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PIT-TEN CATE Ineke

University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET

Main Referenced Co-authors
KROLAK-SCHWERDT, Sabine  (38)
KRISCHLER, Mireille  (33)
GLOCK, Sabine  (30)
FISCHBACH, Antoine  (22)
HÖRSTERMANN, Thomas  (15)
Main Referenced Keywords
attitudes (21); inclusion (21); special educational needs (16); competence (15); stereotypes (12);
Main Referenced Unit & Research Centers
Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) (18)
LUCET (3)
Luxembourg Centre for Educational Testing (LUCET) (1)
New York University Medical Centre, Rusk Institute of Rehabilitation Medcine (1)
Main Referenced Disciplines
Education & instruction (95)
Social, industrial & organizational psychology (22)
Neurosciences & behavior (19)
Treatment & clinical psychology (14)
Social & behavioral sciences, psychology: Multidisciplinary, general & others (8)

Publications (total 172)

The most downloaded
1221 downloads
Pit-Ten Cate, I., & Krischler, M. (2021). Influence des modules de formation initiale et continue sur les compétences perçues et l’attitude des enseignant(e)s vis-à-vis de l’éducation inclusive. In LUCET & SCRIPT (Eds.), Rapport national sur l’éducation au Luxembourg 2021 (pp. 80-81). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-fr-11 https://hdl.handle.net/10993/48933

The most cited

89 citations (Scopus®)

Rowbotham, I., Pit-Ten Cate, I., Sonuga-Barke, E. J. S., & Huijbregts, S. C. J. (2009). Cognitive control in adolescents with Neurofibromatosis Type 1. Neuropsychology, 23, 50 - 60. doi:10.1037/a0013927 https://hdl.handle.net/10993/7414

PIT-TEN CATE, I. (19 March 2024). Ist es so, wie es scheint? Indirekte Methoden zur Erfassung impliziter Stereotype und Vorurteile [Symposium Discussant] [Paper presentation]. 11. GEBF Tagung: Bildung verstehen - Partizipation erreichen - Transfer gestalten, Potsdam, Germany.
Peer reviewed

GRUND, A., & PIT-TEN CATE, I. (2024). IFEN INSPIRE PODCAST: Raumgestaltung.

GRUND, A., PIT-TEN CATE, I., & FISCHBACH, A. (23 December 2023). (How) do self-concept, interest, and conscientiousness function together in academic motivation? A typological approach developed and replicated in two large-scale samples. Learning and Instruction, 90, 101868. doi:10.1016/j.learninstruc.2023.101868
Peer Reviewed verified by ORBi

ROMANOVSKA, L., PIT-TEN CATE, I., TREMMEL, K. A. M., Wealer, A. P., & UGEN, S. (08 November 2023). The relationship between children’s vocabulary knowledge and reading in a multilingual education setting [Paper presentation]. LUXERA Emerging Researchers’ Conference.
Peer reviewed

Pit-Ten Cate, I., & Glock, S. (2023). A systematic review on teachers´ stereotypical beliefs and expectations: Effects of the intersectionality of students’ gender and ethnicity. In P. Watson, C. Rubie-Davies, ... Ertl (Eds.), The Routledge international handbook of gender beliefs, stereotype threat, and teacher expectations (pp. 238-250). Routledge. doi:10.4324/9781003275763-24
Peer reviewed

Romanovska, L., Pit-Ten Cate, I., & Ugen, S. (23 August 2023). The Impact of Multilingualism on Children’s Reading/Writing Skills and Scholastic Performance [Paper presentation]. ECER, Glasgow, United Kingdom.

Pit-Ten Cate, I., Ottenbacher, M., Alieva, A., Kroezen, T., de Moll, F., & Fischbach, A. (22 August 2023). The intersectionality of school and student factors in predicting academic achievement [Paper presentation]. ECER, Glasgow, United Kingdom.

Pit-Ten Cate, I., Ottenbacher, M., Alieva, A., Kroezen, T., Hadjar, A., Torabian, J., & de Moll, F. (29 June 2023). The longitudinal impact of student characteristics, school composition and track placement on mathematics performance: Inter- and cross level intersectionality [Paper presentation]. XX ISA World Congress of Sociology, Melbourne (virtual), Australia.
Peer reviewed

Pit-Ten Cate, I., & Glock, S. (29 June 2023). Combined Effects of Students´ Gender and Ethnicity on Teachers´ Stereotype-Based Expectations: A Systematic Review [Paper presentation]. XX ISA World Congress of Sociology, Melbourne (virtual), Australia.

Pit-Ten Cate, I., Rivas, S., & Busana, G. (01 March 2023). Diversifikation im Klassenzimmer – ein Einwegspiegel? [Paper presentation]. Zehnte Tagung der Gesellschaft für Empirische Bildungsforschung, Essen, Germany.

Pit-Ten Cate, I., Esch, P., Keller, U., Fischbach, A., & Wollschläger, R. (28 February 2023). Subjektives Wohlbefinden und akademische Leistung in der Grundschule: Längsschnittliche Befunde von der 3. bis zum 5. Klasse [Paper presentation]. Zehnte Tagung der Gesellschaft für Empirische Bildungsforschung, Essen, Germany.

Pit-Ten Cate, I., & Glock, S. (01 February 2023). Teachers´ stereotypical beliefs and expectations: A systematic review of studies focusing on intersectionality of students’ gender and ethnicity [Paper presentation]. 14th Educational Psychology Forum, Christchurch, New Zealand.

Pit-Ten Cate, I., Ottenbacher, M., Alieva, A., Kroezen, T., Hadjar, A., Torabian, J., de Moll, F., & Fischbach, A. (05 December 2022). School tracking in Luxembourg: the longitudinal impact of student characteristics and school composition [Paper presentation]. 7th International NEPS conference, online, Germany.

Romanovska, L., Ugen, S., & Pit-Ten Cate, I. (10 November 2022). Development of a test battery to diagnose specific learning disorder in reading in a multilingual education context [Paper presentation]. LuxERA Conference 2022, Esch-sur-Alzette, Luxembourg.

Pit-Ten Cate, I., Hadjar, A., Alieva, A., Fischbach, A., Kroezen, T., de Moll, F., Ottenbacher, M., & Torabian, J. (09 November 2022). School Segregation in Primary and Secondary Education in Luxembourg: Track Placement and Academic Achievement [Paper presentation]. LuxERA Conference 2022, University of Luxembourg, Esch-sur-Alzette, Luxembourg.

de Beaufort, C., Schierloh, U., Thankamony, A., Ware, J., Wilinska, M. E., Fröhlich-Reiterer, E., Kapellen, T. M., Rami-Merhar, Hofer, S. E., Campbell, F. M., Bocchino, L. E., Lawton, J., Rioze, S., Hood, K., Frisch, M., Thiele, A., Allen, J., Boughton, C., Hovorka, R., & Pit-Ten Cate, I. (04 October 2022). Cambridge hybrid closed-loop system in very young children with type 1 diabetes reduces caregivers’ fear of hypoglycemia and improves their well-being. Diabetes Care, 45, 3050-3053. doi:10.2337/dc22-0693
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., & Glock, S. (2022). Können wir den Einfluss stereotyper Erwartungen auf die Übergangsentscheidungen durch Training reduzieren? Theoretisches Wissen, Feedback und formale Entscheidungsregeln. In S. Glock, Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention (pp. 441-471). Springer. doi:10.1007/978-3-658-37262-0_12
Peer reviewed

Fischbach, A., Colling, J., Levy, J., Pit-Ten Cate, I., Rosa, C., Krämer, C., Keller, U., Gamo, S., Hornung, C., Sonnleitner, P., Ugen, S., Esch, P., & Wollschläger, R. (2022). Findings from the ÉpStan National Education Monitoring against the Background of the COVID-19 Pandemic. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/51279. doi:10.48746/bb2021LU-EN-34

Pit-Ten Cate, I., Esch, P., Keller, U., Fischbach, A., & Wollschläger, R. (09 March 2022). Subjektives Wohlbefinden in der 5. und 9. Schulklasse: gibt es einen Zusammenhang mit dem Bildungsweg und der schulischen Leistung? [Paper presentation]. 9. Tagung der GEBF, Bamberg (online), Germany.

Glock, S., & Pit-Ten Cate, I. (09 March 2022). Stereotypbasierte Erwartungen und Lehrer*innenverhalten: Auswirkungen eines diagnostischen Etiketts auf die Klassenführung und die Beziehung zwischen Lehrperson und Schüler*innen [Paper presentation]. 9. GEBF Tagung, Bamberg (online), Germany.

Fischbach, A., Colling, J., Levy, J., Pit-Ten Cate, I., Rosa, C., Krämer, C., Keller, U., Gamo, S., Hornung, C., Sonnleitner, P., Ugen, S., Esch, P., & Wollschläger, R. (2022). Findings from the ÉpStan National Education Monitoring against the Background of the COVID-19 Pandemic. Online Supplement. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/51281. doi:10.48746/bb2021LU-EN-34b

Wollschläger, R., Esch, P., Keller, U., Fischbach, A., & Pit-Ten Cate, I. (2022). Academic Achievement and Subjective Well-being: A Representative Cross-sectional Study. In A. Heinen, R. Samuel, C. Vögele, ... H. E. Willems, Wohlbefinden und Gesundheit im Jugendalter (pp. 191-214). Wiesbaden, Germany: Springer VS. doi:10.1007/978-3-658-35744-3_10
Peer reviewed

Pit-Ten Cate, I., & Krischler, M. (2021). Influence des modules de formation initiale et continue sur les compétences perçues et l’attitude des enseignant(e)s vis-à-vis de l’éducation inclusive. In LUCET & SCRIPT (Eds.), Rapport national sur l’éducation au Luxembourg 2021 (pp. 80-81). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-fr-11
Peer reviewed

Fischbach, A., Colling, J., Levy, J., Pit-Ten Cate, I., Rosa, C., Krämer, C., Keller, U., Gamo, S., Hornung, C., Sonnleitner, P., Ugen, S., Esch, P., & Wollschläger, R. (2021). Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19 Pandemie (Supplement). In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2021. Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-de-34b
Peer reviewed

Pit-Ten Cate, I., Powell, J. J. W., & Krischler, M. (2021). Inklusion in Luxemburg: Definitionen, Ansichten und Bereitschaft zur inklusiven Bildung. In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2021 (pp. 75-79). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-de-10
Peer reviewed

Fischbach, A., Colling, J., Levy, J., Pit-Ten Cate, I., Rosa, C., Krämer, C., Keller, U., Gamo, S., Hornung, C., Sonnleitner, P., Ugen, S., Esch, P., & Wollschläger, R. (2021). Résultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19 (Matériels supplémentaires). In LUCET & SCRIPT (Eds.), Rapport National sur l´Éducation au Luxembourg 2021. Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/BB2021LU-FR-34B
Peer reviewed

Pit-Ten Cate, I., Powell, J. J. W., & Krischler, M. (2021). L’inclusion au Luxembourg : définitions, opinions et disposition à la mise en œuvre de pratiques éducatives inclusives. In LUCET & SCRIPT (Eds.), Rapport National sur l´Éducation au Luxembourg 2021 (pp. 75-79). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-fr-10
Peer reviewed

Fischbach, A., Colling, J., Levy, J., Pit-Ten Cate, I., Rosa, C., Krämer, C., Keller, U., Gamo, S., Hornung, C., Sonnleitner, P., Ugen, S., Esch, P., & Wollschläger, R. (2021). Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19- Pandemie. In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2021 (pp. 141-157). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-de-34a
Peer reviewed

Fischbach, A., Colling, J., Levy, J., Pit-Ten Cate, I., Rosa, C., Krämer, C., Keller, U., Gamo, S., Hornung, C., Sonnleitner, P., Ugen, S., Esch, P., & Wollschläger, R. (2021). Résultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19. In LUCET & SCRIPT (Eds.), Rapport national sur l’éducation au Luxembourg 2021 (pp. 141-157). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-fr-34
Peer reviewed

Pit-Ten Cate, I. (08 September 2021). Outcomes of Inclusive Education: Investigating Students’ Social Inclusion, Emotional Inclusion and Academic Self-Concept [symposium discussant] [Paper presentation]. ECER 2021.

Pit-Ten Cate, I. (27 August 2021). Teacher expectation stability and moderators of teacher expectation effects [symposium discussant] [Paper presentation]. EARLI online 2021.

Pit-Ten Cate, I., & Krischler, M. (23 August 2021). Teacher expectations and emotions concerning students with special needs or immigrant background [Paper presentation]. EARLI online 2021.

De Beaufort, C., Pit-Ten Cate, I., Schierloh, U., Cohen, N., Boughton, C., Tauschmann, M., Allen, J. M., Nagl, K., Fritsch, M., Yong, J., Metcalfe, E., Schaeffer, D., Fichelle, M., Thiele, A. G., Abt, D., Faninger, K., Mader, J. K., Slegtenhorst, S., Ashcroft, N., ... Hovorka, R. (12 August 2021). Psychological wellbeing of parents of very young children with type 1 diabetes – baseline assessment. Frontiers in Endocrinology, 12 (721028). doi:10.3389/fendo.2021.721028
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., Rivas, S., & Busana, G. (11 May 2021). Increasing the diversity of the teacher workforce: Socio-political challenges to reducing inequalities in access to teacher education programs. Frontiers in Education, 6. doi:10.3389/feduc.2021.685113
Peer Reviewed verified by ORBi

Rivas, S., Reichel, Y., Krämer, C., Fischbach, A., & Pit-Ten Cate, I. (08 April 2021). Social Inequality in Education: Academic Achievement of First-, Second-, and Later-Generation Immigrant Students in Luxembourg [Paper presentation]. 2021 AERA Virtual Annual Meeting.

Glock, S., & Pit-Ten Cate, I. (February 2021). What´s in a diagnosis: The Effect of Externalizing and Internalizing Students´ Behaviour on Pre-service Teachers' Classroom Management and Interaction Strategies. British Journal of Educational Psychology, 91 (4), 1185-1201. doi:10.1111/bjep.12412
Peer reviewed

Fischer, J., & Pit-Ten Cate, I. (2021). Diagnostik von Lernstörungen im luxemburgischen Grundschulsystem. In S. Ugen, C. Schiltz, A. Fischbach, ... I. Pit-Ten Cate, Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (pp. 51-90). Esch-sur-Alzette, Luxembourg: Melusina Press. doi:10.26298/6f1c-aw34
Peer reviewed

Fischer, J., & Pit-Ten Cate, I. (2021). Fallbeispiele. In S. Ugen, C. Schiltz, A. Fischbach, ... I. Pit-Ten Cate, Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (pp. 109-126). Esch-sur-Alzette, Luxembourg: Melusina Press. doi:10.26298/39dy-ra58
Peer reviewed

Ugen, S., Schiltz, C., Fischbach, A., & Pit-Ten Cate, I. (Eds.). (2021). Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen. Esch-sur-Alzette, Luxembourg: Melusina Press. doi:10.26298/bw1j-9202

Wollschläger, R., Muller, C., & Pit-Ten Cate, I. (2021). Differenzialdiagnose und weitere Aspekte. In S. Ugen, C. Schiltz, A. Fischbach, ... I. Pit-Ten Cate, Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (pp. 39-50). Esch-sur-Alzette, Luxembourg: Melusina Press. doi:10.26298/evta-9c35
Peer reviewed

Ugen, S., Schiltz, C., Fischbach, A., & Pit-Ten Cate, I. (2021). Einleitung: Lernstörungen im multilingualen Kontext – Eine Herausforderung. In S. Ugen, C. Schiltz, A. Fischbach, ... I. Pit-Ten Cate, Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (pp. 3-7). Esch-sur-Alzette, Luxembourg: Melusina Press. doi:10.26298/0bjn-ec67
Peer reviewed

Pit-Ten Cate, I., & Krischler, M. (2021). Der Einfluss von Aus- und Weiterbildungsmodulen auf die wahrgenommene Kompetenz und Einstellung von Lehrkräften zur Inklusive Bildung. In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2021 (pp. 52-53). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-de-11
Peer reviewed

Krämer, C., Rivas, S., Reichel, Y., Fischbach, A., & Pit-Ten Cate, I. (12 November 2020). Inequalities in the Luxembourgish Educational System: Effects of Language Proficiency on Math Performance Among Different Generations of Immigrant Students [Poster presentation]. Luxembourg Educational Research Association (Semi-)Virtual Conference 2020, Esch-sur-Alzette, Luxembourg.

Pit-Ten Cate, I., Hörstermann, T., Krolak-Schwerdt, S., Gräsel, C., Böhmer, I., & Glock, S. (19 July 2020). Teachers’ information processing and judgement accuracy: effects of information consistency and accountability. European Journal of Psychology of Education, 35 (3), 675-702. doi:10.1007/s10212-019-00436-6
Peer reviewed

Wollschläger, R., Hornung, C., Sonnleitner, P., Hoffmann, D., Pit-Ten Cate, I., & Fischbach, A. (July 2020). A propensity score matching approach on predicting academic success of primary school students [Paper presentation]. 12th Conference of the International Test Commission, Esch-sur-Alzette, Luxembourg.

Jess, M., Bailey, T., Pit-Ten Cate, I., Totsika, V., & Hastings, R. P. (18 May 2020). Measurement invariance of the Positive Gains Scale in families of children with and without disabilities. Research in Developmental Disabilities, 103. doi:10.1016/j.ridd.2020.103662
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., & Krischler, M. (March 2020). Stereotype Erwartungen hinsichtlich Schüler*innen mit sonderpädagogischem Förderbedarf oder Migrationshintergrund: Leistungseinschätzung und Lehrergefühle [Paper presentation]. 8. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Potsdam, Germany.

Wollschläger, R., Esch, P., Fischbach, A., & Pit-Ten Cate, I. (March 2020). Schulisches Wohlbefinden und Schulzufriedenheit unter Berücksichtigung sozio-demografischer Variablen und akademischer Leistung [Paper presentation]. 8. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF2020), Potsdam, Germany.

Glock, S., Kleen, H., Krischler, M., & Pit-Ten Cate, I. (2020). Die Einstellungen von Lehrpersonen gegenüber Schüler*innen ethnischer Minoritäten und Schüler*innen mit sonderpädagogischem Förderbedarf: Ein Forschungsüberblick. In S. Glock & H. Kleen, Stereotype in der Schule (pp. 225-279). Wiesbaden, Germany: Springer. doi:10.1007/978-3-658-27275-3_8
Peer reviewed

Pit-Ten Cate, I., & Hörstermann, T. (2020). Akademische Profile von Schüler*innen zur Bestimmung der Akkuratheit von Schulübergangsempfehlungen – eine Validierungsstudie. In S. Glock & H. Kleen, Stereotype in der Schule (pp. 309-335). Wiesbaden, Germany: Springer. doi:10.1007/978-3-658-27275-3_10
Peer reviewed

Pit-Ten Cate, I., & Krischler, M. (2020). Stereotypen hinsichtlich Schüler*innen mit sonderpädagogischem Förderbedarf: Lehrerüberzeugen, -erwartungen und –gefühle. In S. Glock & H. Kleen, Stereotype in der Schule (pp. 191-224). Wiesbaden, Germany: Springer. doi:10.1007/978-3-658-27275-3_7
Peer reviewed

Krischler, M., & Pit-Ten Cate, I. (2020). Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs. International Journal of Inclusive Education, 24, 597-615. doi:10.1080/13603116.2018.1474954
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., Schwab, S., Hecht, P., & Aiello, P. (27 December 2019). Editorial: teachers’ attitudes and self‐efficacy beliefs with regard to inclusive education. Journal of Research in Special Educational Needs, 19 (S1), 3-7. doi:10.1111/1471-3802.12480
Peer reviewed

Pit-Ten Cate, I., & Glock, S. (2019). Teachers' Implicit Attitudes Toward Students From Different Social Groups: A Meta-Analysis. Frontiers in Psychology. doi:10.3389/fpsyg.2019.02832
Peer Reviewed verified by ORBi

Glock, S., Kovacs, C., & Pit-Ten Cate, I. (26 November 2019). Teacher Attitudes towards Ethnic Minority Students: Effects of Schools´ Cultural Diversity. British Journal of Educational Psychology, 89, 616–634. doi:10.1111/bjep.12248
Peer reviewed

Wollschläger, R., Hoffmann, D., Hornung, C., Sonnleitner, P., Pit-Ten Cate, I., & Fischbach, A. (06 November 2019). Predicting Academic Success in Early Primary School: A Propensity Score Matching Approach [Paper presentation]. 1st LuxERA Emerging Researchers Conference, Esch-sur-Alzette, Luxembourg, Luxembourg.

Pit-Ten Cate, I., & Krischler, M. (10 September 2019). Implicit attitudes and stereotypes concerning male and female ethnic minority students [Paper presentation]. PaEpsy 2019, Leipzig, Germany.

Pit-Ten Cate, I., & Krischler, M. (2019). Inklusion an Schulen in Luxemburg - ein Forschungsprojekt. Bulletin Info-Handicap, (7), p. 6-7.

Rivas, S., Reichel, Y., Krämer, C., Pit-Ten Cate, I., & Fischbach, A. (21 August 2019). Forging and Paving a Future: Immigrant Status and Academic Achievement in Luxembourg [Paper presentation]. 14th Conference of the European Sociological Association, Manchester, United Kingdom.

Pit-Ten Cate, I. (2019). Inclusive education: The effect of teacher characteristics and school support on inclusive practice. Luxembourg: University of Luxembourg.

Pit-Ten Cate, I., Wollschläger, R., Esch, P., & Fischbach, A. (May 2019). Measuring social participation of students with special educational needs using large scale data [Paper presentation]. mini-conference on the Social Inclusion of students with disabilities in general education, Groningen, Netherlands.

Pit-Ten Cate, I. (2019). Spina Bifida. In C. Llewellyn, S. Ayers, C. McManus, S. Newman, K. Petrie, T. A. Revenson, ... J. Weinman (Eds.), Cambridge Handbook of Psychology, Health, & Medicine (3rd, pp. 589-591). Cambridge, United Kingdom: Cambridge Univesrity Press. doi:10.1017/CBO9780511543579.237
Peer reviewed

Schierloh, U., Wilinska, M., Pit-Ten Cate, I., Baumann, P., Hovorka, R., & de Beaufort, C. (08 March 2019). Lower plasma insulin levels during overnight closed loop in schoolchildren with type 1 diabetes: potential advantage? PLoS ONE, 14 (3: e0212013), 1-11. doi:10.1371/journal.pone.0212013
Peer Reviewed verified by ORBi

Krischler, M., & Pit-Ten Cate, I. (25 February 2019). Pre- and in-service teachers´ attitudes toward students with learning difficulties and challenging behavior. Frontiers in Psychology, 10 (327), 1-10. doi:10.3389/fpsyg.2019.00327
Peer Reviewed verified by ORBi

Krischler, M., Powell, J. J. W., & Pit-Ten Cate, I. (February 2019). What is meant by inclusion: On the effects of different definitions on attitudes toward inclusion. European Journal of Special Needs Education, 34 (5), 632-648. doi:10.1080/08856257.2019.1580837
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., & Glock, S. (February 2019). Teachers´ Attitudes toward Students with High- and Low-Educated Parents [Paper presentation]. GEBF 2019: Lehren und Lernen in Bildungsinstitutionen, Cologne, Germany.

Glock, S., & Pit-Ten Cate, I. (2019). Smoking, Implicit Attitudes, and Context-Sensitivity: An Overview. In Substance Abuse and Addiction: : Breakthroughs in Research and Practice (pp. 82-105). Hershey, PA, United States: IGI Global. doi:10.4018/978-1-5225-7666-2.ch004
Peer reviewed

Hörstermann, T., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (2018). Übergangsentscheidungen in Luxemburg – Die Passung zwischen Leistungs- und Anforderungsniveau und deren Relation zum späteren Lernerfolg. In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2018 (pp. 97-104). Esch-sur-Alzette, Luxembourg: University of Luxembourg (LUCET) and SCRIPT.

Hörstermann, T., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (2018). Décisions d´orientation transitoire au Luxembourg: L’ adéquation entre le niveau de performance et le niveau d’exigence et leur relation avec la réussite de l’apprentissage. In LUCET & SCRIPT (Eds.), Rapport National sur l´Éducation au Luxembourg 2108 (pp. 97-104). Esch-sur-Alzette, Luxembourg: University of Luxembourg (LUCET) and SCRIPT.

Pit-Ten Cate, I., & Krischler, M. (2018). Inklusive Bildung aus der Sicht luxemburgischer Grundschullehrerinnen und -lehrer. In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2018 (pp. 201-209). Esch-sur-Alzette, Luxembourg: University of Luxembourg (LUCET) and SCRIPT.

Pit-Ten Cate, I., & Krischler, M. (2018). L’éducation inclusive du point de vue du personnel de l’enseignement fondamental luxembourgeois. In LUCET & SCRIPT (Eds.), Rapport National sur l´Éducation au Luxembourg 2018 (pp. 201-2019). Esch-sur-Alzette, Luxembourg: University of Luxembourg (LUCET) and SCRIPT.

Pit-Ten Cate, I., & Glock, S. (2018). Teacher expectations concerning students with immigrant background or special educational needs. Educational Research and Evaluation. doi:10.1080/13803611.2018.1550839
Peer Reviewed verified by ORBi

Pit-Ten Cate, I. (21 November 2018). Inclusive Practice: The influence of teachers´ attitudes and competence [Paper presentation]. invited talk, Auckland, New Zealand.

Pit-Ten Cate, I., & Glock, S. (20 November 2018). Teacher expectations concerning students with immigrant background or special educational needs [Paper presentation]. 11th Educational Psychology Forum.

Pit-Ten Cate, I., & Krischler, M. (09 November 2018). Teachers´attitudes toward the inclusion of students with special educational needs in Luxembourg: Associations with training and perceived competence [Paper presentation]. Inaugural LuxERA Conference 2018, Esch-sur-Alzette, Luxembourg.

Pit-Ten Cate, I., & Krischler, M. (17 September 2018). Teachers´ attitudes towards inclusion: Effects of a training module [Paper presentation]. 51. DGPs-Kongress: Psychologie gestalten, Frankfurt, Germany.

Pit-Ten Cate, I., & Krischler, M. (13 September 2018). Changes in preservice teachers´ attitudes toward inclusion: the role of competence [Paper presentation]. EARLI-SIG 15, Potsdam, Germany.

Pit-Ten Cate, I. (06 September 2018). Social participation and peer relationships of students with special educational needs [Paper presentation]. ECER 2018, Bolzano, Italy.

Pit-Ten Cate, I., & Krischler, M. (06 September 2018). Stereotypes and attitudes toward male and female students with special educational needs from different backgrounds [Paper presentation]. ECER 2018, Bolzano, Italy. doi:10.1080/00220973.2015.1055317

Pit-Ten Cate, I. (September 2018). The Perceptions of Inclusion Questionnaire (PIQ) – International extensions and perspectives [symposium discussant] [Paper presentation]. EARLI SIG 15 conference, Potsdam, Germany.

Pit-Ten Cate, I. (2018). Instilling teacher agency in professional development: an international outlook. Enabling teachers in Luxembourg to implement inclusive practice. In M. Sibilio & P. Aiello, Lo sviluppo professionale dei docenti. Ragionare di agentività per una scuola inclusiva (pp. 327-332). Napoli, Italy: EdiSES.
Peer reviewed

Pit-Ten Cate, I., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (07 June 2018). Promoting inclusive education: The role of teacher’ attitudes and competence. Insights on Learning Disabilities: from Prevailing Theories to Validated Practices, 15 (1), 49-63.
Peer reviewed

Pit-Ten Cate, I., & Krischler, M. (26 April 2018). Teachers´ competence and efficacy beliefs on inclusive education in Luxembourg - effect of a training module [Poster presentation]. conference/workshop Teacher Efficacy and Inclusive Education, Wuppertal, Germany.

Pit-Ten Cate, I. (25 April 2018). Inklusive Bildung: Die Rolle der Einstellungen und Kompetenzen von Lehrkräften und Lehramtsstudierenden [Paper presentation]. Forschungskolloquium, Wuppertal, Germany.

Pit-Ten Cate, I., & Glock, S. (09 March 2018). Teachers´ Attitudes toward Students with High- and Low-Educated Parents. Social Psychology of Education, 21 (3), 725-742. doi:10.1007/s11218-018-9436-z
Peer reviewed

Krolak-Schwerdt, S., Pit-Ten Cate, I., & Hörstermann, T. (2018). Teachers´ judgments and decision making: Studies concerning the transition from primary to secondary education and their implications for teacher education. In O. Zlatkin-Troitschanskaia, M. Toepper, H. A. Pant, C. Lautenbach, ... C. Kuhn (Eds.), Assessment of Learning Outcomes in Higher Education – Cross-national Comparisons and Perspectives (pp. 73-101). Dordrecht, Netherlands: Springer.
Peer reviewed

Krischler, M., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (February 2018). Mixed stereotype content and attitudes toward students with special educational needs and their inclusion in regular schools in Luxembourg. Research in Developmental Disabilities, 75, 59-67. doi:10.1016/j.ridd.2018.02.007
Peer Reviewed verified by ORBi

Pit-Ten Cate, I. (23 October 2017). Inklusive Bildung in Luxembourg [Paper presentation]. Guest lecture, Beilefeld, Germany.

Pit-Ten Cate, I., Samouda, H., Schierloh, U., Jacobs, J., Vervier, J. F., Stranges, S., Lair, M. L., & De Beaufort, C. (September 2017). Can health indicators and psychosocial characteristics predict attrition in youth with overweight and obesity seeking ambulatory treatment? Data from a retrospective longitudinal study in a paediatric clinic in Luxembourg. BMJ Open, 7 (9). doi:10.1136/bmjopen-2016-014811
Peer Reviewed verified by ORBi

Krischler, M., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (September 2017). Stereotypen gegenüber SchülerInnen mit Förderbedarf: Überzeugungen von erfahrenen Lehrkräften, Lehramtsstudierenden und SchülerInnen [Paper presentation]. Fachgruppentagung Pädagogische Psychologie (PAEPS), Münster, Germany.

Pit-Ten Cate, I., Krolak-Schwerdt, S., Hörstermann, T., & Glock, S. (30 August 2017). Intervention strategies to improve the quality of teachers´ judgments: Changes in the accuracy of teachers´ transition decisions [Paper presentation]. EARLI, Tampere, Finland.

Pit-Ten Cate, I., Krischler, M., & Krolak-Schwerdt, S. (30 August 2017). Stereotypes and attitudes towards students with special educational needs in relation to teachers´ attitudes towards inclusive education [Paper presentation]. EARLI, Tampere, Finland.

Pit-Ten Cate, I. (29 August 2017). Collaborative teaching and inclusion: Benefits and challenges [symposium discussant] [Paper presentation]. EARLI 2017, Tampere, Finland.

Pit-Ten Cate, I., & Stevenson, J. (24 August 2017). Social acceptance and peer relationships of children with physical disabilities [Paper presentation]. ECER, Copenhagen, Denmark.

Pit-Ten Cate, I., & Krischler, M. (23 August 2017). Social participation of students with special educational needs in regular classes [Paper presentation]. ECER, Copenhagen, Denmark.

Krischler, M., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (22 August 2017). Pre-service teachers´ attitudes towards inclusion: Effects of a training module [Paper presentation]. ECER, Copenhagen, Denmark.

Pit-Ten Cate, I., & Krischler, M. (13 March 2017). Teachers´beliefs regarding students with special educational needs from different backgrounds: Stereotypes and judgments of student competence [Paper presentation]. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Heidelberg, Germany.

Pit-Ten Cate, I., & Stevenson, J. (March 2017). The social inclusion of students with physical disabilities [Paper presentation]. Mini-conference on social inclusion of students with disabilities in general education, Groningen, Netherlands.

Krischler, M., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (12 November 2016). Stereotypen und Einstellungen in Bezug auf Schüler mit sonderpädagogischem Förderbedarf [Paper presentation]. AESF Herbsttagung 2016, Dortmund, Germany.

Pit-Ten Cate, I., & Krolak-Schwerdt, S. (2016). Übergang in die Sekundarschule: Die Rolle der Entscheidungsverantwortung im Orientierungsprozess. Forum für Politik, Gesellschaft und Kultur in Luxemburg, (365), p. 8-11.

Pit-Ten Cate, I. (26 August 2016). Students with SEN at high risk: The link between social participation and psychosocial outcomes [symposium discussant] [Paper presentation]. ECER 2016, Dublin, Ireland.

Pit-Ten Cate, I., Krischler, M., & Krolak-Schwerdt, S. (23 August 2016). Teacher attitudes towards inclusion of students with special educational needs in Luxembourg [Paper presentation]. European Conference on Educational Research (ECER), Dublin, Ireland.

Krischler, M., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (08 July 2016). Teacher attitudes towards students with special educational needs in Luxembourg [Paper presentation]. 4th International Conference on Inclusion, Wuppertal, Germany.

Krischler, M., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (June 2016). Teacher attitudes towards students with special educational needs in Luxembourg [Poster presentation]. EARLI Special Interest Group, Zurich, Switzerland.

Krolak-Schwerdt, S., Pit-Ten Cate, I., Glock, S., & Klapproth, F. (2016). Invited talk - Übergangsentscheidungen in Luxemburg.

Pit-Ten Cate, I., Hörstermann, T., Krolak-Schwerdt, S., & Glock, S. (2016). Bestimmung der Qualität der Übergangsentscheidung: Prädiktive Validität eines Kriteriums [Paper presentation]. 50th Kongress der deutschen Gesellschaft für Psychologie (DGPs), Leipzig, Germany.

Pit-Ten Cate, I., Krolak-Schwerdt, S., Hörstermann, T., & Glock, S. (2016). Theoretical knowledge and formal decision rules: Can we reduce bias in orientation decisions? [Paper presentation]. 4. Tagung der Gesellschaft für empirische Bildungsforschung, Berlin, Germany.

Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (2016). Accuracy of teachers’ tracking decisions: Short- and long-term effects of accountability. European Journal of Psychology of Education, 31 (2), 225-243. doi:10.1007/s10212-015-0259-4
Peer reviewed

Hörstermann, T., Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (2016). Primacy effects in attention, recall and judgment patterns of simultaneously presented student information: Evidence from an eye-tracking study. In G. Hughes (Ed.), Student Achievement: Perspectives, Assessment and Improvement Strategies (pp. 1-28). Hauppage, NY, United States: NOVA.
Peer reviewed

Markova, M., Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (2015). Preservice teachers' attitudes toward inclusion and toward students with special educational needs from different ethnic backgrounds. Journal of Experimental Education. doi:10.1080/00220973.2015.1055317
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., & Krischler, M. (November 2015). Inklusive Bildung in Luxemburg: Unterstützung der Lehrerpersonen im Umgang mit Heterogenität [Paper presentation]. Workshop „Von der Sonderpädagogik zur Inklusiven Bildung? Luxemburg im internationalen Vergleich".

Pit-Ten Cate, I., & Krischler, M. (2015). Forschungsprojekt INCLUS: Lehrereinstellungen und -kompetenzen als Rahmenbedingen der Inklusion [Paper presentation]. invited talk, Luxembourg.

Glock, S., Krolak-Schwerdt, S., & Pit-Ten Cate, I. (June 2015). Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory. European Journal of Psychology of Education, 30 (2), 169-188. doi:10.1007/s10212-014-0237-2
Peer reviewed

Krolak-Schwerdt, S., & Pit-Ten Cate, I. (2015). School transitions from primary to secondary school: development of intervention strategies to improve the quality of teachers´transition decisions. Luxembourg: FNR.

Krolak-Schwerdt, S., Pit-Ten Cate, I., Glock, S., & Klapproth, F. (2015). Der Übergang vom Primar- zum Sekundarschulbereich: Übergangsentscheidungen von Lehrkräften. In T. Lenz & J. Bertemes (Eds.), Bildungsbericht Luxembourg 2015 Band 2:Analysen und Befunde (pp. 57-62). Luxembourg, Luxembourg: MENJE/SCRIPT & University of Luxembourg.

Pit-Ten Cate, I., Krolak-Schwerdt, S., Hörstermann, T., & Glock, S. (2015). Assessing teachers´diagnostic competence: Predictive validity and application of a criterion to judge the accuracy of transition decisions [Paper presentation]. European Conference on Educational Research, Budapest, Hungary.

Markova, M., Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (2015). Das habe ich noch nie versucht, also bin ich völlig sicher dass ich es schaffe!: Selbstwirksamkeit und wahrgenommene Kompetenz von Lehramtstudierenden im Umgang mit Schülern mit sonderpädagogischem Förderbedarf [Paper presentation]. 3. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Bochum, Germany.

Krolak-Schwerdt, S., & Pit-Ten Cate, I. (2015). Final report to the FNR for the CORE project "School transitions from primary to secondary school: Development of intervention strategies to improve the quality of teachers' transition decisions". Luxembourg, Luxembourg: University of Luxembourg.

Pit-Ten Cate, I. (March 2014). Prenatal maternal stress and child developmental outcome: Implications for health care provision? Developmental Medicine and Child Neurology, 56 (3), 204-205. doi:10.1111/dmcn.12382
Peer reviewed

Pit-Ten Cate, I., Krolak-Schwerdt, S., Glock, S., & Markova, M. (2014). Improving teachers' judgments: Obtaining change through cognitive processes. In S. Krolak-Schwerdt, S. Glock, ... M. Böhmer (Eds.), Teachers' professional development: Assessment, training, & learning (pp. 45-61). Rotterdam, Netherlands: Sense.
Peer reviewed

Glock, S., Hörstermann, T., Krolak-Schwerdt, S., & Pit-Ten Cate, I. (2014). Noten oder sozialer Hintergrund? Der erste Eindrück beeinflusst das gedächtnis für Schülerinformationen und die Genauigkeit des Urteils [Paper presentation]. 2. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Frankfurt, Germany.

Markova, M., Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (2014). Effects of preservice teachers´ self-efficacy and perceived competence on their pedagogical actions concerning students with special educational needs [Paper presentation]. European Conference on Educational Research-ERC, Porto, Portugal.

Markova, M., Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (2014). Preservice teachers implicit and explicit attitudes and judgments of students with secial educational needs from different backgrounds [Poster presentation]. 24. Tagung der <deutsche Gesellschaft für Erziehungswissenschaften, Berlin, Germany.

Glock, S., & Pit-Ten Cate, I. (2014). Smoking, implicit attitudes, and context-sensitivity: An Overview. In Z. Jin (Ed.), Exploring implicit cognition: Learning, memory, and social-cognitive processes (pp. 152-173). Hershey, PA, United States: IGI Global. doi:10.4018/978-1-4666-6599-6.CH007
Peer reviewed

Pit-Ten Cate, I. (14 November 2013). Betreuung von Kindern mit besonderem Förderbedarf in Luxemburg: Erfahrungen und Herausforderungen [Paper presentation]. closing conference, Walferdange, Luxembourg.

Pit-Ten Cate, I., & Kirchen, L. (25 September 2013). Kompetenz und Arbeitsbezogene Stress bei sonderpädagogischen Fachkräfte in Luxemburg: Vermittlung durch Selbstwirksamkeit [Paper presentation]. 14 Fachgruppentagung Pädagogische Psychologie: Gemeinsam verschieden, Hildesheim, Germany.

Glock, S., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (September 2013). Der Einfluss der Verantwortung auf die Genauigkeit und Unverzerrtheit von Lehrerurteilen am Beispiel der Schullaufbahneompfehlung: Unmittelbare und langfristige Effekte [Paper presentation]. 14 Fachgruppentagung Pädagogische Psychologie, Hildesheim, Germany.

Hörstermann, T., Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (August 2013). Improving orientation processes by applying formal decision rules [Paper presentation]. 15th European Conference for Research on Learning and Instruction (EARLI), Munich, Germany.

Pit-Ten Cate, I., Krolak-Schwerdt, S., & Hörstermann, T. (March 2013). Developing a criterion to judge the accuracy of transition decisions [Paper presentation]. 1. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Kiel, Germany.

Klapproth, F., & Pit-Ten Cate, I. (March 2013). Neue Ansätze zur Entwicklung von Kriterien für die Qualität von Sekundarschulempfehlungen [Paper presentation]. 1st Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Kiel, Germany.

Lehtonen, A., & Pit-Ten Cate, I. (2013). Behaviour in children with neurofibromatosis type 1: cognition, executive function, attention, emotion, and social competence [Paper presentation]. podcast.

Pit-Ten Cate, I., Markova, M., Krolak-Schwerdt, S., & Glock, S. (January 2013). Précision de l´avis d´orientation: une analyse de l´effet de la responsabilité [Paper presentation]. colloque de l´ADMEE Europe, Fribourg, Switzerland.

Pit-Ten Cate, I., Glock, S., & Krolak-Schwerdt, S. (2013). Invited talk - TRANSINTER - erste Ergebnisse und zukünftige Pläne [Paper presentation]. TRANSINTER, Luxembourg, Luxembourg.

Pit-Ten Cate, I., Krolak-Schwerdt, S., Hörstermann, T., & Glock, S. (2013). Better decisions through science - changing decision making processes by applying formal decision rules [Paper presentation]. EARLI Conference on Research on Learning and Instruction, Munich, Germany.

Pit-Ten Cate, I., Krolak-Schwerdt, S., Glock, S., & Markova, M. (September 2012). Orientation decisions concerning the transition from primary to secondary school: the affect of accountability [Paper presentation]. European conference on educational research (ECER), Cadiz, Spain.

Pit-Ten Cate, I., & Hörstermann, T. (September 2012). Towards a criterion to judge the accuracy of transition decisions [Poster presentation]. European Conference on Educational Research (ECER), Cadiz, Spain.

McGurk, R., Kneebone, I. I., & Pit-Ten Cate, I. (2011). Sometimes we get it wrong but we keep on trying: A cross-sectional study of coping with communication problems by informal carers of stroke survivors with aphasia. Aphasiology, 1-16. doi:10.1080/02687038.2011.599528
Peer reviewed

Rowbotham, I., Pit-Ten Cate, I., Sonuga-Barke, E. J. S., & Huijbregts, S. C. J. (2009). Cognitive control in adolescents with Neurofibromatosis Type 1. Neuropsychology, 23, 50 - 60. doi:10.1037/a0013927
Peer Reviewed verified by ORBi

Bayless, S., Pit-Ten Cate, I., & Stevenson, J. (2008). Behaviour difficulties and cognitive function in children born very prematurely. International Journal of Behavioral Development, 32 (3), 199-206. doi:10.1177/0165025408089269
Peer reviewed

Howe, A., Pit-Ten Cate, I., Brown, A., & Hadwin, J. A. (2008). Empathy in Preschool Children: The development of the Southampton Test of Empathy for Preschoolers (STEP). Psychological Assessment, 20 (3), 305-309. doi:10.1037/a0012763
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., Hastings, R. P., Johnson, H., & Titus, S. (2007). Grandparent support for mothers of children with and without physical disabilities. Families in Society, 88 (1), 141-146. doi:10.1606/1044-3894.3601
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., & Stevenson, J. (2007). Spina bifida. In S. Ayers, A. Baum, C. McManus, S. Newman, K. Wallston, J. Weinman, ... R. West (Eds.), Cambridge Handbook of Psychology, Health, & Medicine (2nd ed, pp. 889-891). Cambridge University Press.
Peer reviewed

Pit-Ten Cate, I. (13 June 2006). Psychosocial adjustment to physical disability /chronic illness [Paper presentation]. Child and Adolescent Health Services (CAMHS) North Wales Summer School, BAngor, United Kingdom.

Hogan, A. M., Pit-Ten Cate, I., Vargha-Khadem, F., Datta, A. K., & Kirkham, F. J. (2006). Physiological correlates of intellectual deficit in children with Sickle Cell Disease: Hypoxaemia, hyperaemia and brain infarction. Developmental Science, 9 (4), 379-387. doi:10.1111/j.1467-7687.2006.00503.x
Peer Reviewed verified by ORBi

Stevenson, J., & Pit-Ten Cate, I. (2006). Assessment of health related quality of life in individuals with neural tube defects. In D. F. Wyszynski (Ed.), Neural Tube defects: From origin to treatment (pp. 361-370). New York, Unknown/unspecified: Oxford University Press.
Peer reviewed

Stevenson, J., & Pit-Ten Cate, I. (April 2004). Behaviour and neuropsychological abilities in children with hydrocephalus and spina bifida [Poster presentation]. the National conference on child health psychology, Charleston, United States.

Pit-Ten Cate, I., & Stevenson, J. (April 2004). Perceived positive gain and its effect on the illness-parenting stress relationship [Poster presentation]. National conference on child health psychology, Charleston, United States.

Pit-Ten Cate, I. (2004). Family adjustment to disability and chronic illnessin children [Doctoral thesis, University of Southampton]. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/30669

Stevenson, J., & Pit-Ten Cate, I. (2004). The nature of hyperactivity in children and adolescents with hydrocephalus: a test of the dual pathway mode. Neural Plasticity, 11 (1-2), 13-21. doi:10.1155/NP.2004.13
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., & Daley, D. (2004). Expressed emotion as a mediator of parenting stress and child behaviour problems in children with hydrocephalus. Southampton, United Kingdom: University of Southampton.

Stevenson, J., & Pit-Ten Cate, I. (2003). A study of the developmental, behavioural and psychological characteristics associated with hydrocephalus and spina bifida in middle childhood & A study of the cognitive basis for educational problems in young adolescents with hydrocephalus and spina bifida. St Petersborough, United Kingdom: ASBAH.

de Wit, O., Pit-Ten Cate, I., & Stevenson, J. (2003). Zelfbeeld en gedrag van kinderen met spina bifida en hydrocephalus in Nederland. Netherlands: BOSK.

Stevenson, J., & Pit-Ten Cate, I. (October 2002). The nature of hyperactivity in children with hydrocephalus [Paper presentation]. European Network on Hyperkinetic Disorders, Cagliari, Italy.

Pit-Ten Cate, I., & Stevenson, J. (October 2002). Parental stress and positive gain in mothers of children with spinna bifida and/or hydrocephalus [Poster presentation]. European Academy of Childhood Disability, Pisa, Italy.

Stevenson, J., & Pit-Ten Cate, I. (October 2002). Peer relations and neuropsychological abilities in children with hydrocephalus and/or spina bifida [Paper presentation]. European Academy of Childhood Disability, Pisa, Italy.

Pit-Ten Cate, I., & Stevenson, J. (September 2002). Behaviour problems and expressed emotion in children with spina bifida and/or hydrocephalus [Paper presentation]. Developmental section conference, University of Sussex, Falmer, United Kingdom.

Pit-Ten Cate, I., Kennedy, C., & Stevenson, J. (2002). Disability and quality of life in spina bifida and hydrocephalus. Developmental Medicine and Child Neurology. Supplement, 44 (5), 317-322. doi:10.1017/S0012162201002146
Peer Reviewed verified by ORBi

Fulcher, A. B., Pit-Ten Cate, I., & Stevenson, J. (September 2001). The relationship between body image and psychosocial adjustment in adolescents with spina bifida [Poster presentation]. Division of health Psychology 15th Annual Conference, St. Andrews, United Kingdom.

Miller, A. C., Pit-Ten Cate, I., & Johann-Murphy, M. (2001). When Chronic Disability Meets Acute Stress: Psychological and Functional Changes. Developmental Medicine and Child Neurology. Supplement, 43 (3), 214-216. doi:10.1111/j.1469-8749.2001.tb00191.x
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., & Stevenson, J. (June 2000). Disability and quality of life in children with spina bifida and hydrocephalus [Paper presentation]. Annual scientific meeting of the society for research into hydrocephalus and spina bifida, Atlanta, United States.

Pit-Ten Cate, I., & Loots, G. M. P. (2000). Experiences of Siblings of Children with Physical Disabilities: An Empirical Investigation. Disability and Rehabilitation, 22 (9), 399-408. doi:10.1080/096382800406013
Peer Reviewed verified by ORBi

Stevenson, J., & Pit-Ten Cate, I. (November 1999). The impact on parents of behaviour problems in children with spina bifida and hydrocephalus [Paper presentation]. London conference of the British Psychological Society, London, United Kingdom.

Miller, A. C., Pit-Ten Cate, I., Watson, H. S., & Geronemus, R. G. (1999). Stress and Family Satisfaction in Parents of Children with Port Wine Stains. Pediatric Dermatology, 16 (3), 190-197. doi:10.1046/j.1525-1470.1999.00051.x
Peer Reviewed verified by ORBi

Pit-Ten Cate, I. (October 1998). Brothers and sisters of children with physical disabilities: Problems and strategies [Paper presentation]. 4th European Symposium Early Intervention, Bütgenbach, Belgium.

Pit-Ten Cate, I., Miller, A. C., Rosen, C., Gordon, R. M., Bicchieri, S. M., & Marks, B. C. (1998). Reliability and Validity of the Southern California Ordinal Scales of Development for a Sample of Young Children with Disabilities. Journal of Psychoeducational Assessment, 16 (1), 4-14. doi:10.1177/073428299801600101
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., & Loots, G. M. P. (1998). Het is zoals het is en als ik kan helpen graag: Ervaringen van broers en zussen van kinderen met een lichamelijke handicap. Nederlands Tijdschrift voor Kinderrevalidatie, (2), 33-37.
Peer reviewed

Rosen, C., Miller, A. C., Pit-Ten Cate, I., Gordon, R. M., Bicchieri, S. M., & Daniele, R. (1998). Team Approaches to Treating Children with Disabilities: A Comparison. Archives of Physical Medicine & Rehabilitation, 79 (4), 430-434. doi:10.1016/S0003-9993(98)90145-9
Peer reviewed

Miller, A. C., Johann-Murphy, M., & Pit-Ten Cate, I. (1997). Pain, Anxiety, and Cooperativeness in Children with Cerebral Palsy after Rhizotomy: Changes Throughout Rehabilitation. Journal of Pediatric Psychology, 22 (5), 689-705. doi:10.1093/jpepsy/22.5.689
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., Padrone, F., Feinblatt, A., & Diller, L. (1997). Trends in service delivery: Psychological practice in rehabilitation settings. Rehabilitation Outllook.

Pit-Ten Cate, I., & Loots, G. M. P. (1997). Ervaringen van broers en zussen van jongeren met een lichamelije handicap en hun ouders: Literatuuroverzicht en empirisch onderzoek. Netherlands: Prinses Beatrix Fonds.

Pit-Ten Cate, I., & Loots, G. M. P. (1997). Broers en zussen van kinderen met een lichamelijke handicap: Problemen en Oplossingen. BOSK magazine, (4), p. 8-11.

Pit-Ten Cate, I., Padrone, F., Feinblatt, A., & Diller, L. (August 1995). Trends in Service Delivery: Psychological Practice in Rehabilitation Settings [Paper presentation]. 103rd annual convention, New York, United States.

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