| 2025 |
Cotan Utomo M, Batalha L, Subasic E, Reynolds K, 'The Political is Personal: Evidence that Self-Other ‘Multiculturalism' Normative Misalignment Affects Individual Wellbeing', Political Psychology, in press (2025) [C1]
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| 2025 |
Subašic E, Ryan MK, Joye L, Young M, Hardacre S, Reynolds KJ, Branscombe NR, 'Should “sisters” be doing it by themselves? Leadership, allyship, and mobilization for gender equality', Political Psychology (2025)
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Open Research Newcastle |
| 2023 |
Di Bernardo GA, Cocco VM, Paolini S, Vezzali L, Stathi S, Rubin M, Subasic E, 'Following the Best of Us to Help Them: Group Member Prototypicality and Collective Action', Group Processes and Intergroup Relations, 26, 243-260 (2023) [C1]
While considering the role of group-level factors as predictors of collective action, research has overlooked the role of group prototypes in determining willingness to... [more]
While considering the role of group-level factors as predictors of collective action, research has overlooked the role of group prototypes in determining willingness to engage in collective action. To begin to investigate this area, we conducted two correlational studies (Ns = 141 and 98) in high schools examining the association between prototypical ingroup members' desire to engage in collective action and participants' collective action on behalf of a disadvantaged group (immigrants). Results showed a positive association between these two variables. We also investigated boundaries of this effect, finding that the association emerged when participants lacked personal experiences with the disadvantaged group (cross-group friendships; Study 1) or identified more with their ingroup, an effect also found when including a behavioral measure of collective action (Study 2). Intentions to follow the prototypical ingroup member emerged as the mediator (Study 2). It is worth noting that our methodology allowed us to assess prototypicality in a naturalistic context by calculating a metacontrast ratio for each group member, in line with self-categorization theory's conceptualization of prototypicality. We discuss the theoretical and practical implications, with reference to the role of prototypicality as a means of social influence and to developing social norms in the context of collective action.
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Open Research Newcastle |
| 2022 |
Hardacre S, Subasic E, 'With great power comes great responsibility: Repositioning gender (in)equality as men's burden or men's responsibility', TPM - Testing, Psychometrics, Methodology in Applied Psychology, 29, 97-122 (2022) [C1]
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Open Research Newcastle |
| 2022 |
Subasic E, Mohamed S, Reynolds K, Rushton C, Haslam AS, 'Collective mobilisation as a contest for influence: Leading for change or against the status quo?', European Journal of Social Psychology, (in press) (2022) [C1]
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Open Research Newcastle |
| 2020 |
DIxon J, Elcheroth G, Kerr P, Drury J, Albzour M, Subasic E, Durrheim K, Eva G, 'It’s not just us versus them: Moving beyond binary perspectives on intergroup processes', European Review of Social Psychology, 31, 40-75 (2020) [C1]
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Open Research Newcastle |
| 2019 |
Rubin J, Paolini S, Subasic E, Giacomini A, 'A confirmatory study of the relations between workplace sexism, sense of belonging, mental health, and job satisfaction in male-dominated industries', Journal of Applied Social Psychology, 49, 267-267 (2019) [C1]
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Open Research Newcastle |
| 2018 |
Hardacre SL, Subasic E, 'Whose Issue is it Anyway? The Effects of Leader Gender and Equality Message Framing on Men's and Women's Mobilisation towards Workplace Gender Equality', Frontiers in Psychology, 9 (2018) [C1]
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Open Research Newcastle |
| 2018 |
Turner I, Reynolds KJ, Lee E, Subasic E, Bromhead D, 'Understanding aggression and victimization: Negative binomial modelling with supportive school climate, mental health, and social identity mediation', Translational Issues in Psychological Science, 4 380-402 (2018) [C1]
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Open Research Newcastle |
| 2018 |
Subasic E, Hardacre S, Elton B, Branscombe N, Ryan M, Reynolds K, 'We for She: Mobilising men and women to act in solidarity for gender equality', Group Processes and Intergroup Relations, 21, 707-724 (2018) [C1]
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Open Research Newcastle |
| 2017 |
Rubin JM, Subasic E, Giacomini A, Paolini S, 'An exploratory study of the relations between women miners' gender-based workplace issues and their mental health and job satisfaction', JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, 47, 400-411 (2017) [C1]
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Open Research Newcastle |
| 2017 |
Lee E, Reynolds KJ, Subasic E, Bromhead D, Lin H, Marinov V, Smithson M, 'Development of a dual school climate and school identification measure-student (SCASIM-St)', CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 49, 91-106 (2017) [C1]
Extensive but separate bodies of research in education concern the constructs of school climate and school connectedness/belonging. In the interests of advancing a more... [more]
Extensive but separate bodies of research in education concern the constructs of school climate and school connectedness/belonging. In the interests of advancing a more integrated approach, a new measurement tool is developed¿ the School Climate and School Identification Measure¿Student (SCASIM-St). This scale builds on the Moos (1973) framework which assesses relationships, personal growth, and system management in schools. The social identity approach to group processes (Tajfel & Turner, 1979; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is used to extend work on school connectedness and belonging through the inclusion of a measure of social identification. A range of methods across three studies are designed to assess the reliability and validity of SCASIM-St (N = 7209, Australian grades 7¿10 students). These include confirmatory factor analysis, test-retest analysis, and convergent validity (Study 1 and 2). Additionally measurement invariance tests for student sub-groups regarding gender, grade level, and non-English language, were employed in Study 3. It also included criterion validity analysis using multilevel models for the key outcome measures of students' academic achievement, well-being, and aggressive behaviors. All of these analyses indicate that SCASIM-St is an effective measure. Theoretical and practical implications as well as future directions are outlined.
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Open Research Newcastle |
| 2017 |
Maxwell S, Reynolds KJ, Lee E, Subasic E, Bromhead D, 'The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data', Frontiers in Psychology, 8 (2017) [C1]
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Open Research Newcastle |
| 2017 |
Reynolds KJ, Lee E, Turner I, Bromhead D, Subasic E, 'How does school climate impact academic achievement? An examination of social identity processes', SCHOOL PSYCHOLOGY INTERNATIONAL, 38, 78-97 (2017) [C1]
In explaining academic achievement, school climate and social belonging (connectedness, identification) emerge as important variables. However, both constructs are rare... [more]
In explaining academic achievement, school climate and social belonging (connectedness, identification) emerge as important variables. However, both constructs are rarely explored in one model. In the current study, a social psychological framework based on the social identity perspective (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is introduced that provides a way to integrate these two areas of enquiry. Using this framework, the current study (N = 340 grade 7 and 9 students) investigates: (a) school climate and social identification as distinct predictors of academic achievement; and (b) social identification as a mediator of the school climate and achievement relationship. Achievement in reading, numeracy and writing was assessed by a national standardized test. The three variables most significantly associated with achievement were parental education, socio-economic status, and school identification. In line with predictions, school identification fully mediated the relationship between school climate and academic achievement in numeracy and writing, but not reading. The research highlights the importance of feeling psychologically connected to the school as a group for academic success.
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Open Research Newcastle |
| 2016 |
Reynolds KJ, Subasic E, '"We see things not as they are but as we are": Social identity, self-categorization and perception', Psychological Inquiry, 27, 348-351 (2016) [C1]
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Open Research Newcastle |
| 2015 |
Reynolds KJ, Subasic E, Tindall K, 'The problem of behaviour change: From social norms to an ingroup focus', Social and Personality Psychology Compass, 9, 45-56 (2015) [C1]
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Open Research Newcastle |
| 2014 |
Turner I, Reynolds KJ, Lee E, Subasic E, Bromhead D, 'Well-being, school climate, and the social identity process: a latent growth model study of bullying perpetration and peer victimization.', School Psychology Quarterly, 29, 320-335 (2014) [C1]
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| 2013 |
Reynolds KJ, Jones BM, O'Brien K, Subasic E, 'Theories of Socio-Political Change and the Dynamics of Sub-Group Versus Superordinate Interests', European Psychologist, 18, 235-244 (2013)
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| 2012 |
Subašic E, Reynolds KJ, Reicher SD, Klandermans B, 'Where To From Here for the Psychology of Social Change? Future Directions for Theory and Practice', Political Psychology, 33, 61-74 (2012) [C1]
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| 2012 |
Reynolds KJ, Bizumic B, Subasic E, Turner JC, Branscombe N, Mavor KI, Batalha L, 'Social identity and personality processes: Non-Aboriginal Australian identity and Neuroticism', European Journal of Social Psychology, 42 252-262 (2012) [C1]
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| 2011 |
Subasic E, Schmitt MT, Reynolds KJ, 'Are we all in this together? Co-victimization, inclusive social identity and collective action in solidarity with the disadvantaged', British Journal of Social Psychology, 50, 707-725 (2011) [C1]
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| 2011 |
Subašic E, Reynolds KJ, Turner JC, Veenstra KE, Haslam SA, 'Leadership, power and the use of surveillance: Implications of shared social identity for leaders' capacity to influence', Leadership Quarterly, 22, 170-181 (2011) [C1]
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Open Research Newcastle |
| 2010 |
Reynolds KJ, Turner JC, Branscombe NR, Mavor KI, Bizumic B, Subasic E, 'Interactionism in Personality and Social Psychology: An Integrated Approach to Understanding the Mind and Behaviour', EUROPEAN JOURNAL OF PERSONALITY, 24, 458-482 (2010)
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| 2010 |
Reynolds KJ, Turner JC, Branscombe NR, Mavor KI, Bizumic B, Subasic E, 'Further Integration of Social Psychology and Personality Psychology: Choice or Necessity? Response', EUROPEAN JOURNAL OF PERSONALITY, 24 501-514 (2010)
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| 2009 |
Subasic E, Reynolds KJ, 'Beyond "Practical" Reconciliation: Intergroup Inequality and the Meaning of Non-Indigenous Identity', POLITICAL PSYCHOLOGY, 30, 243-267 (2009)
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| 2009 |
Bizumic B, Reynolds KJ, Turner JC, Bromhead D, Subasic E, 'The Role of the Group in Individual Functioning: School Identification and the Psychological Well-Being of Staff and Students', APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE, 58, 171-192 (2009)
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| 2008 |
Subasic E, Reynolds KJ, Turner JC, 'The Political Solidarity Model of Social Change: Dynamics of Self-Categorization in Intergroup Power Relations', PERSONALITY AND SOCIAL PSYCHOLOGY REVIEW, 12, 330-352 (2008)
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| 2007 |
Reynolds KJ, Turner JC, Haslam SA, Ryan MK, Bizumic B, Subasic E, 'Does personality explain in-group identification and discrimination? Evidence from the minimal group paradigm', BRITISH JOURNAL OF SOCIAL PSYCHOLOGY, 46, 517-539 (2007)
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