Golde, S. & Gleich, T. & Romund, L. & Stippl, A. & Pelz, P. & Raufelder, D. & Lorenz, R. & Beck, A. (2021). Adolescents' neural reactivity to acute psychosocial stress. Dysfunctional regulation habits are linked to temporal gyrus response. Development and psychopathology, 35(1), 13 S..

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Raufelder, D. & Neumann, N. & Domin, M. & Lorenz, R. & Gleich, T. & Golde, S. & Romund, L. & Beck, A. & Hoferichter, F. (2021). Do belonging and social exclusion at school affect structural brain development during adolescence? Child development, 92(6), 2213-2223.

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Kulakow, S. & Raufelder, D. & Hoferichter, F. (2021). School-related pressure and parental support as predictors of change in student stress levels from early to middle adolescence. Journal of adolescence, 87(February), 38-51.

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Bakadorova, O. & Raufelder, D. (2020). The relationship of school self-concept, goal orientations and achievement during adolescence. Self and identity, 19(2), 235-249.

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Hoferichter, F. & Bakadorova, O. & Raufelder, D. & Francisco, M. (2019). A comparison of Russian and Philippine secondary school students on their sociomotivational relationships in school. A motivation typology. International journal of school & educational psychology, 7(1), 89-101.

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Golde, S. & Romund, L. & Lorenz, R. & Pelz, P. & Gleich, T. & Beck, A. & Raufelder, D. (2019). Loneliness and adolescents' neural processing of self, friends, and teachers. Consequences for the school self-concept. Journal of research on adolescence, 29(4), 938-952.

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Hoferichter, F. & Raufelder, D. (2019). Mothers and fathers - who matters for STEM performance? Gender-specific associations between STEM performance, parental pressure, and support during adolescence. Frontiers in education, 1-10.

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Bakadorova, O. & Hoferichter, F. & Raufelder, D. (2019). Similar but different. Social relations and achievement motivation in adolescent students from Montréal and Moscow. Compare, 50(6), 904-921.

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Raufelder, D. & Lazarides, R. & Lätsch, A. (2018). How classmates' stress affects student's quality of motivation. Stress and health, 34(5), 649-662.

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Raufelder, D. & Regner, N. & Wood, M. (2018). Test anxiety and learned helplessness is moderated by student perceptions of teacher motivational support. Educational psychology, 38(1), 54-74.

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Hoferichter, F. & Lätsch, A. & Lazarides, R. & Raufelder, D. (2018). The big-fish-little-pond effect on the four facets of academic self-concept. Frontiers in psychology, 11 S..

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Bakadorova, O. & Raufelder, D. (2018). The essential role of the teacher-student relationship in students' need satisfaction during adolescence. Journal of applied developmental psychology, 58(July-September), 57-65.

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Lätsch, A. (2018). The interplay of emotional instability and socio-environmental aspects of schools during adolescence. European journal of educational research, 7(2), 281-293.

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Ringeisen, T. & Raufelder, D. (2017). Die Rolle von Neurotizismus im Zusammenspiel von schulbezogenem elterlichen Verhalten und Prüfungsängstlichkeit bei Jugendlichen unter Berücksichtigung geschlechtsspezifischer Effekte. In Morgenroth, S. (Ed.), Social support in Schulischen Kontexten (pp. 117-154). Logos.

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Lätsch, A. (2017). Do perceived helpfulness and competition in classroom contexts moderate or mediate the association between perceived stress and socio-emotional strengths and difficulties from early to middle adolescence? Learning and individual differences, 31-40.

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Lätsch, A. (2017). Does perceived stress moderate the association between depressive symptoms and socioemotional and behavioural strengths and difficulties in adolescence? Stress and health, 34(2), 208-217.

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Lazarides, R. & Raufelder, D. (2017). Longitudinal effects of student-perceived classroom support on motivation. A latent change model. Frontiers in psychology, 11 S..

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Raufelder, D. & Bakadorova, O. & Yalcin, S. & Dibek, M. & Yavuz, H. (2017). Motivational relations with peers and teachers among German and Turkish adolescents. A cross-cultural perspective. Learning and individual differences, 13-20.

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Romund, L. & Golde, S. & Lorenz, R. & Raufelder, D. & Pelz, P. & Gleich, T. & Heinz, A. & Beck, A. (2017). Neural correlates of the self-concept in adolescence. A focus on the significance of friends. Human brain mapping, 38(2), 987-996.

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Boehme, R. & Lorenz, R. & Gleich, T. & Romund, L. & Pelz, P. & Golde, S. & Flemming, E. & Wold, A. & Deserno, L. & Behr, J. & Raufelder, D. & Heinz, A. & Beck, A. (2017). Reversal learning strategy in adolescence is associated with prefrontal cortex activation. European journal of neuroscience, 45(1), 129-137.

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Bakadorova, O. & Raufelder, D. (2017). The interplay of students' school engagement, school self-concept and motivational relations during adolescence. Frontiers in psychology, 12 S..

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Raufelder, D. & Hoferichter, F. & Romund, L. & Golde, S. & Lorenz, R. & Beck, A. (2016). Adolescents' socio-motivational relationships with teachers, amygdala response to teacher's negative facial expressions and test anxiety. Journal of research on adolescence, 26(4), 706-722.

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Hoferichter, F. & Raufelder, D. & Ringeisen, T. & Rohrmann, S. & Bukowski, W. (2016). Assessing the multi-faceted nature of test anxiety among secondary school students. An English version of the German test anxiety questionnaire: PAF-E. The journal of psychology, 150(4), 450-468.

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Bakadorova, O. & Raufelder, D. (2016). Do socio-motivational relationships predict achievement motivation in adolescents with high and low school self-concepts? The journal of educational research, 109(3), 219-231.

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Raufelder, D. & Boehme, R. & Romund, L. & Golde, S. & Lorenz, R. & Gleich, T. & Beck, A. (2016). Does feedback-related brain response during reinforcement learning predict socio-motivational (in-)dependence in adolescence? Frontiers in psychology, 11 S..

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Raufelder, D. & Regner, N. & Drury, K. & Eid, M. (2016). Does self-determination predict the school engagement of four different motivation types in adolescence? Educational psychology, 36(7), 1242-1263.

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Romund, L. & Raufelder, D. & Flemming, E. & Lorenz, R. & Pelz, P. & Gleich, T. & Heinz, A. & Beck, A. (2016). Maternal parenting behavior and emotion processing in adolescents. An fMRI study. Biological psychology, 120-125.

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Raufelder, D. & Ringeisen, T. (2016). Self-perceived competence and test anxiety. The role of academic self-concept and self-efficacy. Journal of individual differences, 37(3), 159-167.

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Raufelder, D. & Nitsche, L. & Breitmeyer, S. & Keßler, S. & Herrmann, E. & Regner, N. (2016). Students' perception of "good" and "bad" teachers. Results of a qualitative thematic analysis with German adolescents. International journal of educational research, 75(2016), 31-44.

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Lätsch, A. & Raufelder, D. & Wulff, T. (2016). The influence of social relationships on conduct problems in school context. Does school engagement matter? International journal of criminology and sociology, 113-122.

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Raufelder, D. & Scherber, S. & Wood, M. (2016). The interplay between adolescents' perception of teacher-student relationships and their academic self-regulation. Does liking a specific teacher matter? Psychology in the schools, 53(7), 736-750.

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Ringeisen, T. & Raufelder, D. & Schnell, K. & Rohrmann, S. (2016). Validating the proposed structure of the relationships among test anxiety and its predictors based on control-value theory. Evidence for gender-specific patterns. Educational psychology, 36(10), 1826-1844.

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Raufelder, D. & Hoferichter, F. & Francisco, M. (2016). Validation of the Philippine version of the relationship and motivation scales (REMO-P). Philippine journal of psychology, 49(1), 43-72.

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Bakadorova, O. (2015). Associations between school self-concept, social relationships and achievement motivation in adolescence in the school context. Freie Universität Berlin.

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Raufelder, D. & Hoferichter, F. (2015). Development and validation of the teacher and motivation (TEMO) scale. A self-report measure assessing students' perceptions of liked and disliked teachers as motivators. International journal of school & educational psychology, 3(2), 97-106.

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Hoferichter, F. & Raufelder, D. (2015). Examining the role of social relationships in the association between neuroticism and test anxiety. Results from a study with German secondary school students. Educational psychology, 35(7), 851-868.

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Gleich, T. & Lorenz, R. & Pöhland, L. & Raufelder, D. & Deserno, L. & Beck, A. & Heinz, A. & Kühn, S. & Gallinat, J. (2015). Frontal glutamate and reward processing in adolescence and adulthood. Brain structure & function, 220(6), 3087-3099.

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Raufelder, D. & Hoferichter, F. & Schulze, A. (2015). Liking a teacher and what it means for adolescent girls' and boys' perception of stress and test anxiety. In Moore, K. & Howard, S. & Buchwald, P. (Eds.), Stress and anxiety. Applications to schools, well-being, coping, and internet use (pp. 17-26). Logos.

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Bakadorova, O. & Raufelder, D. (2015). Perception of teachers and peers during adolescence: does school self-concept matter? Results of a qualitative study. Learning and individual differences, 218-225.

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Hoferichter, F. & Raufelder, D. & Eid, M. (2015). Socio-motivational moderators - two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students. Frontiers in psychology, 13 S..

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Lorenz, R. & Gleich, T. & Kühn, S. & Pöhland, L. & Pelz, P. & Wüstenberg, T. & Raufelder, D. & Heinz, A. & Beck, A. (2015). Subjective illusion of control modulates striatal reward anticipation in adolescence. NeuroImage, 117, 250-257.

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Jagenow, D. & Raufelder, D. & Eid, M. (2015). The development of socio-motivational dependency from early to middle adolescence. Frontiers in psychology, 9 S..

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Schnell, K. & Ringeisen, T. & Raufelder, D. & Rohrmann, S. (2015). The impact of adolescents' self-efficacy and self-regulated goal attainment processes on school performance. Do gender and test anxiety matter? Learning and individual differences, 90-98.

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Ringeisen, T. & Raufelder, D. (2015). The interplay of parental support, parental pressure and test anxiety. Gender differences in adolescents. Journal of adolescence, 45(December), 67-79.

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Raufelder, D. & Sahabandu, D. & Martínez, G. & Escobar, V. (2015). The mediating role of social relationships in the association of adolescents' individual school self-concept and their school engagement, belonging and helplessness in school. Educational psychology, 35(2), 137-157.

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Raufelder, D. & Hoferichter, F. & Ringeisen, T. & Regner, N. & Jacke, C. (2015). The perceived role of parental support and pressure in the interplay of test anxiety and school engagement among adolescents. Evidence for gender-specific relations. Journal of child and family studies, 24(12), 3742-3756.

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Raufelder, D. & Hoferichter, F. & Schneeweiss, D. & Wood, M. (2015). The power of social and motivational relationships for test-anxious adolescents' academic self-regulation. Psychology in the schools, 52(5), 447-462.

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Jagenow, D. & Raufelder, D. & Eid, M. (2014). A person-oriented approach to predict socio-motivational dependency in early adolescents. Learning and individual differences, 173-179.

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Hoferichter, F. & Raufelder, D. & Eid, M. & Bukowski, W. (2014). Knowledge transfer or social competence? A comparison of German and Canadian adolescent students on their socio-motivational relationships in school. School psychology international, 35(6), 627-648.

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Lorenz, R. & Gleich, T. & Beck, A. & Pöhland, L. & Raufelder, D. & Sommer, W. & Rapp, M. & Kühn, S. & Gallinat, J. (2014). Reward anticipation in the adolescent and aging brain. Human brain mapping, 35(10), 5153-5165.

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Hoferichter, F. & Raufelder, D. & Eid, M. (2014). The mediating role of socio-motivational relationships in the interplay of perceived stress, neuroticism, and test anxiety among adolescent students. Psychology in the schools, 51(7), 736-752.

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Bakadorova, O. & Raufelder, D. (2014). The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation amongst adolescent students. European Journal of education and psychology, 29(3), 347-366.

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Krunke, H. & Raufelder, D. (2014). What it means to be an adolescent teacher-and-peer-independent motivation type. Journal of education and learning, 3(3), 33-44.

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Raufelder, D. & Drury, K. & Jagenow, D. & Hoferichter, F. & Bukowski, W. (2013). Development and validation of the relationship and motivation (REMO) scale to assess students' perceptions of peers and teachers as motivators in adolescence. Learning and individual differences, 182-189.

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Raufelder, D. & Jagenow, D. & Drury, K. & Hoferichter, F. (2013). Social relationships and motivation in secondary school. Four different motivation types. Learning and individual differences, 89-95.

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Raufelder, D. & Jagenow, D. & Hoferichter, F. & Drury, K. (2013). The person-oriented approach in the field of educational psychology. Problems of psychology in the 21st century, 5(April), 79-88.

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Raufelder, D. & Bukowski, W. & Mohr, S. (2013). Thick description of the teacher-student relationship in the educational context of school. Results of an ethnographic field study. Journal of education and training studies, 1(2), 1-18.

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