Publications

                                        

Publications With Student Co-Authors in Bold

Chappell, C. D., Tomcho, T. J., & Foels, R. (2024). Content of measurement courses in the undergraduate psychology curriculum. Scholarship of Teaching and Learning in Psychology, 10, 291-295.

Chappell, C. D., Tomcho, T. J., & Foels, R. (2020). Psychology of religion courses in the undergraduate curriculum. Psychology of Religion and Spirituality, 12, 241-246.

Tomcho, T. J., & Foels, R. (2017). Psychological literacy in applied psychology disciplines: Back to, or beyond, the basics? Teaching of Psychology, 44, 108-116.

Hegarty, P., Mollin, S., & Foels, R. (2016). Binomial word order and social status. In H. Giles & A. Maass (Eds.),Advances in Intergroup Communication (pp. 119-135). New York, NY: Peter Lang Publishing.

Stewart, A. L., Pratto, F., Bou Zeineddine, F., Sweetman, J., Either, V., Licata, L., Morselli, D., Saab, R., Aiello, A., Chryssochoou, X., Cichocka, A., Çidam, A., Foels, R., Giguère, B., Li, L., Prate, D., & van Stekelenburg, J. (2016). International support for the Arab uprisings: Understanding sympathetic collective action using theories of social identity and social dominance. Group Processes and Intergroup Relations, 19, 6-26.

Foels, R., & Pratto, F. (2015). The hidden dynamics of discrimination: How ideologies organize power and influence intergroup relations. In M. Mikulincer, P. R. Shaver, J. F. Dovidio, & J. A. Simpson (Eds.), APA Handbook of Personality and Social Psychology: Volume 2. Group Processes (pp. 341-369). Washington, DC: American Psychological Association.

Ho, A., Sidanius, J., Kteily, N., Sheehy-Skeffington, J., Pratto, F., Henkel, K., Foels, R., & Stewart, A. (2015). The nature of social dominance orientation: Theorizing and measuring preferences for intergroup inequality using the new SDO 7 scale. Journal of Personality and Social Psychology, 109, 1003-1028.

Tomcho, T. J., Foels, R., Walter, M. I., *Yerkes, K., *Brady, B., *Erdman, M., *Danton, L., *Venables, M., & *Manry, A.(2015). Outside of the classroom and beyond psychology: A citation analysis of the scientific influence of teaching activities. Teaching of Psychology, 42, 5-13.

Pratto, F., Saguy, T., Stewart, A., Morselli, D., Foels, R., Aiello, A., Armanda, M., Çidam, A., Chryssochoou, X., Durrheim, K., Either, V., Licata, L., Liu, J., Liu, L., Meyer, I., Muldoon, O., Papastamou, S., Petro Vic, N., Prodomitis, G., & Sweetman, J. (2014). Attitudes toward Arab ascendance: Israeli and Global perspectives. Psychological Science, 25, 85-94.

*Rustin, B., & Foels, R. (2014). Gender differences in the need to belong: Different cognitive representations of the same social groups. Current Research in Social Psychology, 22, 1-9.

Pratto, F., Çidam, A., Stewart, A. L., Bou Zeineddine, F., Aranda, M., Aiello, A., Chryssochoou, X., Cichocka, A., Cohrs, C., Durrheim, K., Eicher, V., Foels, R., Górska, P., Lee, I., Licata, L., Li, L., Liu, J., Morselli, D., Meyer, I., Muldoon, O., Muluk, H., Petrovic, N., Prati, F., Papastamou, S., Petrovic, I., Prodromitis, G., Rubini, M., Saab, R., van Stekelenburg, J., Sweetman, J., Zheng, W., Henkel, K. E. (2013). Social Dominance in Context and in Individuals: Contextual moderation of robust effects of social dominance orientation in 15 languages and 20 countries. Social Psychology and Personality Science, 4, 587-599.

Tomcho, T. J., & Foels, R. (2012). Meta-analysis of group learning activities: Empirically based teaching recommendations. Teaching of Psychology, 39, 159-169.

Foels, R.,  & Reid, L. D. (2010). Gender differences in social dominance orientation: The role of cognitive complexity. Sex Roles, 62, 684-692.

Reid, L. D., & Foels, R. (2010). Cognitive complexity and the perception of subtle racism. Basic and Applied Social Psychology, 32, 291-301.

Foels, R., & Tomcho, T. J. (2009). Gender differences in interdependent self-construals: It’s not the type of group, it’s the way you see it. Self and Identity, 8, 396-417.

Tomcho, T. J., & Foels, R. (2009). The power of teaching activities: Statistical and methodological recommendations. Teaching of Psychology, 36, 96-101.

Tomcho, T. J., Rice, D., Foels, R., *Folmsbee, L., *Vladescu, J., *Lissman, R., *Matulewicz, Y., & Bopp, K. (2009). APA’s learning objectives for research methods and statistics in practice: A multimethod analysis.  Teaching of Psychology, 36, 84-89.

Tomcho, T. J., & Foels, R. (2008). Assessing effective teaching of psychology: A meta-analytic integration of learning outcomes. Teaching of Psychology, 35, 278-288.

Tomcho, T. J., Foels, R., Rice, D., *Johnson, J., *Moses, T. P., *Warner, D., *Wetherbee, R., & *Amalfi, T. (2008).  A review of ToP teaching strategies: Links to students’ scientific inquiry skills development. Teaching of Psychology, 35, 147-159.

Foels, R. (2006). Ingroup favoritism and social self-esteem in minimal groups:  Changing a social categorization into a social identity. Current Research in Social Psychology, 12(3), 38-53.

Tomcho, T. J., Wolfe, W., & Foels, R. (2006). Teaching about psychological disorders: Using a group interviewing and diagnostic approach. Teaching of Psychology, 33, 184-188.

Foels, R., & Tomcho, T. J. (2005). Gender, interdependent self-construals, and collective self-esteem: Women and men are mostly the same. Self and Identity, 4, 213-225.

Foels, R., & *Pappas, C. J. (2004). Learning and unlearning the myths we are taught: Gender and social dominance orientation. Sex Roles, 50, 743-757.

Mullen, B., Pizzuto, C., & Foels, R. (2002). Altering intergroup perceptions by altering prevailing mode of cognitive representation: “They look like people.” Journal of Personality and Social Psychology, 83, 1333-1343.

Tomcho, T. J., & Foels, R. (2002). Teaching acculturation: Developing multiple “cultures” in the classroom and role-playing the acculturation process. Teaching of Psychology, 29, 226-229.

Foels, R., Driskell, J. E., Mullen, B., & Salas, E. (2000). The effects of democratic leadership on group member satisfaction: An integration. Small Group Research, 31, 676-701.