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Mohamed Sobhy Temerak, Ruby Wenjiao Zhang & Cristiana Raquel Lages. (2023) Observing customer stress and engagement: An intercultural perspective. Psychology & Marketing 40:5, pages 910-925.
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Anja Prinz, Stefanie Golke & Jörg Wittwer. (2020) How accurately can learners discriminate their comprehension of texts? A comprehensive meta-analysis on relative metacomprehension accuracy and influencing factors. Educational Research Review 31, pages 100358.
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Sonia Zaccoletti, Gianmarco Altoè & Lucia Mason. (2019) The interplay of reading‐related emotions and updating in reading comprehension performance. British Journal of Educational Psychology 90:3, pages 663-682.
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N. Blanc & A. Syssau. (2018) Is it better to be happy or to be proud at school before doing a text comprehension task? First evidence with 10-year-old children. European Review of Applied Psychology 68:4-5, pages 181-188.
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Elise Tornare, Nikolai O. Czajkowski & Francisco Pons. (2016) Emotion and orthographic performance in a dictation task: Direct effect of the emotional content. L’Année psychologique 116:02, pages 171-201.
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Elise Tornare, Nikolai O. Czajkowski & Francisco Pons. (2016) Emotion and orthographic performance in a dictation task: Direct effect of the emotional content. L’Année psychologique Vol. 116:2, pages 171-201.
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Mohammad Sadegh Sharifirad. (2016) Can incivility impair team’s creative performance through paralyzing employee’s knowledge sharing? A multi-level approach. Leadership & Organization Development Journal 37:2, pages 200-225.
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Christophe Jallais, Catherine Gabaude & Laurence Paire-ficout. (2014) When emotions disturb the localization of road elements: Effects of anger and sadness. Transportation Research Part F: Traffic Psychology and Behaviour 23, pages 125-132.
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Roy Y. J. Chua. (2013) The Costs of Ambient Cultural Disharmony: Indirect Intercultural Conflicts in Social Environment Undermine Creativity. Academy of Management Journal 56:6, pages 1545-1577.
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