Publications by Year: 2016


Hafen, C. A., & Allen, J. P. (2016). Interventions to Promote Positive Teacher–Student Relationships and Interactions. Handbook of Social Influences in School Contexts, 367-383.
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95–103.
Gregory, A., Hafen, C. A., Ruzek, E., Mikami, A. Y., Allen, J. P., & Pianta, R. C. (2016). Closing the Racial Discipline Gap in Classrooms by Changing Teacher Practice. School Psychology Review, 45(2), 171-191.
Loeb, E., Hessel, E., & Allen, J. (2016). The Self-Fulfilling Prophecy of Adolescent Social Expectations. International Journal of Behavioral Development, 40(6), 555-564.
Gonzalez, M., Allen, J., & Coan, J. (2016). Lower neighborhood quality in adolescence predicts higher mesolimbic sensitivity to reward anticipation in adulthood. Developmental Cognitive Neuroscience, 22, 48-57.
Hessel, E., Loeb, E., Szwedo, D., & Allen, J. (2016). Predictions From Early Adolescent Emotional Repair Abilities to Functioning in Future Relationships. Journal of Research on Adolescence, 26(4), 776-789.
Kansky, J., Allen, J., & Diener, E. (2016). Early Adolescent Affect Predicts Later Life Outcomes. Applied Psychology: Health and Well-Being, 8(2), 192-212.
Tan, J., Hessel, E., Loeb, E., Schad, M., Allen, J., & Chango, J. (2016). Long-Term Predictions from Early Adolescent Attachment State of Mind to Romantic Relationship Behaviors. Journal of Research on Adolescence, 26(4), 1022-1035.