Robin Banerjee
Biographic Data
| ID | 3656433 |
|---|---|
| NAME | Robin Banerjee |
| GIVEN NAMES | Robin |
| FAMILY NAME | Banerjee |
| SIGNATURE | BANERJEE R |
| AFFILIATIONS | University of Sussex |
| ORCID | 0000-0002-4994-3611 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 90 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
The Influence of Voice Masculinity and Femininity on Adults’ Expectations of Children’s Academic and Occupational Competence
Gender-related acoustic features of voices may play a role in perceived aptitude for academic subjects and occupations. In the present study, parents and teachers rated the perceived competence of children they did not know with respect to a range of gender-stereotyped academic subjects and future possible occupations. Ratings were based solely on re-synthesized recordings of 8 children (4 girls, 4 boys) saying a single sentence. Voice manipulati…
Testing ChatGPT in International Relations Classrooms
Whereas significant attention has been devoted to online/blended teaching and related tools, open GenAI chatbots and large language models and writing programs have received comparatively less attention as instruments that impact our teaching and assessment methods. The pedagogies of political science and international relations somehow trail behind in understanding and addressing them. For those who are teaching these subjects, it is of great im…
“It felt a bit wartime”
Although primary schools in the UK were required to provide access to remote learning for pupils during Covid‐19 mandated school closures, there was less clarity for teachers and school leaders about expectations and priorities relating to the provision of social and emotional well‐being support for children at home during this period. Using an existing whole‐school approaches (WSA) framework we aimed to understand the extent to which well‐being …
Applying Objectification Theory to Adolescent Girls’ Gendered Experiences of Physical Education in the United Kingdom
Girls’ interest in physical education declines over adolescence in Western countries (e.g., the United Kingdom). Self-objectification in physical education classes may link girls’ gendered experiences in this environment to their engagement in and enjoyment of physical education. We investigated whether objectifying features of the physical education environment (peer appearance-related commentary, teacher gender bias) are linked to self-objectif…
Music always helps
This paper investigates the relationship between music qualification choice and academic performance in secondary education in England at Key Stage 4 (KS4; usually at ages 15 and 16). We analysed data from 2257 pupils at 18 educational settings in a city in the southeast of England. Two regression analyses with clustered errors modelled KS4 music qualification choice and GCSE academic achievement in English, Mathematics and other English Baccalau…
Twelve tips for optimising learning for postgraduate doctors in the operating theatre
Learning in the operating theatre forms a critical part of postgraduate medical education. Postgraduate doctors present a diverse cohort of learners with a wide range of learning needs that will vary by their level of experience and curriculum requirements. With evidence of both trainee dissatisfaction with the theatre learning experience and reduced time spent in the operating theatre, which has been exacerbated by the effects of the Covid-19 pa…
“We Have a Voice. We Exist.”
Creative arts programs have potential for promoting psychological well‐being amongst young people. The present research used a mixed‐methods approach to address the mechanisms involved in the well‐being of marginalized young people engaged in creative arts participation, based on self‐determination theory. A preliminary quantitative analysis investigated the levels of basic needs satisfaction (BNS) that 42 young people reported experiencing at ho…
I miss the normalness”
Remote well-being support for children during Covid-related school closures varied in quality with implications for children's mental health and well-being. Findings from this study highlight the importance of ongoing social contact and enriched daily activities to protect children's well-being and development and present a framework of effective remote wellbeing support for primary schools in the event of future closures or prolonged pupil absen…
The development of explicit occupational gender stereotypes in children
Indirect effects of bullying on school mathematics achievement in Chile
People like me don’t do well at school’
BACKGROUND: School students who are eligible for reduced or free school meals (FSM) - an indicator of economic disadvantage - have lower academic attainment than their peers. AIMS: We investigated whether identity compatibility - the perceived compatibility between one's social identities and the stereotype of a high-achieving student - contributes to this socioeconomic attainment gap, and whether the association between socioeconomic status and …
Voice Cues Influence Children’s Assessment of Adults’ Occupational Competence
The adult voice is a strong bio-social marker for masculinity and femininity. In this study we investigated whether children make gender stereotypical judgments about adults’ occupational competence on the basis of their voice. Forty-eight 8- to 10- year olds were asked to rate the competence of adult voices that varied in vocal masculinity (by artificially manipulating voice pitch) and were randomly paired with 9 occupations (3 stereotypically m…
Accountability, performance management and inspection
For more information on creating sociograms, please visit the online resource for Robin Banerjee's assessment tools: http://www.sussex.ac.uk/psychology/cress/tools
Theory of mind and peer relationships
Recent research has shown that individual differences in theory of mind (ToM) during middle childhood are linked with individual differences in children's peer relationships. The present longitudinal study investigated this association more deeply, exploring the potential mediating role played by children's social anxiety. We tested a group of 66 children (11.5 years old at Time 1) three times over one year after their transition to secondary sch…
Identity changes and well-being gains of spending money on material and experiential consumer products
Adolescents' Conceptualizations of Kindness and its Links with Well-being
There has been a recent surge of interest from researchers, policy makers, and the general public in how kindness can promote well-being. Even though adolescence is a key period for the development of relevant value systems and mental health, little is known about adolescents' understanding of kindness. Six focus groups were conducted with 11- to 15-year-olds, exploring their conceptualizations of kindness. Thematic analysis revealed a multifacet…
Working with ‘Social and Emotional Aspects of Learning’ ( Seal )
A programme of resources and activities relating to ‘Social and Emotional Aspects of Learning’ ( SEAL ) has been rolled out nationally to primary and secondary schools in the UK , but we know little about how variations in the implementation of this work relate to key indicators of school success. In the present study, a team of experienced school advisors used a semi‐structured observation and interview protocol to rate various aspects of the im…
Consumer culture ideals, extrinsic motivations, and well‐being in children
Internalising the consumer culture ideals of materialism and appearance has been shown to be negatively related to adults' well‐being. Similarly, adults who strive towards these ideals for extrinsic reasons, such as to improve their image or status, have been shown to have lower levels of well‐being than those who strive towards them for intrinsic reasons, such as to help others or support healthy relationships. However, to date, there is little …
To have or to learn? The effects of materialism on British and Chinese children’s learning
This article presents a systematic attempt to examine the associations of materialism with learning in 9- to 11-year-old children in 2 countries of similar economic development but different cultural heritage. Using cross-sectional, longitudinal, and experimental methods, we test a theoretically driven model of associations among materialism, learning motivations, and learning outcomes. Convergent findings suggest that a materialist orientation i…
Situating maltreatment in the social context
Differentiated associations between childhood maltreatment experiences and social understanding
The Role of Social Goals in Bullies' and Victims' Social Information Processing in Response to Ambiguous and Overtly Hostile Provocation
Understanding what social goals are associated with bullying and victimization behaviours, even after allowing for biases in interpretation of and affective responses to social events, is critical for understanding the socio‐behavioural profile of bullies and victims. In the present study, 181 nine‐ to ten‐year‐olds' affective responses, attribution of intent, and social goals were assessed in the context of a series of ambiguous and overtly host…
Longitudinal effects of theory of mind on later peer relations
Children's peer relations represent a key aspect of school adjustment. However, little is known about their social-cognitive precursors. To address this gap, the authors followed 70 children across the transition to primary school. At Time 1 (age 5), Time 2 (age 6), and Time 3 (age 7), children were assessed on their theory of mind, prosocial behavior, and verbal ability. In addition, at Time 2 and at Time 3, the authors gathered peer nominations…
Self‐reported Use of Emotional Display Rules in the Netherlands and Iran
Sociocultural differences in children's use and understanding of emotional display rules have been under‐researched. In the present study, 56 Dutch and 56 Iranian children aged 10–11 years took part in a structured interview about their experiences of using emotional display rules. In comparison with the Dutch children, the Iranian sample was more likely to report having actually used emotional display rules themselves, more likely to identify fa…
Children's Differentiation Between Ingratiation and Self‐Promotion
Previous research has demonstrated that 10‐year‐olds can provide interpersonal explanations for certain self‐presentational tactics, but detailed information about the development of their understanding of these tactics is lacking. This research investigated children's understanding of the processes involved in ingratiation (used to indicate likeability) and self‐promotion (used to indicate competence). In the first study, with a sample of 60 chi…
Longitudinal effects of theory of mind on later peer relations
Children's peer relations represent a key aspect of school adjustment. However, little is known about their social-cognitive precursors. To address this gap, the authors followed 70 children across the transition to primary school. At Time 1 (age 5), Time 2 (age 6), and Time 3 (age 7), children were assessed on their theory of mind, prosocial behavior, and verbal ability. In addition, at Time 2 and at Time 3, the authors gathered peer nominations…
Audience Effects on Self‐Presentation in Childhood
Controlling one's public image in front of different audiences is an important element of social behaviour, but little is known about the way in which primary school children develop this skill. In three experiments, children's judgements about appropriate self‐descriptions in front of different audiences were examined. In Experiment 1, 74 children aged between 6 and 11 were given pairs of self‐descriptive statements in the domains of academic sk…
Children's understanding of extended identity
As adults, we appreciate that judgments of us may reflect our associations with other people. This article examines the development of "extended identity" (G.R. Semin & K. Papadopoulou, 1989) in children between 5 and 11 years. In Experiment 1, children were presented with hypothetical scenarios in which they imagined a close associate had committed a rule violation in a highly public context. Only the older children judged that they would be eva…
Adolescents' Conceptualizations of Kindness and its Links with Well-being
There has been a recent surge of interest from researchers, policy makers, and the general public in how kindness can promote well-being. Even though adolescence is a key period for the development of relevant value systems and mental health, little is known about adolescents' understanding of kindness. Six focus groups were conducted with 11- to 15-year-olds, exploring their conceptualizations of kindness. Thematic analysis revealed a multifacet…
Boys will be Boys
Previous research has demonstrated that young children hold strong gender stereotypes for activities and toy preferences. Some researchers have argued that this rigid gender‐typing displayed by young children is associated with peer reinforcement for stereotypical behaviour and punishment of counterstereotypical behaviour. The present study tests the hypothesis that the gender‐typing displayed by young children is at least in part an active self …
Working with ‘Social and Emotional Aspects of Learning’ ( Seal )
A programme of resources and activities relating to ‘Social and Emotional Aspects of Learning’ ( SEAL ) has been rolled out nationally to primary and secondary schools in the UK , but we know little about how variations in the implementation of this work relate to key indicators of school success. In the present study, a team of experienced school advisors used a semi‐structured observation and interview protocol to rate various aspects of the im…
Social‐Cognitive Factors in Childhood Social Anxiety
The present study addresses the social cognition of socially anxious children, with particular emphasis on their ability to understand others’ mental states in interpersonal situations. The heterogeneous sample used in this preliminary investigation consisted of 63 primary school children in England and the USA. The English children were from a mainstream classroom of 8‐ to 9‐year‐olds, while the children from the USA ranged in age from 6 to 11 y…
Children's differentiation between beliefs about matters of fact and matters of opinion
Two experiments investigated children's implicit and explicit differentiation between beliefs about matters of fact and matters of opinion. In Experiment 1, 8- to 9-year-olds' (n = 88) explicit understanding of the subjectivity of opinions was found to be limited, but their conformity to others' judgments on a matter of opinion was considerably lower than their conformity to others' views regarding an ambiguous fact. In Experiment 2, children age…
Theory of mind and peer relationships
Recent research has shown that individual differences in theory of mind (ToM) during middle childhood are linked with individual differences in children's peer relationships. The present longitudinal study investigated this association more deeply, exploring the potential mediating role played by children's social anxiety. We tested a group of 66 children (11.5 years old at Time 1) three times over one year after their transition to secondary sch…
The Role of Social Goals in Bullies' and Victims' Social Information Processing in Response to Ambiguous and Overtly Hostile Provocation
Understanding what social goals are associated with bullying and victimization behaviours, even after allowing for biases in interpretation of and affective responses to social events, is critical for understanding the socio‐behavioural profile of bullies and victims. In the present study, 181 nine‐ to ten‐year‐olds' affective responses, attribution of intent, and social goals were assessed in the context of a series of ambiguous and overtly host…
Self‐reported Use of Emotional Display Rules in the Netherlands and Iran
Sociocultural differences in children's use and understanding of emotional display rules have been under‐researched. In the present study, 56 Dutch and 56 Iranian children aged 10–11 years took part in a structured interview about their experiences of using emotional display rules. In comparison with the Dutch children, the Iranian sample was more likely to report having actually used emotional display rules themselves, more likely to identify fa…
Consumer culture ideals, extrinsic motivations, and well‐being in children
Internalising the consumer culture ideals of materialism and appearance has been shown to be negatively related to adults' well‐being. Similarly, adults who strive towards these ideals for extrinsic reasons, such as to improve their image or status, have been shown to have lower levels of well‐being than those who strive towards them for intrinsic reasons, such as to help others or support healthy relationships. However, to date, there is little …
Testing ChatGPT in International Relations Classrooms
Whereas significant attention has been devoted to online/blended teaching and related tools, open GenAI chatbots and large language models and writing programs have received comparatively less attention as instruments that impact our teaching and assessment methods. The pedagogies of political science and international relations somehow trail behind in understanding and addressing them. For those who are teaching these subjects, it is of great im…
People like me don’t do well at school’
BACKGROUND: School students who are eligible for reduced or free school meals (FSM) - an indicator of economic disadvantage - have lower academic attainment than their peers. AIMS: We investigated whether identity compatibility - the perceived compatibility between one's social identities and the stereotype of a high-achieving student - contributes to this socioeconomic attainment gap, and whether the association between socioeconomic status and …
Children's Differentiation Between Ingratiation and Self‐Promotion
Previous research has demonstrated that 10‐year‐olds can provide interpersonal explanations for certain self‐presentational tactics, but detailed information about the development of their understanding of these tactics is lacking. This research investigated children's understanding of the processes involved in ingratiation (used to indicate likeability) and self‐promotion (used to indicate competence). In the first study, with a sample of 60 chi…
Popular and Rejected Children's Reasoning Regarding Negative Emotions in Social Situations
Two studies compared popular and rejected children's reasoning regarding social interactions involving negative emotions. The first study, with 23 rejected and 23 popular 10‐ to 11‐year‐olds, involved hypothetical social scenarios where a classmate ‘victim’ was likely to experience a negative emotion. Although popular and rejected children both recognized negative emotions and were equally likely to suggest helping behaviour to aid the victim, th…
Children's understanding of extended identity
As adults, we appreciate that judgments of us may reflect our associations with other people. This article examines the development of "extended identity" (G.R. Semin & K. Papadopoulou, 1989) in children between 5 and 11 years. In Experiment 1, children were presented with hypothetical scenarios in which they imagined a close associate had committed a rule violation in a highly public context. Only the older children judged that they would be eva…
Children's explanations for self-presentational behaviour
Previous research has underestimated children's capacity to understand the self-presentational behaviour of other people. We argue from recent research in mental-state understanding that 8-year-olds should be able to attribute self-presentational motives in order to explain others' behaviour. In the present study, children aged 6 to 11 years heard stories involving emotion-masking displays and were then asked to explain the motivations for those …
Boys will be Boys
Previous research has demonstrated that young children hold strong gender stereotypes for activities and toy preferences. Some researchers have argued that this rigid gender‐typing displayed by young children is associated with peer reinforcement for stereotypical behaviour and punishment of counterstereotypical behaviour. The present study tests the hypothesis that the gender‐typing displayed by young children is at least in part an active self …
Social‐Cognitive Factors in Childhood Social Anxiety
The present study addresses the social cognition of socially anxious children, with particular emphasis on their ability to understand others’ mental states in interpersonal situations. The heterogeneous sample used in this preliminary investigation consisted of 63 primary school children in England and the USA. The English children were from a mainstream classroom of 8‐ to 9‐year‐olds, while the children from the USA ranged in age from 6 to 11 y…
Audience Effects on Self‐Presentation in Childhood
Controlling one's public image in front of different audiences is an important element of social behaviour, but little is known about the way in which primary school children develop this skill. In three experiments, children's judgements about appropriate self‐descriptions in front of different audiences were examined. In Experiment 1, 74 children aged between 6 and 11 were given pairs of self‐descriptive statements in the domains of academic sk…
Popular and Rejected Children's Reasoning Regarding Negative Emotions in Social Situations
Two studies compared popular and rejected children's reasoning regarding social interactions involving negative emotions. The first study, with 23 rejected and 23 popular 10‐ to 11‐year‐olds, involved hypothetical social scenarios where a classmate ‘victim’ was likely to experience a negative emotion. Although popular and rejected children both recognized negative emotions and were equally likely to suggest helping behaviour to aid the victim, th…
Children's Differentiation Between Ingratiation and Self‐Promotion
Previous research has demonstrated that 10‐year‐olds can provide interpersonal explanations for certain self‐presentational tactics, but detailed information about the development of their understanding of these tactics is lacking. This research investigated children's understanding of the processes involved in ingratiation (used to indicate likeability) and self‐promotion (used to indicate competence). In the first study, with a sample of 60 chi…
Children's differentiation between beliefs about matters of fact and matters of opinion
Two experiments investigated children's implicit and explicit differentiation between beliefs about matters of fact and matters of opinion. In Experiment 1, 8- to 9-year-olds' (n = 88) explicit understanding of the subjectivity of opinions was found to be limited, but their conformity to others' judgments on a matter of opinion was considerably lower than their conformity to others' views regarding an ambiguous fact. In Experiment 2, children age…
Self‐reported Use of Emotional Display Rules in the Netherlands and Iran
Sociocultural differences in children's use and understanding of emotional display rules have been under‐researched. In the present study, 56 Dutch and 56 Iranian children aged 10–11 years took part in a structured interview about their experiences of using emotional display rules. In comparison with the Dutch children, the Iranian sample was more likely to report having actually used emotional display rules themselves, more likely to identify fa…
Longitudinal effects of theory of mind on later peer relations
Children's peer relations represent a key aspect of school adjustment. However, little is known about their social-cognitive precursors. To address this gap, the authors followed 70 children across the transition to primary school. At Time 1 (age 5), Time 2 (age 6), and Time 3 (age 7), children were assessed on their theory of mind, prosocial behavior, and verbal ability. In addition, at Time 2 and at Time 3, the authors gathered peer nominations…
Situating maltreatment in the social context
Differentiated associations between childhood maltreatment experiences and social understanding
The Role of Social Goals in Bullies' and Victims' Social Information Processing in Response to Ambiguous and Overtly Hostile Provocation
Understanding what social goals are associated with bullying and victimization behaviours, even after allowing for biases in interpretation of and affective responses to social events, is critical for understanding the socio‐behavioural profile of bullies and victims. In the present study, 181 nine‐ to ten‐year‐olds' affective responses, attribution of intent, and social goals were assessed in the context of a series of ambiguous and overtly host…
Working with ‘Social and Emotional Aspects of Learning’ ( Seal )
A programme of resources and activities relating to ‘Social and Emotional Aspects of Learning’ ( SEAL ) has been rolled out nationally to primary and secondary schools in the UK , but we know little about how variations in the implementation of this work relate to key indicators of school success. In the present study, a team of experienced school advisors used a semi‐structured observation and interview protocol to rate various aspects of the im…
Consumer culture ideals, extrinsic motivations, and well‐being in children
Internalising the consumer culture ideals of materialism and appearance has been shown to be negatively related to adults' well‐being. Similarly, adults who strive towards these ideals for extrinsic reasons, such as to improve their image or status, have been shown to have lower levels of well‐being than those who strive towards them for intrinsic reasons, such as to help others or support healthy relationships. However, to date, there is little …
To have or to learn? The effects of materialism on British and Chinese children’s learning
This article presents a systematic attempt to examine the associations of materialism with learning in 9- to 11-year-old children in 2 countries of similar economic development but different cultural heritage. Using cross-sectional, longitudinal, and experimental methods, we test a theoretically driven model of associations among materialism, learning motivations, and learning outcomes. Convergent findings suggest that a materialist orientation i…
Theory of mind and peer relationships
Recent research has shown that individual differences in theory of mind (ToM) during middle childhood are linked with individual differences in children's peer relationships. The present longitudinal study investigated this association more deeply, exploring the potential mediating role played by children's social anxiety. We tested a group of 66 children (11.5 years old at Time 1) three times over one year after their transition to secondary sch…
Identity changes and well-being gains of spending money on material and experiential consumer products
Adolescents' Conceptualizations of Kindness and its Links with Well-being
There has been a recent surge of interest from researchers, policy makers, and the general public in how kindness can promote well-being. Even though adolescence is a key period for the development of relevant value systems and mental health, little is known about adolescents' understanding of kindness. Six focus groups were conducted with 11- to 15-year-olds, exploring their conceptualizations of kindness. Thematic analysis revealed a multifacet…
Accountability, performance management and inspection
For more information on creating sociograms, please visit the online resource for Robin Banerjee's assessment tools: http://www.sussex.ac.uk/psychology/cress/tools
Voice Cues Influence Children’s Assessment of Adults’ Occupational Competence
The adult voice is a strong bio-social marker for masculinity and femininity. In this study we investigated whether children make gender stereotypical judgments about adults’ occupational competence on the basis of their voice. Forty-eight 8- to 10- year olds were asked to rate the competence of adult voices that varied in vocal masculinity (by artificially manipulating voice pitch) and were randomly paired with 9 occupations (3 stereotypically m…
The development of explicit occupational gender stereotypes in children
Indirect effects of bullying on school mathematics achievement in Chile
People like me don’t do well at school’
BACKGROUND: School students who are eligible for reduced or free school meals (FSM) - an indicator of economic disadvantage - have lower academic attainment than their peers. AIMS: We investigated whether identity compatibility - the perceived compatibility between one's social identities and the stereotype of a high-achieving student - contributes to this socioeconomic attainment gap, and whether the association between socioeconomic status and …
Twelve tips for optimising learning for postgraduate doctors in the operating theatre
Learning in the operating theatre forms a critical part of postgraduate medical education. Postgraduate doctors present a diverse cohort of learners with a wide range of learning needs that will vary by their level of experience and curriculum requirements. With evidence of both trainee dissatisfaction with the theatre learning experience and reduced time spent in the operating theatre, which has been exacerbated by the effects of the Covid-19 pa…
Psychology (30 works) · Developmental psychology (24 works) · Social Psychology (22 works) · Social Psychology (14 works) · Child and Adolescent Psychosocial and Emotional Development (11 works) · Early Childhood Education and Development (8 works) · Sociology (7 works) · Bullying, Victimization, and Aggression (6 works) · Political science (6 works) · Pedagogy (5 works)