Clerc, J., Khamzina, K., & Desombre, C. (2023). To identify and limit the risks of neglect in orphaned students: Can France manage it? New ideas in Psychology, 68, https://doi.org/10.1016/j.newideapsych.2022.100981

Khamzina, K., Streith, M., Guimond, S., & Dernat S. (2022, à paraitre). Dynamiques entre attitudes personnelles et normes sociales perçues dans les comportements de changement. Le cas de la conversion à l’agriculture biologique. Natures Sciences Sociétés, 30(4).

Harrington, R., Nugier, A., Khamzina, K., Streith, M., & Guimond, S. (2022). Understanding individual and collective response to climate change: the role of a self-other mismatch. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.935209

Wollast, R., Lüders, A., Nugier, A., Khamzina, K., de la Sablonnière, R., & Guimond, S. (2022). Social dominance and anti-immigrant prejudice: A cross-national and prospective test of the mediating role of assimilation, multiculturalism, colour blindness, and interculturalism. European Journal of Social Psychology, 53(1), 1–16. https://doi.org/10.1002/ejsp.2895

Deffuant, G., Roozmand, O., Huet, S., Khamzina, K., Nugier, A., & Guimond, S. (2022). Can biases in perceived attitudes explain anti-conformism? IEEE Transactions on Computational Social Systems. https://doi.org/10.1109/tcss.2022.3154034 

Khamzina, K. Huet, S., Deffuant, G., Streith, M., & Guimond, S. (2021). Making the planet green again: The interplay of attitudes and group norms in the conversion to organic farming. Journal of Applied Social Psychology, 00, 1–16. https://doi/10.1111/jasp.12825

Khamzina, K., Jury, M., Ducreux, E., & Desombre, C. (2021). The conflict between inclusive education and the selection function of schools in the minds of French teachers. Teaching and Teacher Education, 106, 103454, https://doi.org/10.1016/j.tate.2021.103454

Jury, M., Khamzina, K., Perrin, A-L., Serour, N., & Guichardaz, E. (2021). What does the French public think about inclusive education? Journal of Intellectual & Developmental Disability, 1-8. https://doi.org/10.3109/13668250.2020.1863773

Perrin, A.L., Serour, N., Khamzina, K., Guichardaz, E., Desombre, C., Rohmer, O., & Jury, M. (2022). Mieux comprendre les attitudes à l’égard de l’éducation inclusive : Rôle du type de handicap de l’élève, du statut de l’enseignant et de la familiarité. In O. Rohmer, M. Jury, & M. Popa-Roch (Eds), Apports de la psychologie sociale à la question de l’inclusion scolaire. Presses Universitaires de Bruxelles. Accessible via HAL : https://hal.science/hal-03767918

Jury, M., Khamzina, K., Aelenei, C., Stanczak, A., Pironom, J., Desombre, C., Toczek-Capelle, M.-C., & Rohmer, O. (2022). La réussite des élèves à besoins éducatifs particuliers à l’épreuve de la sélection et du backlash. In O. Rohmer, M. Jury, & M. Popa-Roch (Eds), Apports de la psychologie sociale à la question de l’inclusion scolaire. Presses Universitaires de Bruxelles. Accessible via HAL: https://hal.uca.fr/hal-03723966 

Khamzina, K., Cougnon, L.-A., & Guimond, S. (2021-preprint). Speaking out on the migration crisis in Europe or remaining silent? The importance of the interplay between personal attitudes and the perceived group norm in speaking out. Preprint accessible via PsyArXiv https://psyarxiv.com/asm3n

Khamzina, K., Cougnon, L.-A., & Guimond, S. (2021). Speaking out on the migration crisis in Europe or remaining silent? The importance of the interplay between personal attitudes and the perceived group norm in speaking out. PsyArXiv https://psyarxiv.com/asm3n