| Tackling educational inequalities with social psychology: Identities, contexts, and interventions MJ Easterbrook, IR Hadden Social Issues and Policy Review 15 (1), 180-236, 2021 | 59 | 2021 |
| Self‐affirmation reduces the socioeconomic attainment gap in schools in England IR Hadden, MJ Easterbrook, M Nieuwenhuis, KJ Fox, P Dolan British Journal of Educational Psychology 90 (2), 517-536, 2020 | 40 | 2020 |
| Identities in context: How social class shapes inequalities in education MJ Easterbrook, IR Hadden, M Nieuwenhuis The social psychology of inequality, 103-121, 2019 | 17 | 2019 |
| Tackling educational inequalities with social psychology: Identities, contexts, and interventions. Social Issues and Policy Review, 15 (1), 180–236 MJ Easterbrook, IR Hadden | 10 | 2021 |
| S Section 2: Psychology of social class-based inequalities–Policy implications for a revised (2010) UK Equality Act: Education MJ Easterbrook, I Hadden, L Doyle, VL Lewis, J Sheehy-Skeffington Psychology of social class-based inequalities, 2022 | 1 | 2022 |
| Intrinsic motivation as a mediator of the benefits of values affirmation in school I Hadden, M Easterbrook | | 2019 |
| Multi-year recursive effects of values affirmation in school I Hadden, M Easterbrook | | 2019 |
Matthew J. EasterbrookUnviersity of Sussex在 sussex.ac.uk 的电子邮件经过验证
Matthew J. EasterbrookUnviersity of Sussex在 sussex.ac.uk 的电子邮件经过验证
Prof. Paul DolanLondon School of Economics and Political Science在 lse.ac.uk 的电子邮件经过验证