Journal Article

Sette, Stefania; Gasser, Luciano; Grütter, Jeanine (2020). Links Between Teachers’ Liking of Students, Peer Inclusion, and Students’ Academic Achievement: A Two-Wave Longitudinal Study. Journal of Youth and Adolescence, 49 (3), pp. 747-756. 10.1007/s10964-019-01048-5

Gasser, Luciano; Grütter, Jeanine; Torchetti, Loredana (2018). Inclusive classroom norms, children's sympathy, and intended inclusion toward students with hyperactive behavior. Journal of School Psychology, 71, pp. 72-84. 10.1016/j.jsp.2018.10.005

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, pp. 82-92. 10.1016/j.learninstruc.2017.08.003

Grütter, Jeanine; Gasser, Luciano; Zuffiano, Antonio; Meyer, Bertolt (2018). Promoting Inclusion Via Cross‐Group Friendship: The mediating role of change in trust and sympathy. Child Development, 89 (4), pp. 414-430 John Wiley & Sons, Ltd. 10.1111/cdev.12883

Gasser, Luciano; Grütter, Jeanine; Torchetti, Loredana; Buholzer, Alois (2017). Competitive classroom norms and exclusion of children with academic and behavior difficulties. Journal of Applied Development Psychology, 49, pp. 1-11. 10.1016/j.appdev.2016.12.002

Grütter, Jeanine; Gasser, Luciano; Malti, Tina (2017). The role of cross-group friendship and emotions in social exclusion. Journal of Research in Developmental Disabilities, 62, pp. 137-147. https://doi.org/0.1016/j.ridd.2017.01.004