• Hayashi, H., Matsumoto, A., Wada, T., & Banerjee, R. (in press). Children’s and adults’ evaluations of self-enhancement and self-deprecation depend

  on the usual performance of the self-presenter. Journal of Experimental Child Psychology.

• Lacey, A.J., Banerjee, R., Lester, K.J. (in press). “It felt a bit wartime”: Teacher perspectives of social and emotional well-being support in primary schools during Covid-19.  Psychology in the Schools.<

• Levstek, M., Elliott, D., & Banerjee, R. (2024). Music always helps: Associations of music subject choices with academic achievement in secondary education. British Educational Research Journal, 50(1), 385-413.

• Ferrell, A., Levstek, M., & Banerjee, R. (2023). "We have a voice. We exist.":  Value of basic needs satisfaction on well-being and goal development in inclusive theatre spaces for young people.  Journal of Creative Behavior, 57.
• Lacey, A.J., Banerjee, R., Dockalova, L., & Lester, K.J. (2023). “I miss the normalness”: Mother and child perspectives of well-being and effective remote support from primary schools during Covid-19 school closures. BMC Psychology, 11, 220.
• Lacey, A.J., Banerjee, R.A., & Lester, K.J. (2023). "Are they going to play nicely?":  Parents' evalutaions of young children's play dates. Journal of Child and Family Studies, 32, 2240-2253.

• Berry, C., Hodgekins, J., French, P., Clarke, T., Shepstone, L., Barton, G., Banerjee, R., Byrne, R., Fraser, R., Grant, K., Greenwood, K., Notley, C., Parker, S., Wilson, J., Yung, A., & Fowler, D. (2022). Clinical and cost-effectiveness of social recovery therapy for the prevention and treatment of long-term social disability among young people with emerging severe mental illness (PRODIGY): Randomised controlled trial. The British Journal of Psychiatry, 1-9. 
• Canessa-Pollard, V., Reby, D., Banerjee, R., Oakhill, J., & Garnham, A. (2022). The development of explicit occupational gender stereotypes in children: comparing perceived gender ratios and competence beliefs. Journal of Vocational Behavior, 134, 103703.
• Carrasco, D., Banerjee, R., Lopez-Hornickel, N., & Trevino, E. (2022). Indirect effects of bullying on school mathematics achievement in Chile. Studies in Educational Evaluation, 74, 101172.
• Chelidoni, O., Berry, C., Easterbrook, M.J., Chapman, L., Banerjee, R., Valeix, S., & Niven, J.E. (2022). Predictors of COVID-19 anxiety in UK university students. Journal of Further and Higher Education, 47(3), 421-434. 
• Crowter, L., Banerjee, R., Berry, C., & Fowler, D. (2022). Schematic beliefs, negative affect and paranoia in at-risk youth. British Journal of Clinical Psychology, 61, 1038-1051.
• Easterbrook, M. J., Nieuwenhuis, M., Fox, K., Harris, P. R., & Banerjee R. (2022). "People like me don’t do well at school”: The roles of identity compatibility and school context in explaining the socioeconomic attainment gap. British Journal of Educational Psychology, 92, 1178-1195.
• Hiestand, K. M., McComb, K., & Banerjee, R. (2022). "It almost makes her human": How animal guardians construct experiences of cat and dog empathy, Animals, 12(23): 3434.

• Cartei, V., Oakhill, J., Garnham, A., Banerjee, R., & Reby, D. (2021). Voice cues influence children's assessment of adults' occupational competence. Journal of Nonverbal Behavior, 45, 281-296.
• Cartei, V., Reby, D., Garnham, A., Oakhill, J., & Banerjee, R. (2021). Peer audience effects on children's vocal masculinity and femininity. Philosophical Transactions of the Royal Society B, 377:1841.
• Droscher, H., Van Den Hout, B., Hughes, L., Evans, H., Banerjee, R., and Hayward, M. (2021). Quiet time via transcental meditation in secondary school pupils with special educational needs: Effects on well-being and behaviour. Pastoral Care in Education.
• Levstek, M., & Banerjee, R. (2021). A model of psychological mechanisms of inclusive music-making: Empowerment of marginalized young people. Music and Science, 4, 1-18.
• Levstek, M., Barnby, R. M., Pocock, K. L., & Banerjee, R. (2021). “It all makes us feel together”: Young people’s expereince of virtual group music-making duringt he COVID-19 pandemic. Frontiers in Psychology, 12:703892.

• Banerjee, R., Heyman, G. D., & Lee, K. (2020). The development of moral self-presentation.  In L. A. Jensen (ed.), The Oxford handbook of moral development: An interdisciplinary perspective. New York, NY: Oxford University Press.
• Carrasco, D., Banerjee, R., Trevino, E., & Villalobos, C. (2020). Civic knowledge and open classroom discussion: explaining tolerance of corruption among 8th-grade students in Latin America. Educational Psychology, 40, 186-206.
• Cartei, V.,Oakhill, J.Garnham, A., Banerjee, R., & Reby, D. (2020). “This is what a mechanic sounds like.” Children’s vocal control reveals implicit occupational stereotypes. Psychological Science, 31, 957-967.
• Dunkeld, C., Wright, M. L., Banerjee, R. A., Easterbrook, M.J., & Slade, L. (2020). Television exposure, consumer culture values, and lower well-being among preadolescent children: the mediating role of consumer-focused coping strategies. British Journal of Social Psychology, 59, 26-48. 
• Roberts, J., Whittaker, N., Starbuck, J., & Banerjee, R. (2020). Accountability, performance management and inspection: How to enable positive responses to diversity? Journal of Research in Special Educational Needs, 20, 146-171.
• Ronchi, L., Banerjee, R., & Lecce, S. (2020). Theory of mind and peer relationships: The role of social anxiety. Social Development, 29, 

• Cartei, V., Banerjee, R., Hardouin, L., & Reby, D. (2019). The role of sex-related voice variation in children's gender-role stereotype attributions. British Journal of Developmental Psychology, 37, 396-409.
• Cartei, V., Garnham, A., Oakhill, J, Banerjee, R., Roberts, L., & Reby, D. (2019). Children can control the expression of masculinity and femininity through the voice. Royal Society Open Science, 6, 1-9.
• Cotney, J., & Banerjee, R. (2019). Adolescents’ conceptualisations of kindness and its links with well-being: A focus group study. Journal of Social and Personal Relationships, 36, 599-617.
• Drew, H., & Banerjee, R. (2019). Supporting the education and wellbeing of children looked-after:What is the role of the Virtual School?  European Journal of Psychology of Education, 34,101-121.
• Hanrahan, F., Hughes, E., Banerjee, R., Eldridge, A., & Kiefer, C. (2019). Psychological benefits of networking technologies in children’s experience of ensemble music making.  International Journal of Music Education, 37, 59-77.
• Moldes, O., Banerjee, R., Easterbrook, J. M., Harris, R. P. & Dittmar, H. (2019) Identity changes and well-being gains of material and experiential consumer products. Journal of Economic Psychology, 72, 229-244.

• Fowler, D., French, P., Banerjee, R., Barton, G., Berry, C., Byrne, R., ... Hodgekins, J. (2017). Prevention and treatment of long-term social disability amongst young people with emerging severe mental illness with social recovery therapy (The PRODIGY Trial): study protocol for a randomised controlled trial.  Trials, 18:315, 1-11.
• Hanrahan, F., & Banerjee, R. (2017).   “It makes me feel alive”: The socio-motivational impact of drama and theatre on marginalised young people. Emotional and Behavioural Difficulties, 22, 35-49.
• Hurst, M., DIttmar, H.,. & Banerjee, R. (2017). “I just feel so guilty”: The role of introjected regulation in linking appearance goals for exercise with women’s body image.  Body Image, 20, 120-129. 
• Lecce, S., Caputi, M., Pagnin, A., & Banerjee, R. (2017). Theory of mind and school achievement: The mediating role of social competence.  Cognitive Development, 44, 85-97.

• Banerjee, R., McLaughlin, C., Cotney, J., Roberts, L., & Peereboom, C. (2016). Promoting emotional health, well-being, and resilience in primary schools. Cardiff, UK: Public Policy Institute of Wales. 
• Bianco, F., Lecce, S., & Banerjee, R. (2016). Conversations about mental states and theory of mind development in middle childhood: A training study.  Journal of Experimental Child Psychology, 149, 41-61.
• Scheeren, A. M., Banerjee, R., Koot, H. M., & Begeer, S. (2016).  Self-presentation and the role of perspective taking and social motivation in autism spectrum disorder.  Journal of Autism and Developmental Disorders, 46, 649-657.
• Todd, B., & Banerjee, R. (2016). Lateralisation of infant holding by mothers:   A longitudinal evaluation of variations over the first twelve weeks.  Laterality, 21, 12-33.

• Schmitz, E., Banerjee, R., Pouw, L.B.C., Stockmann, L. & Rieffe, C. (2015). Better to be equal? Challenges to equality for cognitively-able children with ASD in a social decision game. Autism: International Journal of Research and Practice, 19, 178-186.

• Banerjee, R., Weare, K., & Farr, W. (2014).  Working with ‘Social and Emotional Aspects of Learning’ (SEAL): Associations with school ethos, pupil social experiences, attendance, and attainment.  British Educational Research Journal, 40, 718-742.
• Cartei, V., Cowles, W., Banerjee, R., & Reby, D. (2014). Control of voice gender in pre-pubertal children.  British Journal of Developmental Psychology, 32, 100-106.
• Easterbrook, M. J., Wright, M. L., Dittmar, H., & Banerjee, R. (2014). Consumer culture ideals, extrinsic motivations, and well-being in children. European Journal of Social Psychology, 44, 349-359.
• Ku, L., Dittmar, H., & Banerjee, R. (2014). To have or to learn:  The effects of materialism on British and Chinese children's learning.  Journal of Personality and Social Psychology, 106, 803-821.
• Lecce, S., Bianco, F., Devine, R., Hughes, C., & Banerjee, R. (2014).  Promoting theory of mind in middle childhood: A training program. Journal of Experimental Child Psychology, 126, 52-67.
• Leeves, S., & Banerjee, R. (2014).  Childhood social anxiety and social support-seeking: Distinctive links with perceived support from teachers. European Journal of Psychology of Education, 29, 43-62.
• Smalley, D., & Banerjee, R. (2014).The role of social goals in bullies’ and victims’ social information processing in response to ambiguous and overtly hostile provocation.  Social Development, 23, 593-610.

• Kouwenberg, M., Rieffe, C., & Banerjee, R. (2013). A balanced and short Best Friend Index for children and young adolescents.  European Journal of Developmental Psychology, 10, 634-641.
• Luke, N., & Banerjee, R. (2013).  Differentiated associations between childhood maltreatment experiences and social understanding: A meta-analysis and systematic review.  Developmental Review, 33, 1-28.
• Luke, N., & Banerjee, R. (2013). Situating maltreatment in the social context: Challenges for research.  Developmental Review, 33, 279-284.

• Banerjee, R., Bennett, M., & Luke, N. (2012).  Children's reasoning about self-presentation following rule violations: The role of self-focused attention.  Child Development, 83, 1805-1821.
• Caputi, M., Lecce, S., Pagnin, A., & Banerjee, R. (2012).  Longitudinal effects of theory of mind on later peer relations:  The role of prosocial behaviour.  Developmental Psychology, 48, 257-270.
• Ku, L., Dittmar, H., & Banerjee, R. (2012).  Are materialistic teenagers less motivated to learn? Cross-sectional and longitudinal evidence from UK and Hong Kong.  Journal of Educational Psychology, 104, 74-86.
• Luke, N., & Banerjee, R. (2012). Maltreated children's social understanding and empathy: A preliminary exploration of foster carers' perspectives. Journal of Child and Family Studies, 21, 237-246.
• Novin, S., Banerjee, R., & Rieffe, C. (2012).  Bicultural adolescents’ anger regulation: In between two cultures?  Cognition and Emotion, 26, 577-586.
• Vassilopoulos, S., & Banerjee, R. (2012). Social anxiety and content specificity of interpretation and judgmental bias in children.  Infant and Child Development, 21, 298-309.
• Watling, D., & Banerjee, R. (2012).  Children’s understanding of disclaimers. Social Cognition, 30, 18-36.

• Banerjee, R. (2011). Educational psychology: Research on developmental and social factors. In G. Davey (Ed.), Applied psychology. Chichester, West Sussex: Wiley.
• Banerjee, R., Tolmie, A., & Boyle, J. (2011). Educational psychology: History and overview. In G. Davey (Ed.), Applied psychology. Chichester, West Sussex: Wiley.
• Banerjee, R., Tolmie, A., & Boyle, J. (2011). Educational psychology: Problems and interventions. In G. Davey (Ed.), Applied psychology. Chichester, West Sussex: Wiley.
• Banerjee, R., Watling, D., & Caputi, M. (2011). Peer relations and the understanding of faux pas: Longitudinal evidence for bidirectional associations. Child Development, 82, 1887-1905.
• Begeer, S., Banerjee, R., Rieffe, C., Meerum Terwogt, M., Potharst, E., Stegge, H., & Koot, H. M. (2011). The understanding and self-reported use of emotional display rules in children with autism spectrum disorders. Cognition and Emotion, 25, 947-956.
• Mathieson, K., & Banerjee, R. (2011). Peer play, emotion understanding, and socio-moral explanation: The role of gender. British Journal of Developmental Psychology, 29, 188-196.
• Misra, G., & Banerjee, R. (2011). Editorial for special issue on "Contemporary perspectives on self and identity".Psychological Studies, 56, 1-4. 
• Novin, S., Rieffe, C., Banerjee, R., Miers, A., & Cheung, J. (2011). Anger response styles in Chinese and Dutch children: A socio-cultural perspective on anger regulation. British Journal of Developmental Psychology, 29, 806-822.

• Banerjee, R. (2010). Social and emotional aspects of learning in schools: Contributions to improving attainment, behaviour, and attendance.  Available at URL: http://www.sussex.ac.uk/psychology/cress/research/past/seal
• Banerjee, R., Bennett, M., & Luke, N. (2010). Children’s reasoning about the self-presentational consequences of apologies and excuses following rule violations. British Journal of Developmental Psychology, 28, 799-815.
• Banerjee, R., Bennett, M., & Luke, N. (2010). Upsetting others and provoking ridicule: Children’s reasoning about the self-presentational consequences of rule violation. British Journal of Developmental Psychology, 28, 941-947.
• Banerjee, R., & Watling, D. (2010). Self-presentational features in childhood social anxiety. Journal of Anxiety Disorders, 24, 34-41.
• Mathieson, K., & Banerjee, R. (2010). Preschool peer play: The beginnings of social competence. Educational and Child Psychology, 27, 9-20.
• Scheeren, A., Begeer, S., Banerjee, R., Meerum Terwogt, M., & Koot, H. (2010). Can you tell me something about yourself? Self-presentation in children and adolescents with high functioning autism spectrum disorder in hypothetical and real life situations. Autism, 14, 457-473.
• Vassilopoulos, S., & Banerjee, R. (2010). Social interaction anxiety and the discounting of positive interpersonal events. Behavioural and Cognitive Psychotherapy, 38, 597-609.
• Wright, M., Banerjee, R., Hoek, W., Rieffe, C., & Novin, S. (2010). Depression and social anxiety in children: Differential links with coping strategies. Journal of Abnormal Child Psychology, 38, 405-419.

• Banerjee, R., & Ayers, S. (2009). Development in early infancy. In B. Alder, C. Abraham, E. van Teijlingen, & M. Porter (Eds.), Psychology and sociology applied to medicine (3rd ed.). Edinburgh, UK: Churchill Livingstone, Elsevier. 
• Vassilopoulos, S., Banerjee, R., & Prantzalou, C. (2009). Experimental modification of interpretation bias in socially anxious children: Changes in interpretation, anticipated interpersonal anxiety, and social anxiety symptoms.Behaviour Research and Therapy, 47, 1085-1089.

• Banerjee, R. (2008). Social cognition and anxiety in children. In C. Sharp, P. Fonagy, & I. Goodyer (Eds.), Social cognition and developmental psychopathology (pp. 239-269). Oxford, UK: Oxford University Press.
• Banerjee, R., & Dittmar, H. (2008). Individual differences in children's materialism: The role of peer relations.Personality and Social Psychology Bulletin, 34, 17-31.
• Banerjee, R. & Dittmar, H. (2008). What is beautiful and who is "cool"? Consumer culture and socialisation. In H. Dittmar (Ed.), Consumer culture, identity and well-being: The search for the "good life" and the "body perfect" (pp. 173-198). Hove, East Sussex: Psychology Press.
• Begeer, S., Banerjee, R., Lunenburg, P., Meerum Terwogt, M., Stegge, H., & Rieffe, C. (2008). Self-presentation of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38, 1187-1191.
• Field, A. P., Lawson, J., & Banerjee, R. (2008). The verbal threat information pathway to fear in children: The longitudindal effects on fear cognitions and the immediate effects on avoidance behavior. Journal of Abnormal Psychology, 117, 214-224.
• Morgan, J., & Banerjee, R. (2008). Post-event processing and autobiographical memory in social anxiety: The influence of negative feedback and rumination. Journal of Anxiety Disorders, 22, 1190-1204.
• Novin, S., Banerjee, R., Dakhah, A., & Rieffe, C. (2008). Self-reported use of emotional display rules in the Netherlands and Iran: Evidence for sociocultural influence. Social Development, 18, 397-411.
• Vassilopoulos, S., & Banerjee, R. (2008). Interpretations and judgments regarding positive and negative social scenarios in childhood social anxiety. Behaviour Research and Therapy, 46, 870-876.

• Banerjee, R., Yuill, N., Larson, C., Easton, K., Robinson, E., & Rowley, M. (2007). Children's differentiation between beliefs about matters of fact and matters of opinion. Developmental Psychology, 43, 1084-1096.
• Lawson, J., Banerjee, R., & Field, A. P. (2007). The effects of verbal information on children's fear beliefs about social situations. Behaviour Research and Therapy, 45, 21-37.
• Watling, D., & Banerjee, R. (2007). Children's understanding of modesty in front of peer and adult audiences. Infant and Child Development, 16, 227-236.
• Watling, D., & Banerjee, R. (2007). Children’s differentiation between ingratiation and self-promotion. Social Development, 16, 758-776.

• Banerjee, R., Rieffe, C., Meerum Terwogt, M., Gerlein, A. M., & Voutsina, M. (2006). Popular and rejected children's reasoning about negative emotions in social situations: The role of gender. Social Development, 15, 418-433.
• Morgan, J., & Banerjee, R. (2006). Social anxiety and self-evaluation of social performance in a nonclinical sample of children. Journal of Clinical Child and Adolescent Psychology, 35(2), 292-301.
• Panagiotaki, G., Nobes, N., & Banerjee, R. (2006). Children's representations of the earth: A methodological comparison. British Journal of Developmental Psychology, 24(2), 353-372.
• Panagiotaki, G., Nobes, N., & Banerjee, R. (2006). Is the world round or flat? Children’s understanding of the earth.European Journal of Developmental Psychology, 3(2), 124-141.

• Banerjee, R. (2005). Entries on 'self' and 'social cognition'. In G. Davey (Eds.), Encyclopaedic dictionary of psychology. London, UK: Hodder Arnold. 
• Banerjee, R. (2005). Gender identity and the development of gender roles. In S. Ding & K. Littleon (Eds.), Children's personal and social development. Oxford, UK: Blackwell. 
• Banerjee, R., & Watling, D. (2005). Children’s understanding of faux pas: Associations with peer relations. In special issue on ‘Theory of Mind’, Hellenic Journal of Psychology, 2(1), 27-45.

• Banerjee, R. (2004). The role of social experience in advanced social understanding. Behavioral and Brain Sciences, 27, 97-98. 

• Banerjee, R. (2002). Children's understanding of self-presentational behaviour: Links with mental-state reasoning and the attribution of embarrassment. Merrill-Palmer Quarterly, 48, 378-404.
• Banerjee, R. (2002). Audience effects on self-presentation in childhood. Social Development, 11, 487-507.
• Banerjee, R. (2002). Individual differences in children's understanding of social evaluation concerns. Infant and Child Development, 11, 237-252.

• Banerjee, R., & Henderson, L. (2001). Social-cognitive factors in childhood social anxiety: A preliminary investigation. Social Development, 10, 558-572.
• Yuill, N., & Banerjee, R. (2001). Children's conceptions of shyness. In R. Crozier & L. Alden (Eds.), International handbook of social anxiety. Chichester: Wiley.

• Banerjee, R. (2000). Developmental Psychology: Achievements and Prospects - Edited by M. Bennett. Journal of Child Psychology and Psychiatry, 41, 1077.
• Banerjee, R. (2000). The development of an understanding of modesty. British Journal of Developmental Psychology, 18, 499-517.
• Banerjee, R., & Lintern, V. (2000). Boys will be boys: The effect of social evaluation concerns on gender-typing. Social Development, 9, 397-408.

• Banerjee, R. & Yuill, N. (1999). Children's explanations for self-presentational behaviour. European Journal of Social Psychology, 29, 105-111.
• Banerjee, R. & Yuill, N. (1999). Children's understanding of self-presentational display rules: Associations with mental-state understanding. British Journal of Developmental Psychology, 17, 111-124.
• Banerjee, R. (1999). The Social Child - Edited by A. Campbell and S. Muncer. Infant and Child Development, 8, 173-178.

• Bennett, M., Yuill, N., Banerjee, R., & Thomson, S. (1998). You are the company that you keep: The development of extended identity. Developmental Psychology, 34(2), 322-333.

Music always helps: Associations of music subject choices with academic achievement in secondary education