development
Barth, C., Killen, M., & Grütter, J. (2025). Children’s reasoning about challenging social exclusion of peers with learning difficulties. International Journal of Behavioral Development. https://doi.org/10.1177/01650254251348216
Corbett, B., Liu, V., Duarte Valderrama, J. V., Eisner, L., Grütter, J., Hässler, T., Pineda Marin, C. P., & Taylor, L. (in press). Youth prosocial risk-taking: Intergroup conflict, prosocial target, and peer norms in three countries. Developmental Science
Liu, V., Taylor, L., Corbett, B., Duarte Valderrama, J. V., Eisner, L., Grütter, J., Halperin, E., Hässler, T., Pineda Marin, C. P., & Ushomirsky, I. (in press). GENERATION PEACE: Developing and Validating a Global Youth Peacebuilding Beliefs Scale (YPBS). Nature Communications
Srivastava, M, Bhatta, P., & Grütter, J. (2025). Adolescents’ beliefs about caste-essentialism in Nepal. Cognitive Development, 75, 101616. https://doi.org/10.1016/j.cogdev.2025.101616
Grütter, J., Barth, C., Sims, R., & Killen, M. (2024). Children’s and adolescents’ reasoning about distributive fairness and educational inequalities. International Journal of Behavioral Development. https://doi.org/10.1177/01650254241308503
Barth, C., & Grütter, J. (2024). Inclusive classroom norms and children’s expectations of inclusion of peers with learning difficulties in their social world. Journal of School Psychology, 104. https://doi.org/10.1016/j.jsp.2024.101312
Buchmann, M. & Grütter, J. (2024). CoCon –a multi-cohort, multi-informant panel study for development and mastery of life-course transitions of children, adolescents, and young adults in Switzerland. European Psychologist. https://doi.org/10.1027/1016-9040/a000508
Tschopp, C., Buholzer, A., & Grütter, J. (2023). Wie nehmen Eltern die Lernunterstützung ihres Kindes in inklusiven Schulen wahr? Eine Untersuchung bei Kindern mit sonderpädagogischem Förderbedarf [How do Parents Perceive their Child’s Learning Support in Inclusive Schools? An investigation of children with special educational needs], Psychologie in Erziehung und Unterricht, 70, 242-256. https://doi.org/10.2378/peu2023.art12d
Grütter, J., Dhakal, S., & Killen, M. (2022). Socioeconomic biases regarding peer relationships in academic contexts: The role of school diversity and teacher beliefs. Child Development. https://doi.org/10.1111/cdev.13796
Grütter, J., & Buchmann, M. (2022). Cohort differences in the development of civic engagement during adolescence. Child Development. https://doi.org/10.1111/cdev.13743
Buchmann, M., Grütter, J., Zuffiano, A. (2022). Are parental aspirations good for children’s academic self-concept? Disentangling state and trait components in their co-regulation. Child Development, 93, 7-24. https://doi.org/10.1111/cdev.13645
Brünecke, I., Citterio, P., Dändliker, L., Lochmatter, F., Buchmann, M., & Grütter, J. (2022). Adolescents’ coping with emotional and academic stressors related to COVID-19: The role of perceived teacher, friendship and parental support. Frontiers in Psychology, 12, 1-20. https://doi.org/10.3389/fpsyg.2021.733683
Tschopp, C., Barth, C., & Grütter, J. (in press). Wie Lehrpersonen und Lehramtsstudierende sozialen Ausschluss aufgrund eines sonderpädagogischen Förderbedarfs mit Schwerpunkt Lernen oder Verhalten bewerten. Zeitschrift für Schul- und Professionsentwicklung.
Tschopp, C., Grütter, J. & Buholzer, A. (2022). Soziale Teilhabe durch Intergruppenkontakt: Wie Freundschaften von Kindern mit heilpädagogischem Förderbedarf unterstützt werden können. Schweizerische Zeitschrift für Heilpädagogik, 28, 35-41.
Van Eickels, R. L., Zemp, M., & Grütter, J., (2022). Familiäre Unterstützung als Schutzfaktor während der COVID-19 Pandemie [Family as protective factor for adolescents during the COVID-10 pandemic]. Kindheit und Entwicklung, 31.
Grütter, J. & Buchmann, M. (2021). Developmental antecedents of young adult’s solidarity during the COVID-19 pandemic: The role of childhood social competencies, social trust, and social responsibility values. Child Development, 93, p.e832-e850. https://doi.org/10.1111/cdev.13660
Grütter, J., & Buchmann, M. (2021). Development of civic competencies during adolescence: Longitudinal associations with sympathy. Journal of Youth and Adolescence, 50, 674-692. https://doi.org/10.1007/s10964-020-01240-y.
Grütter, J., Dhakal, S., Killen, M. (2021). Adolescents’ own and parental expectations for cross-group friendships in the context of societal inequalities. Journal of Social Issues, 77, 1188-1212. https://doi.org/10.1111/josi.12484.
Grütter, J., Meyer, B., Stegmann, S., Philipp, M., & van Dick, R. (2021). Interethnic relations in diverse classrooms: The role of faultlines and teacher care. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.586709
Buchmann, M., Grütter, J., & Igel, C., (2021). COCON: Swiss Longitudinal Survey of Children and Youth. Longitudinal and Life Course Studies. eISSN 1757-9597. https://doi.org/10.1332/175795920X16062920646814
Sette, S., Gasser, L., & Grütter, J. (2020). Links between teachers’ liking of students, peer inclusion, and students’ academic achievement: A two-wave longitudinal study. Journal of Youth and Adolescence, 49, 747-756. https://doi.org/10.1007/s10964-019-01048-5
Grütter, J. & Tropp, L. (2019). How friendship is defined matters for predicting intergroup attitudes: Shared activities and mutual trust with cross-ethnic peers during late childhood and early adolescence. International Journal of Behavioral Development, 43, 128-135. https://doi.org/10.11777/0165025418802471
Grütter, J., Gasser, L., Zuffiano, A., & Meyer, B. (2018). Promoting inclusion via cross-group friendship: The role of individual change in trust and sympathy. Child Development, 89, e414-e430. https://doi.org/10.1111/cdev.12883
Gasser, L., Grütter, J., Buholzer, A., & Wettstein, A. (2018). Emotionally supportive classroom interactions and students’ perception of their teachers as just and caring. Learning and Instruction, 54, 82-92. https://doi.org/10.1016/j.learninstruc.2017.08.003
Gasser, L., Grütter, J., & Torchetti, L. (2018). Inclusive classroom norms and adolescents’ sympathy and intended inclusion towards students with hyperactive behavior. Journal of School Psychology, 71, 72-84. https://doi.org/10.1016/i.isp.2018.10.005
Grütter, J., Gasser, L., & Malti, T. (2017). The role of cross-group friendship and emotions in social exclusion. Journal of Research in Developmental Disabilities, 62, 137-147. https://doi.org/10.1016/j.ridd.2017.01.004
Gasser, L., Grütter, J., Torchetti, L., & Buholzer, A. (2017). Competitive classroom norms and exclusion of children with academic and behavior difficulties. Journal of Applied Developmental Psychology, 49, 1-11. https://doi.org/10.1016/j.appdev.2016.12.002
Grütter, J., Meyer, B., & Glenz, A. (2015). Sozialer Ausschluss von Kindern mit besonderen Bedürfnissen: Ansichtssache? [Social exclusion of children with special educational needs: A question of viewpoint?] Psychologie in Erziehung und Unterricht, 62, 65-82. https://doi.org/10.2378/peu2015.art05d
Grütter, J. & Meyer, B. (2014). Intergroup friendship and children’s intentions for social exclusion in integrative classrooms: The moderating role of diversity beliefs. Journal of Applied Social Psychology, 44, 481-494. https://doi.org/10.1111/jasp.12240
Grütter, J., Barth, C., Farah, S., & Weber, A. (in press). Das Freundschaftsprojekt – Wie können positive soziale Beziehungen und sozial-emotionale Kompetenzen in der Schule gefördert werden?, in T. Malti & S. Perren (Eds.), Soziale und emotionale Entwicklung bei Kindern und Jugendlichen: Entwicklungsprozesse verstehen, begleiten, stärken.
Grütter, J., Farah, S., Barth, C., & Weber, A. (2025). Fostering cross-ethnic friendship and inclusion in schools: Potential avenues for educational programs. In Intergroup Contact, Friendships and Prejudice Reduction in Multiethnic Schools and Communities (pp. 148-170). Routledge.
Grütter, J, & Garrote, A. (2020). Sozialisierung in multikulturellen Schulklassen. [Socialization in interethnic classrooms], in T. Ringeisen (Ed.), Handbuch Stress und Kultur [Handbook of stress and culture]. Springer. https://doi.org/10.1007/978-3-658-27825-0_32-1
Rutland, A., Palmer, S., Yuksel, A., & Grütter, J., (2022). Social exclusion and group identity, in M. Killen & J. Smetana (Eds.), Handbook of Moral Development 3rd edition.