Publications

  • Armiento, J., Hamza, C., & Willoughby, T. (2014). An examination of disclosure of nonsuicidal self-injury among university students. Journal of Community & Applied Social Psychology. doi: 10.1002/casp.2190.
  • Tavernier, R., & Willoughby, T. (2014). A longitudinal examination of the bidirectional association between sleep problems and social ties at university: The mediating role of emotion regulation. Journal of Youth and Adolescence. doi: 10.1007/s10964-014-0107-x.
  • Tavernier, R., & Willoughby, T. (2014). Sleep problems: Predictor or outcome of media use among emerging adults at university. Journal of Sleep Research. doi: 10.1111/jsr.12132.
  • Willoughby, T., & Fortner, A. (2014). At-risk depressive symptoms and alcohol use trajectories in adolescence: A person-centred analysis of co-occurrence. Journal of Youth and Adolescence. doi: 10.1007/s10964-014-0106-y.
  • Willoughby, T., Tavernier, R., Hamza, C.A., Adachi, P.J.C., & Good, M. (2014). The Triadic Systems Model perspective and adolescent risk taking. Brain and Cognition. doi:10.1016/j.bandc.2013.11.001.
  • Adachi, P.J.C., & Willoughby, T. (2014). Itís not how much you play, but how much you enjoy the game: The longitudinal associations between frequency versus enjoyment of adolescent sports involvement and self-esteem. Journal of Youth and Adolescence, 43(1), 137-145. doi:10.1007/s10964-013-9988-3.
  • DesRoches, A. & Willoughby, T. (2014). Longitudinal associations between valued activities and adjustment in adolescence: Positive mood as a mediator. Journal of Youth and Adolescence, 43(2), 208-220. doi: 10.1007/s10964-013-9957-x.
  • Good, M., & Willoughby, T. (2014). Institutional and personal spirituality/religiosity and psychosocial adjustment in adolescence: Concurrent and longitudinal associations. Journal of Youth and Adolescence. doi:10.1007/s10964-013-9989-2.
  • Hamza, C., & Willoughby, T. (2014). A longitudinal person-centred examination of nonsuicidal self-injury among university students. Journal of Youth and Adolescence, 43(4), 671-685. doi:10.1007/s10964-013-9991-8.
  • Tavernier, R., & Willoughby, T. (2014). Bidirectional associations between sleep (quality and duration) and psychosocial adjustment among emerging adults across the first three years of university. Developmental Psychology, 50(3), 674-682. doi:10.1037/a0034258.
  • Tavernier, R., & Willoughby, T. (2014). Are evening-types doomed? Latent class analyses of morningness-eveningness, sleep, and psychosocial functioning. Chronobiology International, 31(2), 232-242. doi:10.3109/07420528.2013.843541.
  • Willoughby, T., Good, M., Adachi, P.J.C., Hamza, C.A., & Tavernier, R. (2013). Examining the link between adolescent brain development and risk taking from a social-developmental perspective. Brain and Cognition, 83(3), 315-323. doi:10.1016/j.bandc.2013.09.008.
  • Hamza, C., & Willoughby, T. (2013). Nonsuicidal self-injury and suicidal behavior: A latent class analysis among young adults.PLOS ONE. doi: 10.1371/journal.pone.0059955.
  • Hamza, C., Willoughby, T., & Good, M. (2013). A preliminary examination of the specificity of the functions of nonsuicidal self-injury among a sample of university students. Psychiatry Research, 205, 172-175. doi: 10.1016/j.psychres.2012.08.036.
  • Adachi, P.J.C., & Willoughby, T. (2013). More than just fun and games: The longitudinal relation between strategic video games, problem solving skills, and academic marks. Journal of Youth and Adolescence, 42(7), 1041-1052. doi:10.1007/s10964-013-9913-9.
  • Adachi, P.J.C., & Willoughby, T. (2013). Demolishing the competition: The longitudinal link between competitive video games, competitive gambling, and Aggression. Journal of Youth and Adolescence, 42(7), 1090-1104. doi:10.1007/s10964-013-9952-2.
  • Sugarman, D., & Willoughby, T. (2013). Technology and Violence: Conceptual issues raised by the rapidly changing social environment. Psychology of Violence, 3(1), 1-8.
  • Adachi, P.J.C., & Willoughby, T. (2013). Do video games promote positive youth development? Journal of Adolescent Research, 29(2), 155-165. doi:10.1177/0743558412464522.
  • Hamza, C., Stewart, S., & Willoughby, T. (2012). Examining the link between nonsuicidal self-injury and suicidal behavior: A review of the literature and an integrated model. Clinical Psychology Review, 32(6), 482-495.
  • Tavernier, R., & Willoughby, T. (2012). Meaning-making within adolescent turning points: Associations with psychological well-being. Developmental Psychology, 48(4), 1058-1068.
  • Hooshmand, S., Willoughby, T., & Good, M. (2012). Do bidirectional associations between depressive symptoms and health risk behaviors differ by behavior? A longitudinal study across adolescence. Journal of Adolescent Health, 50(2), 140-147.
  • Segalowitz, S.J., Santesso, D., Willoughby, T., Reker, D.L., Campbell, K., Chalmers, H., & Rose-Krasnor, L. (2012). Adolescent peer interaction and trait surgency weaken medial prefrontal cortex responses to failure. Social Cognitive and Affective Neuroscience, 7(1), 115-124.
  • Shaffer, D.R., Kipp, K., Wood, E., & Willoughby, T. (2012) Developmental psychology: Childhood and adolescence, Fourth Canadian Edition. Toronto: Nelson.
  • Willoughby, T., Adachi, P.J.C., & Good M. (2012). A longitudinal study of the association between violent videogame play and aggression among adolescents. Developmental Psychology, 48(4), 1044-1057.
  • Adachi, P.J.C., & Willoughby, T. (2011). The effect of video game competition and violence on aggressive behavior: Which characteristic has the greatest influence? Psychology of Violence, doi: 10.1037/a0024908.
  • Adachi, P.J.C., & Willoughby, T. (2011). The effect of violent video games on aggression: Is it more than just the violence? Aggression and Violent Behavior, 16(1), 55-62.
  • Good, M., & Willoughby, T. (2011). Evaluating the direction of effects in the relation between religious versus non-religious activities, academic success, and substance use. Journal of Youth and Adolescence, 40(6), 680-693.
  • Good, M., & Willoughby (2011). Spiritual Development. In R.J.R. Levesque (Ed.), Encyclopedia of Adolescence. New York: Springer.
  • Good, M., Willoughby, T., & Busseri, M. (2011). Stability and change in adolescent spirituality and religiosity: A person-centred approach. Developmental Psychology, 47(2), 538-550.
  • Hamza, C., & Willoughby, T. (2011). Perceived parental monitoring, adolescent disclosure, and adolescent depressive symptomology: A longitudinal examination. Journal of Youth and Adolescence, 40(7), 902-915.
  • Willoughby, T., & Hamza, C.A. (2011). A longitudinal examination of the bidirectional associations among parenting behaviors, adolescent disclosure and problem behaviors. Journal of Youth and Adolescence. 40(4), 463-478.
  • Desjarlais, M., & Willoughby, T. (2010). A longitudinal study of the relation between adolescentsí computer use with friends and friendship quality: Support for the social compensation or the rich-get-richer hypothesis? Computers in Human Behavior, 26(5), 895-905.
  • McNamara, J.K., & Willoughby, T. (2010). A longitudinal study of risk-taking behavior in adolescents with learning disabilities. Learning Disabilities: Research & Practice, 25(1), 11-24.
  • King, G., Servais, M., Forchuk, C., Chalmers, H., Currie, M., Law, M., Specht, J., Rosenbaum, P., Willoughby, T., & Kertoy, M. (2010). The features and impacts of five multidisciplinary community-university research partnerships. Health and Social Care in the Community, 18(1), 59-69.
  • Good, M., Willoughby, T., & Frijters, J. (2009). Just another club? The distinctiveness of the relation between church attendance and adolescent psychosocial adjustment. Journal of Youth and Adolescence, 38(9), 1153-1171.
  • King. G., Servais, M., Kertoy, M., Specht, J., Currie, M., Rosenbaum, P., Law, M., Forchuk, C., Chalmers, H., & Willoughby, T. (2009). A measure of community membersí perceptions of the impacts of research partnerships in health and social services. Evaluation and Program Planning, 32, 289-299.
  • Shaffer, D.R., Kipp, K., Wood, E., & Willoughby, T. (2009) Developmental psychology: Childhood and adolescence, Third Canadian Edition. Toronto: Nelson.
  • Willoughby, T., Anderson, A., Wood, E., Mueller, J., & Ross, C. (2009). Fast searching for information on the Internet to use in a learning context: The impact of prior knowledge. Computers & Education, 52(3), 640.648.
  • Willoughby, T., Wood, E., Desjarlais, M., Williams, L., Leacy, K., & Sedore, L. (2009). Social interaction during computer-based activities: Comparisons by number of sessions, gender, school-level, gender composition of the group, and computer-child ratio. Sex Roles, 61, 864-878.
  • Busseri, M., Willoughby, T., Chalmers, H., & Bogaert, A. (2008). On the association between sexual attraction and adolescent risk taking involvement: Examining mediation and moderation. Developmental Psychology, 44(1), 69-80.
  • Desjarlais, M., Willoughby, T., & Wood, E. (2008). Prior knowledge and learning from the Internet. In T. Willoughby & E. Wood (Eds). Children's Learning in a Digital World. Blackwell Publishing, Oxford, UK.
  • Good, M., & Willoughby, T. (2008). Adolescence as a sensitive period for spiritual development. Child Development Perspectives, 2(1), 32-37.
  • McNamara, J.K., Vervaeke, S-L., & Willoughby, T. (2008). Learning disabilities and risk-taking behavior in adolescents: A comparison of those with and without comorbid attention-deficit/hyperactivity disorder. Journal of Learning Disabilities, 41, 561-574.
  • Mueller, J., Wood, E., & Willoughby, T. (2008). The integration of computer technology in the classroom. In T. Willoughby & E. Wood (Eds). Children's Learning in a Digital World. Blackwell Publishing, Oxford, UK.
  • Mueller, J., Wood, E., Willoughby, T., DeYoung, T., Ross, C., & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers & Education, 51, 1523-1537.
  • Willoughby, T. (2008). A short-term longitudinal study of Internet and computer game use by adolescent boys and girls: Prevalence, frequency of use, and psychosocial predictors. Developmental Psychology, 44(1), 195-204.
  • Willoughby, T., & Wood, E. (Eds) (2008). Children's Learning in a Digital World. Blackwell Publishing, Oxford, UK.
  • Wood, E., Specht, J., Willoughby, T., & Mueller, J. (2008). Integrating computer technology in early childhood education environments: Issues raised by early childhood educators. Alberta Journal of Educational Research. 54(2), 210-228.
  • Busseri, M., Willoughby, T., & Chalmers, H. (2007). A rationale and method for examining reasons for linkages among adolescent risk behaviors. Journal of Youth and Adolescence, 36, 279-289.
  • Desjarlais, M., & Willoughby, T. (2007). Supporting learners with low domain knowledge when using the Internet. Journal of Educational Computing Research, 37(1), 1-17.
  • Good, M., & Willoughby, T. (2007). The role of religious faith in the identity formation experiences of church-attending rural adolescents. Journal of Adolescent Research, 22, 387-412.
  • Willoughby, T., Chalmers, H., Busseri, M., Bosacki, S., Dupont, D., Marini, Z., Rose-Krasnor, L., Sadava, S., Ward, T., & Woloshyn, V. (2007). Adolescent non-involvement in multiple risk behaviors: An indicator of successful development? Applied Developmental Science, 11(2), 89-103.
  • Busseri, M., Rose-Krasnor, L., Willoughby, T., & Chalmers, H. (2006) A longitudinal examination of breadth and intensity of youth activity involvement and successful development. Developmental Psychology, 42(6), 1313-1326.
  • Busseri, M., Willoughby, T., Chalmers, H., & Bogaert, A. (2006). Same-sex attraction and successful adolescent development. Journal of Youth and Adolescence, 35(4), 563-575.
  • Chalmers, H. & Willoughby, T. (2006) Do predictors of gambling involvement differ across male and female adolescents? Journal of Gambling Studies, 22(4), 373-372.
  • Good, M., & Willoughby, T. (2006). The role of spirituality versus religiosity in adolescent psychosocial adjustment. Journal of Youth and Adolescence, 35(1), 1-15.
  • Rose-Krasnor, L., Busseri, M.A., Willoughby, T., & Chalmers, H. (2006). Breadth and intensity of youth activity involvement as contexts for positive development. Journal of Youth and Adolescence, 35(3), 365-379.
  • Willoughby, T. (2006). Electronic games and gender. In J. Arnett (Ed.), Encyclopedia of Children, Adolescents, and the Media. Thousand Oaks, CA: Sage.
  • Holmes, E., & Willoughby, T. (2005). Play behaviour of children with autism spectrum disorders. Journal of Intellectual & Developmental Disability, 30(3), 156-164.
  • McNamara, J., Willoughby, T., Chalmers, H., & YLC-CURA. (2005). Psychosocial status of adolescents with learning disabilities with and without comorbid attention deficit hyperactivity disorder. Learning Disabilities Research & Practice, 20(4), 234-244.
  • McNamara, J.K., Willoughby, T., & Chalmers, H. (2005). Risk-taking behavior in adolescents with learning disabilities. Thalamus, 23(2), 8-17.
  • Shaffer, D.R., Wood, E., & Willoughby, T. (2005) Developmental psychology: Childhood and adolescence, Second Canadian Edition. Toronto: Nelson.
  • Shaffer, D.R., Wood, E., & Willoughby, T. (2005). Instructor's Manual for Shaffer's Developmental Psychology, Second Canadian Edition. Toronto: Nelson
  • Wood, E., Mueller, J., Willoughby, T., Specht, J., & DeYoung, T. (2005). Teachers' perceptions: Barriers and supports to using technology in the classroom. Education, Communication, & Information, 5, 183-206.
  • Wood, E., Willoughby, T., Schmidt, A., Porter, L., & Gilbert, J. (2005). Use of computer input devices by older adults. Journal of Applied Gerontology, 24, 419-438.
  • Willoughby, T., Chalmers, H., & Busseri, M. (2004). Where is the syndrome? Where is the risk? Co-occurrence among multiple "problem" behaviors in adolescence. Journal of Consulting and Clinical Psychology, 72, 1022-1037.
  • Wood, E., Willoughby, T., Schmidt, A., Porter, L., Specht, J., & Gilbert, J. (2004). Assessing the use of input devices for teachers and children in early childhood education programs. Information Technology in Childhood Education Annual, 16, 261-280.
  • Wood, E., Willoughby, T., Desmarais, S., Groves, A., & Bruce, S. (2003). Can gender stereotypes facilitate memory when elaborative strategies are used? Educational Psychology, 23(2), 169-180.
  • Willoughby, T., Wood, E., & Kraftcheck, E.R. (2003). When can a lack of structure facilitate strategic processing of information? British Journal of Educational Psychology, 73, 59-69.
  • Shaffer, D.R., Wood, E., & Willoughby, T. (2002). Developmental psychology: Childhood and adolescence, First Canadian Edition. Toronto: Nelson.
  • Shaffer, D.R., Wood, E., & Willoughby, T. (2002). Test items for Shaffer's Developmental Psychology, First Canadian Edition. Toronto: Nelson.
  • Shaffer, D.R., Wood, E., & Willoughby, T. (2002). Instructor's Manual for Shaffer's Developmental Psychology, First Canadian Edition. Toronto: Nelson
  • Wood, E., Willoughby, T., Specht, J., & Porter, L. (2002). An examination of how a cross-section of academic use computer technology when writing academic papers. Computers in Education, 38, 287-301.
  • Specht, J., Wood, E., & Willoughby, T. (2002). What early childhood educators need to know about computers in order to enhance the learning environment. Canadian Journal of Education and Technology, 28(1), 31-40.
  • Wood, E., Willoughby, T., Specht, J., Stern-Cavalcante, W., & Childs, C. (2002). Developing a computer workshop to facilitate computer skills and minimize anxiety for early childhood educators, Journal of Educational Psychology, 94(1), 164-170.
  • Willoughby, T., Wood, E., McDermott, C., & McLaren, J. (2000). Enhancing learning through strategy instruction and group interaction. Applied Cognitive Psychology, 14, 19-30.
  • Wood, E., Willoughby, T., McDermott, C., Motz, M., Kaspar, V., & Ducharme, M.J. (1999). Developmental differences in study behavior. Journal of Educational Psychology, 91, 527-536.
  • Boudreau, R., Wood, E., Willoughby, T., & Specht, J. (1999). Evaluating the efficacy of elaborative strategies for remembering expository text. Alberta Journal of Educational Psychology, XLV(2), 170-183.
  • Willoughby, T., Porter, L., Belsito, L., & Yearsley, T. (1999). Use of elaboration strategies by students in grades 2, 4, and 6. Elementary School Journal, 99(3), 221-232.
  • Wood, E., Motz, M., & Willoughby, T. (1998). Examining students' retrospective memories of strategy development. Journal of Educational Psychology, 90(4), 1-7.
  • Wood, E., Willoughby, T., & Specht, J. (1998). What's happening with computer technology in early childhood education settings. Journal of Educational Computing Research, 18(3), 235-241.
  • Willoughby, T., Wood, E., Desmarais, S., Sims, S., & Kalra. M. (1997). Mechanisms that facilitate the effectiveness of elaboration strategies. Journal of Educational Psychology, 89(4), 682-685.
  • Willoughby, T., Motz, M., & Wood, E. (1997). The impact of interest on memory performance for children, adolescent, and adult learners. Alberta Journal of Educational Research, XLIII, 127-141.
  • Willoughby, T., & Wood, E. (1995). Mnemonic strategies. In E. Wood, V.E. Woloshyn, & T. Willoughby, Cognitive strategy instruction for middle and high schools (pp. 5-17). Cambridge: Brookline Books.
  • Wood, E., & Willoughby, T. (1995). Cognitive strategies for test-taking. In E. Wood, V.E. Woloshyn, & T. Willoughby, Cognitive strategy instruction for middle and high schools (pp. 245-258). Cambridge: Brookline Books.
  • Wood, E., Woloshyn, V.E., & Willoughby, T. (1995). Cognitive strategy instruction for middle and high schools. Cambridge: Brookline Books.
  • Wood, E., Willoughby, T., Reilley, S., Elliott, S., & DuCharme, M. (1995). Evaluating students' acquisition of factual material when studying independently or with a partner. British Journal of Educational Psychology, 65, 237-247.
  • Willoughby, T., & Wood, E. (1994). Elaborative interrogation examined at encoding and at retrieval. Learning and Instruction, 4, 139-149.
  • Willoughby, T., Wood, E., & Khan, M. (1994). Isolating variables that impact or detract from the effectiveness of elaboration strategies. Journal of Educational Psychology, 86(2), 279-289.
  • Woloshyn, V., Wood, E., & Willoughby, T. (1994). Considering prior knowledge when using elaborative interrogation. Applied Cognitive Psychology, 8, 25-36.
  • Wood, E., Roberts, R., Willoughby, T., Needham, D.R, & Williams, J. (1994) Evaluating the quality and impact of mediators for learning when using associative memory strategies. Applied Cognitive Psychology, 8, 679-692.
  • Wood, E., Willoughby, T., Kaspar, V., & Idle, T. (1994). Enhancing adolescent's recall of factual content: The impact of provided versus self-generated elaborations. Alberta Journal of Educational Psychology, XL(1), 57-65.
  • Willoughby, T., Waller, T.G., Wood, E., & MacKinnon, G.E. (1993). The effect of prior knowledge on an immediate and delayed associative learning task following elaborative interrogation. Contemporary Educational Psychology, 18, 36-46.
  • Wood, E., Willoughby, T., Bolger, A., Mason, J., & Kaspar, V. (1993). Effectiveness of elaboration strategies for grade school children as a function of academic achievement. Journal of Experimental Child Psychology, 56, 240-253.
  • Wood, E., Willoughby, T., & Hewitt, K. (1993). The framework for understanding high achievers' use of elaborative interrogation. Exceptionality, 4(2), 113-116.
  • Wood, E., Fler, C., & Willoughby, T. (1992). Elaborative interrogation applied to small and large group contexts. Applied Cognitive Psychology, 6, 361-366.
  • Pressley, M., Woloshyn, V., Lysynchuk, L.M., Martin, V., Wood, E., & Willoughby, T. (1990). A primer of research on cognitive strategy instruction: The important issues and how to address them. Educational Psychology Review, 2, 1-58.
  • Woloshyn, V., Willoughby, T., Wood, E., & Pressley, M. (1990). Elaborative interrogation facilitates adults learning of factual paragraphs. Journal of Educational Psychology, 82(3), 513-524.