Hipson, W., & Séguin, D. (2016). Is good fit related to good behaviour? Goodness of fit between daycare teacher–child relationships, temperament, and prosocial behaviour. Early Child Development and Care, 186(5), 785–798.
Séguin, D., & Hipson, W. (2016). Unravelling the complex associations between emotional intelligence and personality in later childhood and early adolescence. Early Child Development and Care, 186(8), 1212–1226.
Hipson, W., & Fisher, D. (2016). The association between acute stress-related insomnia and alcohol use. Sleep Health, 2(3), 246–252.
Hipson, W., Gardiner, S., Coplan, R., & Ooi, L. (2017). Maternal Agreeableness Moderates Associations Between Young Children’s Emotion Dysregulation and Socioemotional Functioning at School. The Journal of Genetic Psychology, 178(2), 102–107.
Liu, J., Xiao, B., Hipson, W., Coplan, R., Li, D., & Chen, X. (2017). Self-control, peer preference, and loneliness in Chinese children: A three-year longitudinal study. Social Development, 26(4), 876–890.
Hipson, W., & Séguin, D. (2017). Goodness of Fit Model. Encyclopaedia of personality and individual differences. Basel, Switzerland: Springer International.
Sette, S., Hipson, W., Zava, F., Baumgartner, E., & Coplan, R. (2018). Linking shyness with social and school adjustment in early childhood: The moderating role of inhibitory control. Early Education and Development, 29(5), 675–690.
Coplan, R. J., Schneider, B. H., Ooi, L. L., & Hipson, W. E. (2018). Peer-based interventions for behaviorally inhibited, socially withdrawn, and socially anxious children. In W. M. Bukowski, B. Laursen, & K. H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups (p. 657–675). The Guilford Press.
Liu, J., Xiao, B., Hipson, W., Coplan, R., Yang, P., & Cheah, C. (2018). Self-regulation, learning problems, and maternal authoritarian parenting in Chinese children: A developmental cascades model. Journal of Child and Family Studies, 27(12), 4060–4070.
Hipson, W., Coplan, R., & Séguin, D. (2019). Active emotion regulation mediates links between shyness and social adjustment in preschool. Social Development, 28(4), 893–907.
Hipson, W. (2019). Using sentiment analysis to detect affect in children’s and adolescents’ poetry. International Journal of Behavioral Development, 43(4), 375–382.
Coplan, R., Hipson, W., Archbell, K., Ooi, L., Baldwin, D., & Bowker, J. (2019). Seeking more solitude: Conceptualization, assessment, and implications of aloneliness. Personality and Individual Differences, 148, 17–26.
Hipson, W., & Mohammad, S. (2020). PoKi: A Large Dataset of Poems by Children. arXiv preprint arXiv:2004.06188.
Kiritchenko, S., Hipson, W., Coplan, R., & Mohammad, S. (2020). SOLO: A Corpus of Tweets for Examining the State of Being Alone. arXiv preprint arXiv:2006.03096.
Zhu, J., Xiao, B., Li, Y., Hipson, W., & Coplan, R. (2020). Shyness and Socioemotional Functioning in Young Chinese Children: The Moderating Role of Insecure Attachment. Merrill-Palmer Quarterly, 66(2), 174–198.
Zhu, J., Xiao, B., Hipson, W., Yan, C., Coplan, R., & Li, Y. (2021). Social Avoidance and Social Adjustment: The Moderating Role of Emotion Regulation and Emotion Lability/Negativity among Chinese Preschool Children. Frontiers in Psychology, 12, 624.
Hipson, W., & Mohammad, S. (2021). Emotion Dynamics in Movie Dialogues. arXiv preprint arXiv:2103.01345.
Hipson, W., Coplan, R., Dufour, M., Wood, K., & Bowker, J. (2021). Time alone well spent? A person-centered analysis of adolescents' solitary activities. Social Development.
Hipson, W., Kiritchenko, S., Mohammad, S., & Coplan, R. (2021). Examining the language of solitude versus loneliness in tweets. Journal of Social and Personal Relationships, 0265407521998460.