Research Publications

SOME OF MY FAVORITES:

All of my empirical peer-reviewed articles are listed below

I'll share all papers via email, just contact me: thomas@hope.edu

Thomas, K. J., Valentino, K., & Matabaro, L. (2024). Hoping and caregiving in adversity: Sweetwaters Parenting Study. International Journal of Applied Positive Psychology. https://doi.org/10.1007/s41042-024-00185-y 

Hoang, N. T., Yakes, K., Moran, E. G., Musherure, I., Turahirwa, E., Prindle, A., Reagan, M., Vandezande, J. & Thomas, K. J. (2024). Hopeful parenting: A systematic literature review on hope among parents. International Journal of Applied Positive Psychology. https://doi.org/10.1007/s41042-024-00181-2 

Thomas, K. J., Rodrigues, H., & Komatsu, A. (2023). Justice for me, not for all: Developmental trajectories of justice perceptions across socio-economic indicators. Journal of Research in Adolescence, 34(2), 436-451. http://dx.doi.org/10.1111/jora.12895

Johnson, S. & Thomas, K. J. (2023). Racial ideology, just world belief, and system justification in African Americans. Brief Report.  Frontiers in Psychology, Cultural Psychology.

Bartholomaeus, J., Kiral Ucar, G., Nartova-Bochaver, S., Donat, M., & Thomas, K. J., (2023). Is the belief in a just world really universal? Factor analytic and psychometric evidence from six countries. Journal of Research in Personality. 101 https://doi.org/10.1016/j.jrp.2022.104317

Thomas, K. J., Gomes, A. & Rodrigues, H. A (2023). Crença no mundo justo na perspectiva da socialização legal. [Belief in a just world and legal socialization] Civitas: Revista de Ciências Sociais, 23(1). https://doi.org/10.15448/1984-7289.2023.1.43012

Schornick, Z. T., Ellis, N. E., Ray, E. M., Snyder, B. L., & Thomas, K. J. (2023). Hope that benefits others: A systematic literature review of Hope Theory and prosocial outcomes.  International Journal of Applied Positive Psychology https://doi.org/10.1007/s41042-022-00084-0 

Thomas, K. J., Namtu, M., & Ebert, S. (2022). Virtuous hope: Moral exemplars, Hope Theory, and the centrality of adversity and support. International Journal of Applied Positive Psychology.  DOI: 10.1007/s41042-022-00083-1

Thomas, K. J., Mangino, A., & Walker, S. (2022). Translational research on caregiver reading and playing behaviors: Evidence from an in vivo community-based intervention throughout the Covid-19 pandemic. Journal of Child and Family Studies, 31(8), https://doi.org/10.1007/s10826-022-02334-w 

Thomas, K. J., Santo, J. B,, & Cunha, J. M.(2022). Just environments foster character: A longitudinal assessment of school climate. Journal of Moral Education. https://doi.org/10.1080/03057240.2022.2081138

Kiral Ucar, G., Donat, M., Bartholomaeus, J., Thomas, K. J., Nartova-Bochaver, S. (2022). The meaning of believing in a just world in dealing with COVID-19 pandemic times: Findings from Turkey, Germany, Australia, USA, Brazil, and Russia. Current Psychology, 41, 8400-8409 https://doi.org/10.1007/s12144-022-03172-1 

Chavez, L., Kivisto, A., Gray, S., & Thomas, K. (2022). Youth gun carrying and state-level household firearm ownership in 22 U.S. States. Journal of Community Psychology, 50(8), 3640-3658 https://doi.org/10.1002/jcop.22861

Thomas, K.  J., Cunha J. M., & Santo, J. B. (2022). Changes in character strengths are driven by classroom relationships: A longitudinal study of elementary school children. School Mental Health, 14, 266-277. https://link.springer.com/article/10.1007/s12310-022-09511-8 

Ray, E. M., Zeigler, C. L., Brixey, M. J., Atzhon, J. D., & Thomas, K. J. (in press). The VIA-Youth character assessment: A systematic literature review. The Journal of Psychology and the Behavioral Sciences. 

Thomas, K. J. (2022). A dark lens or a dark world? A case for Justice Capital. International Journal of Psychology, 57(2), 190-198. http://doi.org/10.1002/ijop.12799 

Cunha, J. M., Thomas, K. J., Sukhawathanakul, P., Santo, J., & B. Leadbeater, B. (2021). Socially responsible children: A link between school climate and aggression and victimization. International Journal of Behavioural Development, 45(6). https://doi.org/10.1177%2F01650254211020133 

Thomas, K. J., Theodoro, R., & Komatsu, A. V. (2021). Socializing justice: The interface of just world beliefs and legal socialization. Journal of Social Issues, 77(2), 314-335.  https://doi.org/10.1111/josi.12442 

Hoollihan, E. & Thomas, K. J. (2020). The relationships between bonding social capital, personal belief in a just world and well-being: An analysis of a diverse adolescent sample. Social Psychology of Education, 23, 1609-1626.. https://doi.org/10.1007/s11218-020-09596-6

Thomas, K. J., Rodrigues, H., de Oliveira, R. T. & Mangino, A. A. (2020).  What predicts pre-adolescent compliance with family rules?  A longitudinal analysis of parental discipline, procedural justice, and legitimacy evaluations. Journal of Youth and Adolescence, 49(4), 936-950. https://doi.org/10.1007/s10964-019-01158-0 

Thomas, K. J. & Rodrigues, H. (2020).  The just world gap, privilege and legal socialization: A study among Brazilian preadolescents. Social Justice Research, 33(1), 18-43. https://doi.org/10.1007/s11211-019-00344-6 

Edwards, L. C., Rodrigues, H., & Thomas, K. J. (2020). Factors that differentiate preadolescents’ perception-change of parental legitimacy. International Journal of Child, Youth, and Family Studies, 11(1). 22-44. https://doi.org/10.18357/ijcyfs111202019472

Thomas, K. J., Santo, J. B., & Cunha, J. M. (2019). The predictive value of school climate and teacher techniques on students’ just world beliefs: A comprehensive Brazilian sample. Social Psychology of Education. 22(5), 1239-1257. https://doi.org/10.1007/s11218-019-09524-3

Thomas, K. J., Cunha, J., Américo de Souza, D. & Santo, J. (2019). Fairness, trust, and school climate as foundational to growth mindset: A study among Brazilian children and adolescents. Educational Psychology, 39(4), 510-529. https://doi.org/10.1080/01443410.2018.1549726

Thomas, K. J., Rodrigues, H, Mizutani, A. M., de Oliveira, R. T., Piccirillo, D., Brito, R. C. (2018). Parental legitimacy, procedural justice and adolescent compliance with parental rules among Brazilian preadolescents. International Journal of Child, Youth, and Family Studies, 9(3), 21-46. DOI: http://dx.doi.org/10.18357/ijcyfs93201818275 

Thomas, K. J. & Mucherah, W. M. (2018). Constructing lenses of justice: Relationships between Brazilian adolescents' just world beliefs, perceived school fairness, legal authorities and student conduct. Social Justice Research, 31(1), 41-60. https://doi.org/10.1007/s11211-017-0301-6

Mucherah, W. M., Finch, H., White, T. & Thomas, K. (2018). The relationship of school climate, teacher defending and friends on students' perceptions of bullying in high school. Journal of Adolescence, 62, 128-139. https://doi.org/10.1016/j.adolescence.2017.11.012  

Thomas, K. J. (2018). Justice perceptions and demographics of privilege among Brazilian adolescents. Psychological Reports, 121(6), 1-20. https://doi.org/10.1177%2F0033294117745886 

Mucherah, W. M. & Thomas, K. J. (2017). Reducing barriers to primary school education for girls in rural Kenya: Reusable pads’ intervention. International Journal of Adolescent Medicine and Health. https://doi.org/10.1515/ijamh-2017-0005

Thomas, K. J. & Napolitano, P. (2017). Educational privilege: The role of school context in the development of just world beliefs. International Journal of Psychology, 52(S1), 106-113. https://doi.org/10.1002/ijop.12382

Thomas, K. J. & Mucherah, W. M. (2016). How fair is my world?  Development of just world beliefs among Kenyan students. Journal of Adolescence, 49, 244-253. doi:10.1016/j.adolescence.2016.03.011

Thomas, K. E., & Mucherah, W. M. (2016). The contextual difference: Developing preservice teacher efficacy through immersive-learning experiences. Education and Urban Society, 48(4), 364-383. https://doi.org/10.1177%2F0013124514533795 

Mucherah, W. M. & Thomas, K. E. (2015). Accounting for the response-shift: Pre-service teacher efficacy development in immersive learning. International Journal of Humanities and Social Science Research, 1, 90-101. https://doi.org/10.1177%2F0013124514533795