}
​​2022
  • Shahid, H., Heffer, T., Borg, M. E., Buma-Wiens, A., & Willoughby, T. (2022). Differentiating Patterns of Vaping, Alcohol, and Cannabis Use Among Early Adolescents. The Journal of Early Adolescence, 0(0). https://doi.org/10.1177/02724316221116043
  • Borg, M. E., & Willoughby, T. (2022). A latent class examination of affinity for aloneness in late adolescence and emerging adulthood. Social Development, 31(3), 587-602.   https://doi.org/10.1111/sode.12564
  • Willoughby, T., Heffer, T., & Borg, M. E. (2022). Deliberate self-injury in children and associations with negative adjustment. JAMA pediatrics, 176(10), ​DOI: 10.1001/jamapediatrics.2022.1842
  • Schmidt, L. A., Poole, K. L., Hassan, R., & Willoughby, T. (2022). Frontal EEG alpha-delta ratio and social anxiety across early adolescence. International Journal of Psychophysiology, 175, 1-7. https://doi.org/10.1016/j.ijpsycho.2021.12.011
  • Heffer, T., & Willoughby, T. (2022). Investigating the consistency of ERPs across threatening situations among children and adolescents. Cognitive, Affective, & Behavioral Neuroscience, 22(2), 328-340. https://doi.org/10.3758/s13415-021-00957-y
  • van Noordt, S., Heffer, T., & Willoughby, T. (2022). A developmental examination of medial frontal theta dynamics and inhibitory control. NeuroImage, 246, 118765. https://doi.org/10.1016/j.neuroimage.2021.118765
  • Borg, M. E., & Willoughby, T. (2022). What does it mean to be alone? An analysis of interpretations of solitude among adolescents and adults. Current Psychology, 1-8. https://doi.org/10.1007/s12144-022-02796-7
  • Borg, M. E., & Willoughby, T. (2022). Affinity for solitude and motivations for spending time alone among early and mid-adolescents. Journal of Youth and Adolescence, 51(1), 156-168. https://doi.org/10.1007/s10964-021-01520-1

2021
  • Borg, M. E., & Willoughby, T. (2021). Affinity for Solitude and Motivations for Spending Time Alone Among Early and Mid-Adolescents. Journal of Youth and Adolescence, 1-13. https://doi.org/10.1007/s10964-021-01520-1 
  • Hassan, R., Poole, K.L., Lahat, A., Willoughby, T., & Schmidt, L.A. (2021). Approach-avoidance conflict and shyness: A developmental investigation. Developmental Psychology, 57, 814-823. https://doi.org/10.1037/dev0001175 
  • Hassan, R., Willoughby, T., & Schmidt, L.A. (2021). Development of shyness across adolescence: Reactivity, regulation, or both? Developmental Psychology. https://doi.org/10.1037/dev0001159
  • Hassan, R., Willoughby, T., & Schmidt, L.A. (2021). Shyness and prosocial tendencies during adolescence: Prospective influence of two types of self-regulation. Emotion.  https://doi.org/10.1037/emo0000986 
  • Heffer, T., Lundale, C., & Willoughby, T. (2021). Investigating sensitivity to threat with the Behavioral Inhibition Scale (BIS) among children, adolescents and university students: The role of negatively-phrased questions. Personality and Individual Differences. https://doi.org/10.1016/j.paid.2020.110416
  • Heffer, T., & Willoughby, T. (2021). Investigating the consistency of ERPs across threatening situations among children and adolescents. Cognitive, Affective, & Behavioral Neuroscience, 1-13. https://doi.org/10.3758/s13415-021-00957-y 
  • Heffer, T., & Willoughby, T. (2021). A person-centered examination of emotion dysregulation, sensitivity to threat, and impulsivity among children and adolescents: An ERP study. Developmental Cognitive Neuroscience. https://doi.org/10.1016/j.dcn.2020.100900
  • Lustig, K., Cote, K., & Willoughby (2021). The role of pubertal status and sleep satisfaction in emotion reactivity and regulation in children and adolescents. Sleep Advances, 2(1), 1-10. https://doi.org/10.1093/sleepadvances/zpab003
  • van Noordt, S., & Willoughby, T. (2021). Cortical maturation from childhood to adolescence is reflected in resting state EEG signal complexity. Developmental Cognitive Neuroscience, 48. https://doi.org/10.1016/j.dcn.2021.100945
  • Willoughby, T., Dykstra, V.K., Heffer, T., Braccio, J. & Shahid, H. (2021). A long-term study of what best predicts graduating from university versus leaving prior to graduation. Journal of College Student Retention. https://doi.org/10.1177/1521025120987993
  • Willoughby, T., Heffer, T., Desjardins, J., van Noordt, S., Segalowitz, S., & Schmidt, L. (2021). An ERP investigation of children and adolescents’ sensitivity to wins and losses during a peer observation manipulation. Developmental Cognitive Neuroscience, 51. https://doi.org/10.1016/j.dcn.2021.100995
  • Willoughby, T., Heffer, T., Good, M., Magnacca, C. (2021). Is adolescence a time of heightened risk taking? An overview of types of risk-taking behaviors across age groups. Developmental Review, 61, https://doi.org/10.1016/j.dr.2021.100980


2020
  • Daly, O., & Willoughby, T. (2020). A longitudinal person-centred examination of affinity for aloneness among children and adolescents. Child Development, 91(6), 2001-2018. https://doi.org/10.1111/cdev.13411
  • Dykstra, V. W., Willoughby, T., & Evans, A. D. (2020). A Longitudinal Examination of the Relation Between Lie-Telling, Secrecy, Parent–Child Relationship Quality, and Depressive Symptoms in Late-Childhood and Adolescence. Journal of Youth and Adolescence, 49, 438–448. https://doi.org/10.1007/s10964-019-01183-z
  • Dykstra, V. W., Willoughby, T., & Evans, A. D. (2020). Perceptions of dishonesty: Understanding parents’ reports of and influence on children and adolescents’ lie-telling.  Journal of Youth and Adolescence, 49, 49-59. https://doi.org/10.1007/s10964-019-01153-5
  • Dykstra, V.W., Willoughby, T., & Evans, A.D. (2020). Lying to friends: Examining lie-telling, friendship quality, and depressive symptoms over time during late childhood and adolescence. Journal of Adolescence, 84, 123-135. https://doi.org/10.1016/j.adolescence.2020.08.003
  • Heffer, T., Wylie, B., & Willoughby, T. (2020). An investigation of adolescents’ reported and self-perceived risk-taking. Journal of Early Adolescence, 40, 772-788. https://doi.org/10.1177/0272431619874404
  • Heffer, T., & Willoughby, T. (2020). A longitudinal study investigating trajectories of sensitivity to punishment over time and their association with alpha asymmetry among children and adolescents. Developmental Cognitive Neuroscience. https://doi.org/10.1016/j.dcn.2020.100863
  • ​Heffer, T., & Willoughby, T. (2020). Sensitivity to negative feedback among high and low worriers: An ERP study investigating children and adolescents. Cognitive, Affective, and Behavioral Neuroscience, 20, 624-635. https://doi.org/10.3758/s13415-020-00791-8
  • MacDonell, E., & Willoughby, T. (2020). Investigating honesty-humility and impulsivity as predictors of aggression in children and youth. Aggressive Behavior, 46, 97-106. https://doi.org/10.1002/ab.21874
  • Willoughby, T., Heffer, T., Dykstra, V.K., Shahid, H., & Braccio, J. (2020). A person-centred analysis of first-year university students: Associations with psychosocial adjustment across seven years and post-university outcomes. Journal of Youth and Adolescence, 49(12), 2459-2475.
    ​
2019
  • Brook, C., & Willoughby, T. (2019). Shyness and social anxiety assessed through self-report: What are we measuring? Journal of Personality Assessment, 101, 54-63. https://doi.org/10.1080/00223891.2017.1388808​
  • Daly, O., & Willoughby, T. (2019). A longitudinal study investigating bidirectionality among nonsuicidal self-injury, self-criticism, and parental criticism. Psychiatry Research, 271, 678-683. https://doi.org/10.1016/j.psychres.2018.12.056
  • Ewing, L., Hamza, C., & Willoughby, T. (2019). Stressful experiences, emotion dysregulation, and nonsuicidal self-injury among university students. Journal of Youth and Adolescence, 49, 1379-1389. https://doi.org/10.1007/s10964-019-01025-y
  • Hamza, C., & Willoughby, T. (2019). Impulsivity and nonsuicidal self-injury: A longitudinal examination among emerging adults. Journal of Adolescence, 75, 37-46. https://doi.org/10.1016/j.adolescence.2019.07.003 
  • Heffer, T., Good, M., Daly, O., MacDonell, E., & Willoughby, T. (2019). The longitudinal association between social-media use and depressive symptoms among adolescents and young adults: An empirical reply to Twenge et al.(2018). Clinical Psychological Science, 7, 462-470. https://doi.org/10.1177/2167702618812727
  • Semplonius, T., & Willoughby, T. (2019). A person-centered analysis of sleep and emotion dysregulation: Short-and long-term links with depression and alcohol use. Journal of American College Health, 67, 486-496. https://doi.org/10.1080/07448481.2018.1497637

2018
  • Hamza, C., & Willoughby, T. (2018). A lab-based study exploring the associations among nonsuicidal self-injury, pain, and emotion among university students. Psychiatry Research, 269, 462-468. https://doi.org/10.1016/j.psychres.2018.08.096
  • Heffer, T., & Willoughby, T. (2018). The role of emotion dysregulation: A longitudinal investigation of the Interpersonal Theory of Suicide. Psychiatry Research, 260, 379-383. https://doi.org/10.1016/j.psychres.2017.11.075
  • Semplonius, T., & Willoughby, T. (2018). Long-term links between physical activity and sleep quality. Medicine & Science in Sports & Exercise, 50(12), 2418-2424. https://doi.org/10.1249/MSS.0000000000001706
  • Semplonius, T., & Willoughby, T. (2018). Psychosocial adjustment throughout university: A longitudinal investigation of the roles of sleep quality and emotion dysregulation. Journal of Youth and Adolescence, 47, 1267-1278. https://doi.org/10.1007/s10964-018-0826-5

2017
  • Adachi, P.J.C., & Willoughby, T. (2017).  The link between video game play and positive youth outcomes: Recent Evidence. Child Development Perspectives, 11(3), 202-206. https://doi.org/10.1111/cdep.12232
  • Good, M., Hamza, C.A., & Willoughby. T. (2017). A longitudinal investigation of the relation between nonsuicidal self-injury and spirituality/religiosity. Psychiatry Research, 250, 106-112. https://doi.org/10.1016/j.psychres.2017.01.062
  • Heffer, T., & Willoughby, T. (2017). A count of coping strategies: A longitudinal study investigating repertoire richness and adjustment. PLOS ONE, 12(10): e0186057. https://doi.org/10.1371/journal.pone.0186057

2016
  • Hamza, C.A., & Willoughby. T. (2016). Nonsuicidal self-injury and suicidal risk among emerging adults. Journal of Adolescent Health, 59(4), 411-416. http://dx.doi.org/10.1016/j.jadohealth.2016.05.019
  • Adachi, P.J.C., Hodson, G., Willoughby, T., Blank, C., & Ha, A. (2016). From outgroups to allied forces: The effect of intergroup cooperation in violent and non-violent video games on prejudice bias reduction. Journal of Experimental Psychology: General, 145(3), 259-265. http://doi.org/10.1037/xge0000145
    259
  • Adachi, P.J.C., & Willoughby, T. (2016).The Longitudinal Association Between Competitive Video Game Play and Aggression Among Adolescents and Young Adults. Child Development, 87(6), 1877-1892. https://doi.org/10.1111/cdev.12556
  • Brook, C., & Willoughby, T. (2016). Social anxiety and alcohol use across the university years: Adaptive and maladaptive groups. Developmental Psychology, 52(5), 835-845. http://doi.org/10.1037/dev0000110
  • Wood, E., De Pasquale, D., Mueller, J., Archer, K., Zivcakova, L, Walkey, K., & Willoughby, T. (2016). Exploration of the relative contributions of domain knowledge and search expertise for conducting Internet searches. The Reference Librarian, 57(3), 182-204. https://doi.org/10.1080/02763877.2015.1122559
  • Farrell, A. H., Semplonius, T., Shapiro, M., Zhou, X., Laurence, S., Willoughby, T., Mahy, C.E.V., Mondloch, C.J., & Evans, A.D., (2016). Research activity in Canadian Developmental Psychology Programs. Canadian Psychology, 57(2), 76-82. http://doi.org/10.1037/cap0000040 
  • Adachi, P.J.C., & Willoughby, T. (2016). Does playing sports video games predict increased involvement in real sports over several years among young adults? Journal of Youth and Adolescence, 45(2), 391-401. https://doi.org/10.1007/s10964-015-0312-2

2015
  • Tavernier, R., Munroe, M., & Willoughby, T. (2015). Perceived morningness-eveningness predicts academic adjustment and substance use across university, but social jetlag is not to blame. Chronobiology International, 32(9), 1233-1245. https://doi.org/10.3109/07420528.2015.1085062
  • Adachi, P.J.C., & Hodson, G., Willoughby, T., & Zanette, S.(2015).  Brothers and sisters in arms: Intergroup cooperation in a violent shooter game can reduce intergroup bias. Psychology of Violence, 5(4), 455-462. http://doi.org/10.1037/a0037407
  • Adachi, P.J.C., & Willoughby, T. (2015).  Interpreting effect sizes when controlling for stability effects in longitudinal autoregressive models: Implications for psychological science. European Journal of Developmental Psychology, 12(1), 116-128.  https://doi.org/10.1080/17405629.2014.963549
  • Adachi, P.J.C., & Willoughby, T.(2015).  From the couch to the sports field: The longitudinal associations between sports video game play, self-esteem, and involvement in sports. Psychology of Popular Media Culture, 44(4), 329-341. http://doi.org/10.1037/ppm0000042
  • Brook, C., & Willoughby, T. (2015). The social ties that bind: Linking social anxiety with academic achievement across the university years. Journal of Youth and Adolescence, 44(5), 1139-1152. https://doi.org/10.1007/s10964-015-0262-8
  • Hamza, C., & Willoughby, T. (2015). Nonsuicidal self-injury and affect regulation:Recent findings from experimental and ecological momentary assessment studies and future directions. Journal of Clinical Psychology, 71(6), 561-574. https://doi.org/10.1002/jclp.22174
  • Hamza, C., Willoughby, T., & Heffer, T. (2015). Impulsivity and nonsuicidal self-injury: A review and meta-analysis. Clinical Psychology Review, 38, 13-24. http://doi.org/10.1016/j.cpr.2015.02.010 
  • Tavernier, R., & Willoughby, T. (2015). 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, 44(2), 317-330. https://doi.org/10.1007/s10964-014-0107-x
  • Willoughby, T., Heffer, T., & Hamza, C. (2015). The link between nonsuicidal self-injury and acquired capability for suicide: A longitudinal study. Journal of Abnormal Psychology, 124(4), 1110-1115. http://doi.org/10.1037/abn0000104
  • Semplonius, T., Good, M., & Willoughby, T. (2015). Religious and non-religious activity engagement as assets in promoting social ties in university: The role of emotion regulation. Journal of Youth and Adolescence, 44(8), 1592-1606. https://doi.org/10.1007/s10964-014-0200-1
  • Willoughby, T., & Fortner, A. (2015). At-risk depressive symptoms and alcohol use trajectories in adolescence: A person-centred analysis of co-occurrence. Journal of Youth and Adolescence, 44(4), 793-805. https://doi.org/10.1007/s10964-014-0106-y

2014
  • Hamza, C., Willoughby, T., & Armiento, J. (2014). A laboratory examination of pain threshold and tolerance among nonsuicidal self-injurers with and without self-punishing motivations. Archives of Scientific Psychology, 2, 33-42. http://doi.org/10.1037/arc0000008
  • Armiento, J., Hamza, C., & Willoughby, T. (2014). An examination of disclosure of nonsuicidal self-injury among university students. Journal of Community & Applied Social Psychology, 24(6), 518-533. https://doi.org/10.1002/casp.2190
  • Tavernier, R., & Willoughby, T. (2014).  Sleep problems: Predictor or outcome of media use among emerging adults at university. Journal of Sleep Research, 23(4), 389-396. https://doi.org/10.1111/jsr.12132
  • 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, 89, 114-115. http://doi.org/10.1016/j.bandc.2013.11.001
  • Good, M., & Willoughby, T. (2014). Institutional and personal spirituality/religiosity and psychosocial adjustment in adolescence: Concurrent and longitudinal associations. Journal of Youth and Adolescence, 43(5), 757-774. https://doi.org/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.  
    https://doi.org/10.1007/s10964-013-9991-8.
  • Adachi, P.J.C., & Willoughby, T. (2014).  It’s 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. https://doi.org/10.1007/s10964-013-9988-3
  • DesRoches, A. & Willoughby, T. (2014). Bidirectional associations between valued activities and adolescent positive adjustment in a longitudinal study: Positive mood as a mediator. Journal of Youth and Adolescence, 43(2), 208-220.  https://doi.org/10.1007/s10964-013-9957-x
  • 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. https://doi.org/10.1037/a0034258
  • Tavernier, R., & Willoughby, T. (2014).  Are all evening-types doomed? Latent class analyses of morningness-eveningness, sleep, and psychosocial functioning. Chronobiology International, 31(2), 232-242. https://doi.org/10.3109/07420528.2013.843541

2013
  • 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. https://doi.org/10.1007/s10964-013-9952-2
  • 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. https://doi.org/10.1007/s10964-013-9913-9
  • Adachi, P.J.C., & Willoughby, T. (2013). Do video games promote positive youth development? Journal of Adolescent Research, 28(2), 155-165. https://doi.org/10.1177/0743558412464522
  • Hamza, C., & Willoughby, T. (2013). Nonsuicidal self-injury and suicidal behavior: A latent class analysis among young adults. PLOS ONE. https://doi.org/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. https://doi.org/10.1016/j.psychres.2012.08.036 
  • Sugarman, D.B., & Willoughby, T. (2013). Technology and Violence: Conceptual issues raised by the rapidly changing social environment. Psychology of Violence, 3(1), 1-8.  https://doi.org/10.1037/a0031010
  • 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. https://doi.org/10.1016/j.bandc.2013.09.008

2012
  • 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.  https://doi.org/10.1016/j.cpr.2012.05.003
  • Hooshmand, S., Willoughby, T., & Good, M. (2012). Does the Direction of Effects in the Association Between Depressive Symptoms and Health-Risk Behaviors Differ by Behavior? A Longitudinal Study Across the High School Years.  Journal of Adolescent Health, 50(2), 140-147. https://doi.org/10.1016/j.jadohealth.2011.05.016
  • 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. https://doi.org/10.1093/scan/nsq090
  • Tavernier, R., & Willoughby, T. (2012). Adolescent turning points: The association between meaning-making and psychological well-being. Developmental Psychology, 48(4), 1058–1068. https://doi.org/10.1037/a0026326
  • Willoughby, T., Adachi, P. J. C., & Good, M. (2012). A longitudinal study of the association between violent video game play and aggression among adolescents. Developmental Psychology, 48(4), 1044–1057. https://doi.org/10.1037/a0026046

2011
  • 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, 1(4), 259-274.  https://doi.org/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. https://doi.org/10.1016/j.avb.2010.12.002
  • 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. https://doi.org/10.1007/s10964-010-9581-y
  • 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. https://doi.org/10.1037/a0021270
  • 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. https://doi.org/10.1007/s10964-010-9604-8
  • Willoughby, T., & Hamza, C. (2011). A longitudinal examination of the bidirectional associations among perceived parenting behaviors, adolescent disclosure and problem behavior across the high school years. Journal of Youth and Adolescence, 40(4), 463-478. https://doi.org/10.1007/s10964-010-9567-9

2010
  • Desjarlais, M., & Willoughby, T. 2010).  A longitudinal study of the relation between adolescents’ 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. https://doi.org/10.1016/j.chb.2010.02.004
  • 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. https://doi.org/10.1111/j.1540-5826.2009.00297.x
  • 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 & Social Care in the Community, 18(1), 59-69. https://doi.org/10.1111/j.1365-2524.2009.00874.x

2009
  • 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 members’ perceptions of the impacts of research partnerships in health and social services. Evaluation and Program Planning, 32, 289-299.   https://doi.org/10.1016/j.evalprogplan.2009.02.002
  • Willoughby, T., Wood, E., Desjarlais, M., Williams, L., Leacy, K., & Sedore, L. (2009). Social interaction during computer-based activities: Comparisons by gender, age, and group composition. Sex Roles, 61, 864-878.  https://doi.org/10.1007/s11199-009-9687-4
  • 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.  https://doi.org/10.1007/s10964-008-9320-9
  • 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.  https://doi.org/10.1016/j.compedu.2008.11.009

2008
  • Good, M., & Willoughby, T.  (2008). Adolescence as a sensitive period for spiritual development. Child Development Perspectives, 2(1), 32-37. https://doi.org/10.1111/j.1750-8606.2008.00038.x
  • 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(6), 561-574. https://doi.org/10.1177/0022219408326096
  • Mueller, J., Wood, E., Willoughby, T., DeJong, 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. https://doi.org/10.1016/j.compedu.2008.02.003
  • 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. https://doi.org/10.1037/0012-1649.44.1.69
  • 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. https://doi.org/10.1037/0012-1649.44.1.195
  • 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. 

2007
  • Desjarlais, M., & Willoughby, T. (2007). Supporting learners with low domain knowledge when using the Internet.  Journal of Educational Computing Research, 37(1),1-17. https://doi.org/10.2190/K788-MK86-2342-3600
  • Good, M., & Willoughby, T. (2007). The Identity Formation
    Experiences of Church-Attending Rural Adolescents. Journal of Adolescent Research, 22, 387-412. https://doi.org/10.1177/0743558407302346
  • Willoughby, T., Chalmers, H., Busseri, M., Bosacki, S., Dupont, D., Marini, Z., Rose-Krasnor, L., Sadava, S., & Ward, T. (2007). Adolescent non-involvement in multiple risk behaviors: An indicator of successful development?  Applied Developmental Science, 11(2), 89-103. https://doi.org/10.1080/10888690701384954
  • 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(3), 279-289. https://doi.org/10.1007/s10964-006-9105-y
​
2006
  • 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. https://doi.org/10.1037/0012-1649.42.6.1313
  • 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. https://doi.org/10.1007/s10964-006-9071-4
  • Chalmers, H. & Willoughby, T. (2006) Do predictors of gambling involvement differ across male and female adolescents?  Journal of Gambling Studies, 22(4), 373-392. https://doi.org/10.1007/s10899-006-9024-6
  • Good, M., & Willoughby, T. (2006). The role of spirituality versus religiosity in adolescent psychosocial adjustment.  Journal of Youth and Adolescence, 35(1), 1-15. https://doi.org/10.1007/s10964-005-9018-1
  • 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.  https://doi.org/10.1007/s10964-006-9037-6

2005
  • Holmes, E., & Willoughby, T. (2005). Play behaviour of children with autism spectrum disorders.  Journal of Intellectual & Developmental Disability, 30(3), 156-164. https://doi.org/10.1080/13668250500204034
  • 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. https://doi.org/10.1111/j.1540-5826.2005.00139.x
  • McNamara, J.K., Willoughby, T., & Chalmers, H. (2005).  Risk-taking behavior in adolescents with learning disabilities.  Thalamus, 23(2),8-17. https://doi.org/10.1177/0022219408326096/10.1177/0022219408326096
  • 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. https://doi.org/10.1080/14636310500186214
  • 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. https://doi.org/10.1177/0733464805278378

2004
  • 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. 

2003
  • 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. https://doi.org/10.1080/01443410303228
  • 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.  https://doi.org/10.1348/000709903762869914

2002
  • 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. https://doi.org/10.1016/S0360-1315(01)00071-9
  • 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.

2000
1999
  • 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.

1998
  • 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.

1997
  • 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. 

1995
  • 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. 

1994
  • Willoughby, T., & Wood, E.  (1994). Elaborative interrogation examined at encoding and at retrieval.  Learning and Instruction, 4, 139-149. https://doi.org/10.1016/0959-4752(94)90008-6
  • 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. https://doi.org/10.1002/acp.2350080104
  • 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. 

1993
  • 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. https://doi.org/10.1006/ceps.1993.1005
  • 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. https://doi.org/10.1006/jecp.1993.1033

1992
  • Wood, E., Fler, C., & Willoughby, T. (1992). Elaborative interrogation applied to small and large group contexts.  Applied Cognitive Psychology, 6, 361-366. https://doi.org/10.1002/acp.2350060407

1990
  • 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. https://doi.org/10.1007/BF01323528
  • Woloshyn, V. E., Willoughby, T., Wood, E., & Pressley, M. (1990). Elaborative interrogation facilitates adult learning of factual paragraphs. Journal of Educational Psychology, 82(3), 513-524.  https://doi.org/10.1037/0022-0663.82.3.513
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