Ghent University Academic Bibliography

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Dealing with the wicked issue of child poverty : inter-organizational networks as forums for collective debate and reflection

Nicolas Jacquet (UGent) , Dorien Van Haute, Joris De Corte (UGent) , Laurent Nisen, Michel Vandenbroeck (UGent) and Griet Roets (UGent)

(2020) SOCIAL POLICY & ADMINISTRATION. 54(7). p.1081-1095
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Do multiple-trial games better reflect prosocial behavior than single-trial games?

Tessa Haesevoets (UGent) , Alain Van Hiel (UGent) , Kim Dierckx (UGent) and Chris Reinders Folmer

(2020) JUDGMENT AND DECISION MAKING. 15(3). p.330-345
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Utilitarianism in minimal-group decision making is less common than equality-based morality, mostly harm-oriented, and rarely impartial

Arne Roets (UGent) , Dries Bostyn (UGent) , Jonas De keersmaecker (UGent) , Tessa Haesevoets (UGent) , Jasper Van Assche (UGent) and Alain Van Hiel (UGent)

(2020) SCIENTIFIC REPORTS. 10(1).
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Studying police officers' ethical decision-making process : insights and directions

Yinthe Feys (UGent)

(2020) Challenges of comparative criminological research. In GERN Research Paper Series 6. p.10-54
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An asymmetric moral conformity effect : subjects conform to deontological but not consequentialist majorities

Dries Bostyn (UGent) and Arne Roets (UGent)

(2017) SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE. 8(3). p.323-330
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Shifting public-private responsibilities in Flemish flood risk management : towards a co-evolutionary approach

Hannelore Mees, Barbara Tempels (UGent) , Ann Crabbé and Luuk Boelens (UGent)

(2016) LAND USE POLICY. 57. p.23-33
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The underlying motives of different mixed-motive games

Tessa Haesevoets (UGent) , Alain Van Hiel (UGent) and Chris Reinders Folmer

(2015) EUROPEAN JOURNAL OF PERSONALITY. 29(6). p.580-584
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Student and novice teachers' stories about collaborative learning implementation

Ilse Ruys (UGent) , Hilde Van Keer (UGent) and Antonia Aelterman (UGent)

(2014) TEACHERS AND TEACHING. 20(6). p.688-703
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Learning from dilemmas: teacher professional development through collaborative action and reflection

Natalie Pareja Roblin (UGent) and Leonor Margalef

(2013) TEACHERS AND TEACHING. 19(1). p.18-32
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Differentiated instruction in teacher education : a case study of congruent teaching

Ilse Ruys (UGent) , Stijn Defruyt (UGent) , Isabel Rots (UGent) and Antonia Aelterman (UGent)

(2013) TEACHERS AND TEACHING. 19(1). p.93-107

Academic Bibliography

Dealing with the wicked issue of child poverty : inter-organizational networks as forums for collective debate and reflection

Do multiple-trial games better reflect prosocial behavior than single-trial games?

Utilitarianism in minimal-group decision making is less common than equality-based morality, mostly harm-oriented, and rarely impartial

Studying police officers' ethical decision-making process : insights and directions

An asymmetric moral conformity effect : subjects conform to deontological but not consequentialist majorities

Shifting public-private responsibilities in Flemish flood risk management : towards a co-evolutionary approach

The underlying motives of different mixed-motive games

Student and novice teachers' stories about collaborative learning implementation

Learning from dilemmas: teacher professional development through collaborative action and reflection

Differentiated instruction in teacher education : a case study of congruent teaching

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