1. Katsantonis, I., Symonds, J.E., & McLellan, R. (2024). Longitudinal relations between child emotional difficulties and parent-child closeness: a stability and malleability analysis using the STARTS model. Child and Adolescent Psychiatry and Mental Health, 18, 85. https://doi.org/10.1186/s13034-024-00777-1
2. Katsantonis, I. (2024). Dynamic interplay of developing internalising and externalising mental health from early childhood to mid-adolescence: Teasing apart trait, state, and cross-cohort effects. PLoS ONE 19(7): e0306978. doi:10.1371/journal.pone.0306978
3. Katsantonis, I. (2024). Exploring age-related differences in metacognitive self-regulation: the influence of motivational factors in secondary school students. Frontiers in Psychology, 15, 1-13. https://doi.org/10.3389/fpsyg.2024.1383118
4. Katsantonis, I., Barrado, B., McLellan, R., & Gimenez, G. (2024). Subjective well-being and bullying victimisation: A cross-country study of adolescents in 64 countries and economies. Child Indicators Research. https://doi.org/10.1007/s12187-024-10147-0
5. Katsantonis, I., Gibbons, A.R., Symonds, S., & Costello, N. (2024). To persist or not? Examining the relations between parental education, self-regulation, school engagement, and persistence in post-compulsory education. British Educational Research Journal (BERJ). https://doi.org/10.1002/berj.4012
6. Katsantonis, I. (2024). I belong; hence, I engage? A cohort study of transitions between school engagement profiles and high-stakes academic achievement: The role of relational school climate. Australian Educational Researcher. https://doi.org/10.1007/s13384-024-00698-0
7. Katsantonis, I., & McLellan, R. (2023). Students’ Voices: A Qualitative Study on Contextual, Motivational, and Self-Regulatory Factors Underpinning Language Achievement. Education Sciences, 13, 804. https://doi.org/10.3390/educsci13080804
8. Katsantonis, I., & McLellan, R. (2023). Person-centred study on higher- order interactions between students’ motivational beliefs and metacognitive self- regulation: Links with school language achievement. PLoS One. https://doi.org/10.1371/journal.pone.0289367
9. Katsantonis, I., & McLellan, R. (2023). The role of parent-child interactions in the association between mental health and prosocial behaviour: Evidence from early childhood to late adolescence. International Journal of Behavioral Development, 48(1), 59-70. https://doi.org/10.1177/01650254231202444
10. Katsantonis, I., & Symonds, E. J. (2023). Population Heterogeneity in Developmental Trajectories of Internalising and Externalising Mental Health Symptoms in Childhood: Differential Effects of Parenting Style. Epidemiology and Psychiatric Sciences, 32, E16. http://doi.org/10.1017/S2045796023000094
11. Katsantonis, I., McLellan, R., & Torres, P. (2023). Unravelling the Complexity of the Associations between Students’ Science Achievement, Motivation, and Teachers’ Feedback. Frontiers in Psychology, 14, 1-13. https://doi.org/10.3389/fpsyg.2023.1124189
12. Katsantonis, I., McLellan, R., & Marquez, J. (2022). The Development of Subjective Well- being and its Relationship with Self-Esteem in Early Adolescence. British Journal of Developmental Psychology, 41(2), 157-171. https://doi.org/10.1111/bjdp.12436
13. Marquez, J., Katsantonis, I., Sellers, R., & Knies, G. (2022). Life satisfaction and mental health from age 17 to 21 years in a general population sample. Current Psychology, 1-11. https://doi.org/10.1007/s12144-022-03685-9
14. Katsantonis, I., & Katsantonis, A. (2022). Economic and cultural correlates of school bullying: an exploratory study in 54 countries. Hellenic Journal of Psychology, 19(2), 83-104. https://doi.org/10.26262/hjp.v19i2.8392 [In Greek]
15. Katsantonis, I., & Katsantonis, A. (2022). Meta-analysis of the association of teachers' self- efficacy and job satisfaction. Hellenic Journal of Research in Education, 11(1), 116–129. https://doi.org/10.12681/hjre.29123 [In Greek]
16. Katsantonis, I. (2022). The Mediating Role of School and Sibling Bullying in the Relationship between Subjective Well-Being and Mental Health Symptoms. Psych, 4(2), 258-268. https://doi.org/10.3390/psych4020022
17. Katsantonis, I. (2021). Cultural Variation in Aggressive Behavior: A Cross-Cultural Comparison of Students’ Exposure to Bullying Across 32 Countries. Electronic Journal of Research in Educational Psychology, 19(55), 465-490
https://doi.org/10.25115/ejrep.v19i55.3741
18. Katsantonis, I. (2021). Cross-country perspective on reverse pathway dynamics between teacher self-efficacy and job satisfaction. Pedagogical Research.
https://doi.org/10.29333/pr/9726
19. Katsantonis, I., Asimakopoulou, E., & Frounta, M. (2021). The role of supportive environments on the development of school bullying: An ecosystemic approach. Hellenic Journal of Research in Education, 10(1), 52-64. https://doi.org/10.12681/hjre.25998 [In Greek]
20. Frounta, M., Christidou, X., Albani, AE., Katsantonis, I., & Strakadouna, E. (2021). Investigation of teachers’ health literacy through the European measure HLS-EU-Q16. Multidisciplinary Healthcare, 13(1), 62-71. ISSN 1791-9649 [In Greek]
21. Katsantonis, G.I. (2020). Self-regulated learning and reading comprehension: The effects of gender, motivation and metacognition. Hellenic Journal of Psychology, 17(3), 286-307. https://doi.org/10.26262/hjp.v17i3.7835
22. Frounta, M., Pitsou, C., & Katsantonis, I. (2020). Satisfaction of trainee teachers from their internship during their studies at a pedagogical department in Greece. International Journal of Educational Innovation, 2(7), 120-131. [In Greek]
23. Katsantonis, I. (2020). Factors Associated with Psychological Well-Being and Stress: A Cross-Cultural Perspective on Psychological Well-Being and Gender Differences in a Population of Teachers. Pedagogical Research, 5(4), em0066. https://doi.org/10.29333/pr/8235
24. Katsantonis, I. (2020). Teachers’ Self-efficacy, Perceived Administrative Support, and Positive Attitude toward Students: Their Effect on Coping with Job-Related Stress. Hellenic Journal of Psychology, 17(1), 1-14. https://doi.org/10.26262/hjp.v17i1.7843
25. Katsantonis, I. (2020). The Mechanism Underlying the Association of School Climate and Reading Achievement: The Mediating Role of Intrinsic Motivation and Reading Self- Concept. Technium Social Sciences Journal, 7(1), 59-73.
https://doi.org/10.47577/tssj.v7i1.402
26. Katsantonis, I. (2019). Investigation of the Impact of School Climate and Teachers’ Self- Efficacy on Job Satisfaction: A Cross-Cultural Approach. European Journal of Investigation in Health, Psychology and Education, 10(1), 119-133.
https://doi.org/10.3390/ejihpe10010011

Edited Book Chapters (peer-reviewed)
27. Symonds, J.E., Torsney, M.B., Katsantonis, I., Kyriakopoulou, N., & Smith, J. (in-press). Student Momentary Engagement in the Life Course: A Sociocultural Developmental Perspective. In Liem, G. A. D., Fredricks, J., & Wong, Z. Y. (Eds). (in-press). Student Engagement: A Sociocultural Perspective. 15th Volume of Research on Sociocultural Influences on Motivation & Learning. Information Age Publishing.

CONFERENCE PUBLICATIONS (peer-reviewed)
28. Katsantonis, I. (2024). Longitudinal dynamics of children's emotional and behavioural mental health and parent-child conflict: A trait-state perspective. Presented in the X Conference on Childhood Studies and Communities held at the University of Helsinki, Finland. May 15-17, 2024
29. Katsantonis, I., Gibbons, R., Symonds, Ε. J., & Costello, N. (2023). A National Cohort Study on the Effect of Early Childhood Self-Regulation and Adolescent School Engagement on Continued Formal Education. Presented in the “Effort and Social Inequality” conference, 14-16 June. Carlos III-Juan March Institute of Social Sciences. Madrid, Spain
30. Katsantonis, I, Symonds, J. Gibbons, R., & Costello, N. (2023). A National Cohort Study of Early Childhood Self-Regulation, Adolescent School Engagement, and School Persistence. Presented in the European Conference on Developmental Psychology 2023. University of Turku, Finland.
31. Katsantonis, I. (2023). Linking individual differences in teachers’ instructional-motivational characteristics with students’ achievement: Insights from latent profile and factor mixture modelling. Presented in the Modelling Individual Differences in Education conference at the ETH Zurich, Switzerland; 1-3 March 2023.
32. Katsantonis, I. (2023). “Don’t chat in class and pay attention”: Self-regulated school
engagement and academic achievement. To be presented in 20th Biennial EARLI Conference 2023. Aristotle University of Thessaloniki, Greece
33. Katsantonis, I. (2022). Common Issues in Quantitative Educational Research. Presented in the Advancing quantitative perspectives in education science - A Cambridge-Zurich (CAMZH) student exchange workshop. Jacobs Centre for Productive Youth Development, University of Zurich; 4-7 December 2022.
34. Katsantonis, I. (2021). Well-being and mental health: Two sides of the same coin? In the Proceedings of the 32nd International Conference of Humanities and Social Sciences. [in Greek]
35. Katsantonis, I., & Katsantonis, A. (2020). Approaches to the Role of Self-Efficacy in Fostering Teachers’ Psychological Well-Being. In the Proceedings of 31st International Conference of the Institute of Culture, Democracy, and Education. [In Greek]
36. Katsantonis, I., & Arapaki, X. (2020). Art Composition Analysis: A Didactic Application on the “Erotokritos” Painting by Theophilos. In the Proceedings of the 11th National Conference of Physics in Pre-Primary Education. Held at the University of Ioannina, Greece. [In Greek]
37. Katsantonis, I. (2020). Confirmatory Factor Analysis: Issues of Practical Applications in Educational Research. In the Proceedings of the 29th International Conference "Assessment in Education" of the Institute of Culture, Democracy, and Education & the Hellenic Educational Society. [In Greek]
38. Katsantonis, G.I. (2019). Implementation of New Technologies in Education: A Model Based on Educators’ Perceptions. In the Proceedings of the 16th International Conference of the Hellenic Education Society and the University of Thessaly. [In Greek]
39. Katsantonis, G. I., & Arapaki, X. (2019). Content Analysis of the “Erotokritos” Painting: A Didactic Suggestion for Primary Education. In the Proceedings of the 4th Panhellenic Conference “Education in 21st Century: School & Culture” of the Hellenic Education Society. [In Greek]