2023

Bobba, B., Thijs, J., & Crocetti, E. (2023). A war on prejudice: The role of media salience in reducing ethnic prejudice. Journal of Adolescence. https://doi.org/10.1002/jad.12234

Bosman, R., & Thijs, J. (2023). Language Preferences in the Dutch Autism Community: A Social Psychological Approach. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-023-05903-0

Thijs, J., Miklikowska, M., & Bosman, R. (2023). Motivations to respond without prejudice and ethnic outgroup attitudes in late childhood: Change and stability during a single school year. Developmental Psychology (forthcoming).

Thijs, J., & Verkuyten, M. (2023). Being considered a co-national: Social categorization and perceived acculturation of immigrant peers. Journal of Experimental Child Psychology, 225, 105520.

Thijs, J., & Wiemers, S. (2023). Disentangling unique and consensual group norm perceptions: A study with ethnic majority students. International Journal of Pyschology (forthcoming).

Vemde, L. Van, Thijs, J., & Hornstra, L. (2023). The classroom social environment in mixed secondary school classes?: The role of ethnic classroom composition and classmates ’ explicitly and implicitly measured ethnic attitudes. Social Psychology of Education. https://doi.org/10.1007/s11218-022-09747-x

2022

Maene, C., D'hondt, F., Van Lissa, C. J., Thijs, J., & Stevens, P. A. J. (2022). Perceived Teacher Discrimination and Depressive Feelings in Adolescents?: The Role of National , Regional , and Heritage Identities in Flemish Schools. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-022-01665-7

Smeekes, A., & Thijs, J. (Eds.) (2022). Migration and Ethnic Relations: Current directions for theory and research – Liber Amicorum for Maykel Verkuyten. https://dspace.library.uu.nl/handle/1874/422947

Thijs, J. (2022). Teaching children about prejudice and discrimination: Recommendations based on Self-Determination Theory. In A. Smeekes & J. Thijs (Eds.), Migration and Ethnic Relations: Current directions for theory and research – Liber Amicorum for Maykel Verkuyten. (pp. 165-182).  https://dspace.library.uu.nl/handle/1874/422943

2021

Charki, F. Z., Hornstra, L., & Thijs, J. (2021). How Do I Get on With my Teacher? Affective Student-Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools. British Journal of Educational Psychology. doi: 10.1111/bjep.12457

Konings, R., Thijs, J., & Geerlings, J. (2021). Children’s supportive attitudes toward refugees during the European refugee crisis of 2015. Journal of Applied Developmental Psychology, 77. doi: 10.1016/j.appdev.2021.101355

Van Vemde, L., Hornstra, L., & Thijs, J. (2021). Classroom predictors of national belonging: The role of interethnic contact and teachers’ and classmates’ diversity norms. Journal of Youth and Adolescence, doi: 10.1007/s10964-021-01430-2.

2020

Van Bommel, G., Thijs, J., & Miklikowska, M. (2020). Parallel empathy and group attitudes in late childhood: The role of perceived peer group attitudes. Journal of Social Psychology, 161, 337–350.

Jargon, M. & Thijs, J. (2020). Antiprejudice norms and ethnic attitudes in preadolescents: A matter of stimulating the “right reasons.” Group Processes and Intergroup Relations, https://doi.org/10.1177/1368430220902535.

2019

Geerlings, J., Thijs, J., & Verkuyten, M. (2019). Preaching and practicing multicultural education: Predicting students’ outgroup attitudes from perceived teacher norms and perceived teacher- classmate relations. Journal of School Psychology, 75, 89-103.

Miklikowska, M., Thijs, J., & Hjerm, M. (2019). The Impact of Perceived Teacher Support on Anti-Immigrant Attitudes from Early to Late Adolescence. Journal of Youth and Adolescence, 48, 1175-1189.

Spiegler, O., Thijs, J., Verkuyten, M., & Leyendecker, B. (2019). Can children develop a dual identity when immigrant mothers feel homesick? A short-term longitudinal study among Turkish immigrants. European Journal of Developmental Psychology, 16, 581-594. 

Thijs, J., Keim, A., & Geerlings, J. (2019). Classroom identification in ethnic minority and majority students: Effects of relationships and ethnic composition. British Journal of Educational Psychology, 89, 707-725.

Thijs, J.T. & Vervaet, R. (2019). Teachers' dealings with ethnic diversity. In Peter Titzmann & Philipp Jugert (Eds.), Youth in superdiverse societies - growing up with globalization, diversity, and acculturation. Abingdon: Routlege.

Thijs, J., & Zee, M. (2019). Further evidence for social projection in the classroom: Predicting perceived ethnic norms. Journal of Applied Developmental Psychology, 62, 239-248.

Verhulp, E.E., Stevens, G.W.J.M., Thijs, J., Pels, T., & Vollebergh, W.A.M. (2019). Ethnic differences in the tutor-adolescent relationship quality and consequences for tutor’s informal help for adolescents’ internalizing problems. Journal of Emotional and Behavioral Disorders, 27, 101-109.

Verkuyten, M., Thijs, J. (2019). Being here first: Ethnic majority children’s autochthony beliefs and attitudes toward immigrants. Journal of Youth and Adolescence, 48, 1281-1295.

Verkuyten, M., Thijs, J., & Gharaei, N. (2019). Discrimination and academic (dis)engagement of ethnic-racial minority students: a social identity threat perspective. Social Psychology of Education, 22, 267-290.

2018

Geerlings, J., Thijs, J. & Verkuyten, M. (2018). Teaching in ethnically diverse classrooms: Examining individual differences in teacher self-efficacy. Journal of School Psychology, 67, 134-147.

Gharaei, N., Thijs, J., & Verkuyten, M. (2018). Ethnic Identity in Diverse Schools: Preadolescents' Private Regard and Introjection in relation to Classroom Norms and Composition. Journal of Youth and Adolescence, 48, 132-144.

Stevens, G.W.J.M., & Thijs, J. (2018). Perceived group discrimination and psychological well-being in ethnic minority adolescents. Journal of Applied Social Psychology, 48, 559-570.

Thijs, J., Hornstra, T.E. & Charki, F.Z.(2018). Self-esteem and national identification in times of Islamophobia: A study among Islamic school children in the Netherlands. Journal of Youth and Adolescence, 47, 2521-2534.

2017

Geerlings, J., Thijs, J., & Verkuyten, M. (2017). Student-teacher relationships and ethnic outgroup attitudes among majority students. Journal of Applied Developmental Psychology, 52, 69–79.

Sierksma, J., & Thijs, J. (2017). Intergroup helping: How do children see it? In E. van Leeuwen & H. Zagefka (Eds.), Intergroup Helping (pp. 65-75). Dordrecht: Springer.

Thijs, J. (2017). Children's evaluations of interethnic exclusion: The effects of ethnic boundaries, respondent ethnicity, and majority in-group bias. Journal of Experimental Child Psychology, 158, 46-63.

Thijs, J. (2017). Student-teacher relationships and interethnic relations. In A. Rutland, D. Nesdale, & C. Spears Brown (Eds.), Handbook of group processes in children and adolescents. Oxford: Wiley.

Thijs, J., & Verkuyten, M. (2017). Promoting positive self-esteem in ethnic minority students. In N. J. Cabrera & B. Leyendecker (Eds.), Handbook on positive development of minority children (pp. 325-342). Dordrecht: Springer.

2016

Spiegler, O., Verkuyten, M., Thijs, J., & Leyendecker, B. (2016). Low ethnic identity exploration undermines positive interethnic relations: A study among Turkish immigrant-origin youth. Cultural Diversity and Ethnic Minority Psychology, 22, 495-503.

Thijs, J., Gharaei, N., & de Vroome T. (2016). “Why should I?” Adolescents’ motivations to regulate prejudice in relation to their norm perceptions and ethnic attitudes. International Journal of Intercultural Relations, 53, 83-94.

Thijs, J., & Piscoi, D. (2016). Perceiving discrimination in "real life": Distinguishing negative events from discrimination attributions. Basic and Applied Social Psychology, 38, 166-172.

Thijs, J., & Verkuyten, M. (2016). Ethnic attitudes and social projection in the classroom. Child Development, 87, 1452-1465.

2015

Geerlings, J., Verkuyten, M., & Thijs, J. (2015) Changes in ethnic self-identification and heritage language preference in adolescence: A cross-lagged panel study. Journal of Language and Social Psychology, 34, 501-520.

Sierksma, J., Thijs, J., & Verkuyten, M. (2015). Children's intergroup helping: The role of empathy and peer group norms. Journal of Experimental Child Psychology, 126, 369-383.

Sierksma, J., Thijs, J., & Verkuyten (2015). In-group bias in children's intention to help can be overpowered by inducing empathy. British Journal of Developmental Psychology, 33, 45-56.

Thijs, J., & Fleischmann, F. (2015). Student-teacher relationships and achievement goal orientations: Examining student perceptions in an ethnically diverse sample. Learning and Individual Differences, 42, 53-63.

Verkuyten, M., Sierksma, J., & Thijs, J. (2015). First arrival and owning the land: How children reason about ownership of territory. Journal of Environmental Psychology, 41, 58-64.

2014

Ellenbroek, M., Verkuyten, M., Thijs, J., & Poppe, E. (2014). The fairness of national decision-making procedures: The views of adolescents in 18 European countries. Journal of Community and Applied Social Psychology, 24, 503-517.

Gieling, M., Thijs, J., & Verkuyten, M. (2014). Dutch adolescents’ tolerance of Muslim immigrants: The role of assimilation ideology, intergroup contact and national identification. Journal of Applied Social Psychology, 44, 155-165.

Roorda, D., Koomen, H., Spilt, J., Thijs, J., & Oort, F. (2014). Leerkracht kind interactie: het verband met externaliserend en internaliserend gedrag. Kind en Adolescent, 35, 239-254.

Sierksma, J., Thijs, J., & Verkuyten, M. (2014). Ethnic helping and group identity: A study among majority group children. Social Development, 23, 803-819.

Sierksma, J., Thijs, J., & Verkuyten, M. (2014). With a little help from my friends: Bystander context and children's attitude toward out-group helping. Journal of Social Psychology, 154, 142-154.

Sierksma, J., Thijs, J., Verkuyten, M., & Komter, A. (2014). Children’s reasoning about the refusal to help: The role of need, costs and social perspective taking. Child Development, 85, 1134-1149.

Thijs, J., Verkuyten, M., & Grundel, M. (2014). Ethnic classroom composition and peer victimization: The moderating role of classroom attitudes. Journal of Social Issues, 70, 134-150.

Thijs, J., & Verkuyten, M. (2014). School ethnic diversity and students' interethnic relations. British Journal of Educational Psychology, 84, 1-21.

Verkuyten, M., Thijs., J. & Sierksma, J. (2014). Majority children's evaluation of acculturation preferences of immigrant and emigrant peers. Child Development, 85, 176-191.

2013

Roorda, D., Koomen, H., Spilt, J., Thijs, J., & Oort, F. (2013). Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors. Journal of School Psychology, 51, 143-158.

Roorda, D., Koomen, H., Thijs, J., & Oort, F. (2013). Changing interactions between teachers and socially inhibited kindergarten children: An interpersonal approach. Journal of Applied Developmental Psychology, 34, 173-184.

Thijs, J., & Verkuyten, M. (2013). Multiculturalism in the classroom: Ethnic attitudes and classmates' beliefs. International Journal of Intercultural Relations, 37, 176-187.

Verkuyten, M. & Thijs, J. (2013). Multicultural education and inter-ethnic attitudes: An intergroup perspective. European Psychologist, 18, 179-190.

2012

Gieling, M., Thijs, J., & Verkuyten, M. (2012). Dutch adolescents’ tolerance of practices by Muslim actors: The effect of issue framing. Youth & Society, 44, 348-365.

Spilt, J., Koomen, H., Thijs, J.., & Van der Leij, A. (2012). Supporting teachers’ relationships with disruptive children: The potential of relationship-focused reflection. Attachment & Human Development, 14, 305-318.

Thijs, J., & Eilbracht, L. (2012). Teachers’ perceptions of parent-teacher alliance and student-teacher relational conflict: Examining the role of ethnic differences and "disruptive" behavior. Psychology in the Schools, 49, 794-808.

Thijs, J., & Verkuyten, M. (2012). Ethnic attitudes of minority students and their contact with majority group teachers. Journal of Applied Developmental Psychology, 33, 260-268.  

Thijs, J., Westhof, S., & Koomen, H. (2012). Ethnic incongruence and the student-teacher relationship. The perspective of ethnic majority teachers. Journal of School Psychology, 50, 257-273.

Verkuyten, M., Thijs, J., & Stevens, G. (2012). Multiple identities and religious transmission: A study among Moroccan-Dutch Muslim adolescents and their parents. Child Development, 83, 1577-1590.

2011

Gieling, M., Thijs, J., & Verkuyten, M. (2011). Voluntary and involuntary immigrants and adolescents’ endorsement of multiculturalism. International Journal of Intercultural Relations, 35, 259-267.

Spilt, J., Koomen, H., Stoel, R., Thijs, J., & van der Leij, A. (2011). Teachers’ Assessment of Physical Aggression with the Preschool Behavior Questionnaire: A Multrait- Multimethod Evaluation of Convergent and Discriminant Validity. Journal of Psychoeducational Assessment, 29, 407-417.

Spilt, J., Koomen, H., & Thijs, J. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23, 457-477.

Thijs, J. (2011). Etnische verschillen in de klas. In P. de Jong en H. Koomen (Eds.), Interventie bij onderwijsleerproblemen (pp. 145-162). Apeldoorn: Garant.

Thijs, J. (2011). Ethnic differences in teacher-oriented achievement motivation: A study among early adolescent students in the Netherlands. The Journal of Genetic Psychology, 172, 121-140.

Thijs, J., Koomen, H., Roorda, J., & ten Hagen, J. (2011). Explaining teacher-student interactions in early childhood: An interpersonal theoretical approach. Journal of Applied Developmental Psychology, 32, 34-43.

Thijs, J., & Verkuyten, M. (2011). In-group bias in the classroom: The role of co-ethnic and other-ethnic peers and multiculturalism. Anales de Psychologia, 27, 662-669.

2010

Gieling, M., Thijs, J., & Verkuyten, M. (2010). Tolerance of practices by Muslim actors: An integrative social-developmental perspective. Child Development, 81, 1385 -1399.

Jongejan, D. & Thijs, J. (2010). 'Prima maar niet voor mijn kind': Opleidingsniveau en houding ten aanzien van zwarte scholen onder autochtone Nederlandse ouders. Migrantenstudies,1, 2-20.

Spilt, J.L., Koomen, H.M.Y., Thijs, J., Stoel, R. & van der Leij, A . (2010). Teachers’ Assessment of antisocial behavior in kindergarten: Physical aggression and measurement bias across gender. The Journal of Psychoeducational Assessment, 28, 129-138.

Thijs, J., Verkuyten, M. & Helmond, P. (2010) A further examination of the big-fish-little-pond effect: Perceived position in class, class size, and gender comparisons. Sociology of Education, 83, 333-345.

Verkuyten, M., & Thijs, J. (2010). Ethnic minority labeling, multiculturalism, and the attitude of majority group members. Journal of Language and Social Psychology, 29, 467-477.

Verkuyten, M. & Thijs, J. (2010). Religious group relations among Christian, Muslim, and nonreligious early adolescents in the Netherlands. Journal of Early Adolescence, 30, 27-49.

Verkuyten, M., Thijs, J., & Bekhuis, H. (2010). Intergroup contact and ingroup reappraisal: Testing the deprovincialization hypothesis. Social Psychology Quarterly, 73, 398-416.

2009

Thijs, J. & Koomen, H.M.Y (2009). Toward a further understanding of teachers' reports of early teacher-child relationships: Examining the roles of behavior appraisals and attributions. Early Childhood Research Quarterly, 24, 186-197.

Thijs, J. & Verkuyten, M. (2009). Students’ anticipated situational engagement: The roles of teacher behavior, personal engagement, and gender. The Journal of Genetic Psychology, 170, 268-286.

2008

Thijs, J.T., & Koomen, H.M.Y. (2008). Task-related interactions between kindergarten children andtheir teachers: The role of emotional security. Infant and Child Development, 17,181-197.

Thijs, J.T., Koomen, H.M.Y., & van der Leij, A. (2008) Teacher-child relationships and pedagogical practices: Considering the teacher's perspective. School Psychology Review, 37, pp. 244-260.

Thijs, J. & Verkuyten, M. (2008). Peer victimization and academic achievement in a multi-ethnic sample: The role of perceived academic self-efficacy. Journal of Educational Psychology, 100, 754-764.

2006

Koomen, H.M.Y., Verschueren, K., & Thijs, J.T. (2006). Assessing aspects of the teacher–child relationship: A critical ingredient of a practice-oriented psycho-diagnostic approach. Educational and Child Psychology, 23 (3), 50-60.

Thijs, J.T. (2006). Sociaal geremde kinderen en de interacties met hun leerkrachten. In G.M. van der Aalsvoort (Ed.) Van ontwikkelingsproblemen tot ontwikkelingsstoornissen: een continuüm? De aanpak bij jonge leerlingen met gedragsproblemen (pp. 19-28).  Amsterdam: SWP.

Thijs, J.T., Koomen, H. M.Y., & van der Leij (2006). Teachers’ self-reported pedagogical practices toward socially inhibited, hyperactive, and average children. Psychology in the Schools, 43, 635-651.  

Verkuyten, M. & Thijs, J. (2006). Ethnic discrimination and global self-worth in early adolescence. International Journal of Behavioral Development, 30, 107-116.  

2005

Thijs, J.T. (2005). Teachers’ relationships and interactions with socially inhibited children. Academisch Proefschrift. Universiteit van Amsterdam. Amsterdam: SCO-Kohnstamm Instituut.

2004

Koomen, H. M. Y., & Thijs, J. T. (2004). Sociaal-emotioneel functioneren en de leerkracht-leerling relatie. In A. Vyt, M.A.G. van Aken, J.D. Bosch, R.J. van der Gaag & A.J.J.M. Ruijssenaars (red.) Jaarboek Ontwikkelingspsychologie, Orthopedagogiek en Kinderpsychiatrie, Vol. 6 (2004-2005)(pp. 62-81). Houten: Bohn Stafleu Van Loghum.

Thijs, J. T., Koomen, H. M. Y., de Jong, P. F., van der Leij, A., & van Leeuwen, M. G. P. (2004). Internalizing behaviors among kindergarten children: Measuring dimensions of social withdrawal with a checklist. Journal of Clinical Child and Adolescent Psychology, 33, 802-812.

Verkuyten, M., & Thijs, J.(2004). Global and ethnic self-esteem in school context: minority and majority groups in the Netherlands. Social Indicators Research, 67, 235-281.

Verkuyten, M., & Thijs, J.(2004). Psychological disidentification with the academic domain among ethnic minority adolescents in The Netherlands. British Journal of Educational Psychology, 74, 109-125.

2002

Verkuyten, M., & Thijs, J. (2002). Multiculturalism among minority and majority adolescents in the Netherlands. International Journal of Intercultural Relations, 26, 91-108.

Verkuyten, M., & Thijs, J. (2002). Racist victimization among children in The Netherlands: The effect of ethnic group and school. Ethnic and Racial Studies, 25, 310-331.

Verkuyten, M., & Thijs, J.(2002): School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59, 203-228 .

2001

Thijs-Boer, F. M., Thijs, J. T., & van de Wiel, H. B. M. (2001). Conventional or adhesive external breast prothesis: A prospective study of the patients’ preference after mastectomy. Cancer Nursing, 24, 227-230.

Verkuyten, M., & Thijs, J. (2001). Ethnic and gender bias among Dutch and Turkish children in late childhood: The role of social context. Infant and Child Development, 10, 203-217.

Verkuyten, M., & Thijs, J. (2001). Peer victimization and self-esteem of ethnic minority group children. Journal of Community and Applied Social Psychology, 11, 227-234.

Verkuyten, M., Thijs, J., & Canatan, K. (2001). Achievement motivation and academic performance among Turkish early and young adolescents in the Netherlands. Genetic, Social, and General Psychology Monographs, 127, 378-408.

2000

Verkuyten, M., & Thijs, J. (2000). Leren (en) waarderen: Discriminatie, zelfbeeld, relaties en leerprestaties in 'witte' en 'zwarte' basisscholen. Amsterdam: Thela Thesis.

1999

Verkuyten, M., & Thijs, J. (1999). Nederlandse en Turkse jongeren over multiculturalisme: Cultuurbehoud, aanpassing, identificatie en groepsdiscriminatie. Sociologische Gids, 46, 407-425.