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Key publications

  1. Malamut, S., & Laninga-Wijnen, L. (accepted). The link between co-rumination and mood problems in victimized adolescents: A daily diary study. International Journal of Behavioral Development.
  2. Richters, S., Van Zalk, M., Veenstra, R., & Laninga-Wijnen, L. (2026). The role of defenders’ and victims’ popularity in the effectiveness of defending in bullying interactions - A longitudinal social network study. Journal of Research on Adolescence.
  3. Laninga-Wijnen, L. & Veenstra, R. (in press). Peer Norms. In B. Laursen, W. M. Bukowski, R. Veenstra, & K. H. Rubin (eds.) Handbook of Peer Interactions, Relationships, and Groups, 3rd edition.
  4. Laninga-Wijnen, L., Garandeau, C. F., & Salmivalli, C. (in press). Which victims of bullying are being defended and how? The role of victimization intensity and victims' adjustment. Journal of School Psychology. Preprint: https://osf.io/preprints/socarxiv/vqdge_v1
  5. Garandeau, C. F, Malamut, S., & Laninga-Wijnen, L. (2025). Introduction to the special issue on predictors and outcomes of peer victimization. International Journal of Behavioral Development. advance online publication.
  6. Van Loon, M. & Laninga-Wijnen, L. (2025). A short-term longitudinal study linking adolescents’ metacognition, learning, and social friendship networks. Journal of Research on Adolescence. http://dx.doi.org/10.1111/jora.70072
  7. Laninga-Wijnen, L., Huisman, M., Graf, D., & Salmivalli, C. (2025). Do targeted interventions diminish victimization? Testing the short- and longer-term effectiveness of condemning, empathy-raising, and combined approaches. Journal of Youth and Adolescence, 54, 1659-1676. http://dx.doi.org/10.1007/s10964-025-02173-0
  8. Garandeau, C. G., Malamut, S., Laninga-Wijnen, L., & Salmivalli (2025). Does the classroom context moderate the effects of internalizing problems and peer status on peer victimization? Testing a vulnerability-by-context model. International Journal of Behavioral Development. http://dx.doi.org/1177/01650254251333684 . advance online publication.
  9. Chen, X., Zhang, L., Laninga-Wijnen, L., Liang, W., Zhang, Y. (2025). Longitudinal associations of depressive symptoms in father-mother-child triads: A cross-lagged panel network analysis. Journal of Affective Disorders, 373, 107-115. http://dx.doi.org/S0165032724020809
  10. Graf, D., Yanagida, T., Laninga-Wijnen, L., Garandeau, C. F., & Salmivalli (2025). A healthy context, a just context? The role of classroom-level victimization in the adverse effects of bullying victimization on students’ belief in a just world. Journal of School Psychology, 111, 101472. http://dx.doi.org/S0022440525000457
  11. Salmivalli, C., Graf, D., & Laninga-Wijnen, L.(2025). Ecological momentary assessment of targeted interventions addressing bullying: What are the benefits? In P. Smith, S. Limber, V. Artinopoulou, & K. Breivik (Eds.), School bullying and the legacy of Dan Olweus.
  12. Laninga-Wijnen, L., Yanagida, T., Garandeau, C. F. 2025). Does defending help? The role of peer defending in reducing victimization and enhancing victims’ psychological adjustment. Developmental Psychology. http://dx.doi.org/10.1037/dev0001810
  13. Lorijn, S. J., Laninga‐Wijnen, L., & Ryan, A. M. (2024). How peer status and ability track shape behavioral disengagement over the transition from primary to secondary school. Journal of Research on Adolescence, 34, 1403-1419. http://dx.doi.org/10.1111/jora.13006
  14. Laninga-Wijnen, L., Pouwels, L., Giletta, M., & Salmivalli (2024). Feeling better now?! The impact of being defended on victims’ daily mood and causal attributions. British Journal of Educational Psychology, 94, 1294-1322. http://dx.doi.org/10.1111/bjep.12717
  15. Chavez, D., Palacios, D., Laninga-Wijnen, L., Garandeau, C. F., Salmivalli, C., Berger, C., & Luengo, B. (2024). Do adolescents adopt the prosocial behaviors of the classmates they like? A social network analysis on prosocial contagion. Journal of Youth and Adolescence, 54, 17-31. http://dx.doi.org/10.1007/s10964-024-02037-z
  16. Lorijn, S. Zwier, D., Laninga-Wijnen, L., Huisman, M., & Veenstra, R. (2024). A new school, a fresh start? Change and stability in peer relationships and academic performance in the transition from primary to secondary school. Journal of Youth and Adolescence, 53, 1987-2001. http://dx.doi.org/10.1007/s10964-024-01991-y
  17. Qin, X., Laninga-Wijnen, L., Steglich, C., Zhang, Y., Ren, P., & Veenstra, R. (2024). Parents on the sidelines: The role of parental directing in Chinese adolescents’ friendship dynamics related to academic achievement, aggression, and prosocial behavior. The Journal of Early Adolescence, http://dx.doi.org/1177/02724316241244419.
  18. Laninga-Wijnen, L., Yanagida, T., Garandeau, C. F., Malamut, S., Veenstra, R., & Salmivalli, C. (2024). Is there really a healthy context paradox for victims of bullying? A longitudinal test for bidirectional within- and between-person associations between victimization and psychological problems. Development and Psychopathology, 1-15. advance online publication. http://dx.doi.org/10.1017/S0954579423001384
  19. Laninga-Wijnen, L., Garandeau, C. G., Malamut, S. T., & Salmivalli, C. (2024). The role of defending norms in victims’ psychological adjustment, causal attributions, and social comparisons. Developmental Psychology, 60, 522-444. http://dx.doi.org/1037/dev0001629
  20. Qin, X., Laninga-Wijnen, L., & Ren, P., Zhang, Y., & Veenstra, R. (2023). Does having vulnerable friends help vulnerable youth? The co-evolution of friendships, victimization, and depressive symptoms in Chinese adolescents' social networks. Child Development, 94, 1531-1549. http://dx.doi.org/10.1111/cdev.13945
  21. Lorijn, S. J., Laninga-Wijnen, , Engels, M. C., Lodder, G. M., & Veenstra, R. (2023). The development of adolescents’ loneliness during the COVID-19 pandemic: The role of peer status and contact with friends. Plos one, 18(5), e0286085. http://dx.doi.org/10.1371/journal.pone.0286085
  22. Laninga-Wijnen, L., Malamut, S. T., Garandeau, C. F., & Salmivalli, C. (2023). Does defending affect adolescents' peer status, or vice versa? Testing the moderating effects of empathy, gender, and anti-bullying norms. Journal of Research on Adolescence, 33, 913-930. http://dx.doi.org/10.1111/jora.12847
  23. Veenstra, R., Bertogna, T., & Laninga-Wijnen, L.(2023). The growth of longitudinal social network analysis: A review of the key datasets and topics in research on child and adolescent development. In M. Feinberg (Ed.), Teen friendship, networks, development, and risky behavior. Oxford University Press. http://dx.doi.org/10.1093/oso/9780197602317.003.0014
  24. Wang, Z., Laninga-Wijnen, L.,Garandeau, C. G., Chen, X., & Chen, X. (2023). Development and validation of the adolescent defending behaviors questionnaire among Chinese early adolescents. Assessment, 30, 2258-2275. http://dx.doi.org/10.1177/10731911221149082
  25. Kaufman, T. M. L., Laninga-Wijnen, L., & Lodder, G. (2022). Are victims of bullying primarily social outcasts? Person-group dissimilarities in relational, socio-emotional, and physical characteristics as predictors of victimization. Child Development, 93, 1458-1474. http://dx.doi.org/10.1111/cdev.13772
  26. Veenstra, R. & Laninga-Wijnen, L. (2022). Peer network studies and interventions in adolescence. Current Opinions in Psychology, 44, 157-163. http://dx.doi.org/1016/j.copsyc.2021.09.015
  27. Garandeau, C. F., Laninga-Wijnen, L., & Salmivalli, C. (2022). Effects of the KiVa anti-bullying program on affective and cognitive empathy in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 51, 515-529. http://dx.doi.org/10.1080/15374416.2020.1846541
  28. Salmivalli, C., Laninga-Wijnen, L., Malamut, S. T., & Garandeau, C. F. (2021). Bullying prevention in adolescence: Solutions and new challenges from the past decade. Journal of Research on Adolescence, 31, 1023-1046. http://dx.doi.org/10.1111/jora.12688
  29. Laninga-Wijnen, L., Van den Berg, Y., Garandeau, C. G., Mulder, S., & Orobio de Castro, B. (2021). Does being defended relate to decreases in victimization and improved psychosocial adjustment among victims? Journal of Educational Psychology, 115, 363-377. http://dx.doi.org/10.1037/edu0000712
  30. Laninga-Wijnen, L., & Veenstra, R. (2021). Peer similarity in adolescent social networks: Types of selection, influence, and factors contribution to openness to peer influence. In B. Halpern-Felsher (ed.) The Encyclopedia of Child and Adolescent Health.
  31. Veenstra, R., & Laninga-Wijnen, L. (2021). The prominence of peer interactions, relationships, and networks. In L. Crockett, G. Carlo, & J. Schulenberg (Eds.), Handbook of Adolescent and Young Adult Development. American Psychological Association. http://dx.doi.org/10.1037/0000298-014
  32. Laninga-Wijnen, L., Van den Berg, Y. H. M., Mainhard, T., & Cillessen, A. H. N. (2021). The role of aggressive peer norms in elementary school children’s perceptions of classroom peer climate and school adjustment. Journal of Youth and Adolescence, 50, 1582-1600. http://dx.doi.org/10.1007/s10964-021-01432-0
  33. Peeters, M., Laninga-Wijnen, L., & Veenstra, R. (2021). Differences in adolescents’ alcohol use and smoking behavior between educational tracks: do popularity norms matter? Journal of Youth and Adolescence, 50, 1884-1895. http://dx.doi.org/10.1007/s10964-021-01467-3
  34. Laninga-Wijnen, L., Van den Berg, Y. H. M., Mainhard, T., & Cillessen, A. H. N. (2021). The role of defending norms in victims’ classroom climate perceptions and psychosocial maladjustment in secondary school. Research on Child and Adolescent Psychopathology, 49, 169-184. http://dx.doi.org/10.1007/s10802-020-00738-0
  35. McKellar, S., E., Ryan, A., North, E. A., Rausch, N. R., & Laninga-Wijnen, L. (2021). Teachers' emphasis on mastery goals moderates the behavioral correlates of popularity in early adolescent classrooms. Merrill Palmer Quarterly, 2, 203-235. http://dx.doi.org/10.13110/merrpalmquar1982.67.2.0203
  36. Qin, X., Kaufman, T. M. L., Laninga-Wijnen, L., & Yunyun, C., & Chen, X. (2021). The impact of academic achievement and parental practices on depressive symptom trajectories among Chinese adolescents. Research on Child and Adolescent Psychopathology, 49, 1359-1371. http://dx.doi.org/10.1007/s10802-021-00826-9
  37. De Vries, E., Kaufman, T. M. L., Veenstra, R., Laninga-Wijnen, L., & Huitsing, G. (2021). Bullying and victimization trajectories after the school transition to secondary education: Implications for status and affection. Journal of Youth and Adolescence, 50 1995-2006. http://dx.doi.org/10.1007/s10964-020-01385-w
  38. Stevens, G., Veldkamp, C., Harakeh, Z., & Laninga-Wijnen, L. (2020). Associations between ethnic minority status and popularity in adolescence: the role of ethnic classroom composition and aggression. Journal of Youth and Adolescence, 49, 605-617. http://dx.doi.org/10.1007/s10964-020-01200-6
  39. Laninga-Wijnen, L., Harakeh, Z., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2020). Who sets the aggressive popularity norm? It’s the number and strength of aggressive, prosocial and bi-strategic adolescents in classrooms. Journal of Abnormal Child Psychology, 48, 13-27. http://dx.doi.org/10.1007/s10802-019-00571-0
  40. Laninga-Wijnen, L., Steglich, C. E. G., Harakeh, Z., Veenstra, R., Vollebergh, W. A. M. Dijkstra, J. K. (2020). The role of prosocial and aggressive popularity norm combinations in prosocial and aggressive friendship processes. Journal of Youth and Adolescence, 49, 645-663. http://dx.doi.org/10.1007/s10964-019-01088-x
  41. de Baat, M., Konijn, C., Nijhof, K., & Laninga-Wijnen, L. (2020). Gezinshuizen en kleinschalige voorzieningen voor oudere jeugd: wanneer werkt het? In A. Harder , E. Knorth, & C. Kuiper (Eds.), Uithuisgeplaatste jeugdigen: Sleutels tot succes in de behandeling (pp. 252-260). SWP.
  42. Nijhof, K. S., Laninga-Wijnen, L., Mulder, E. A., Van Domburgh, L., Popma, A., & Konijn, C.
    (2020). Kleinschalige groepen binnen de jeugdhulp: Een eerste verkenning. [small-scale
    groups within youth care: A preliminary exploration]. Kind & Adolescent, 41(2), 187–204.
    https://doi.org/10.1007/s12453-020-00236-6
  43. Laninga-Wijnen, L., Harakeh, Z., Garandeau, C. F., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2019). Classroom popularity hierarchy predicts prosocial and aggressive popularity norms across the school year. Child Development, 90, e637-e635. http://dx.doi.org/10.1111/cdev.13228
  44. Laninga-Wijnen, L., Gremmen, M. C., Dijkstra, J. K., Veenstra, R., Vollebergh, W. A. M., & Harakeh, Z. (2018). The role of academic status norms in friendship selection and influence processes related to academic achievement. Developmental Psychology, 2, 337-350. http://dx.doi.org/10.1037/dev0000611
  45. Laninga-Wijnen, L., Ryan, A. M., Harakeh, Z., Shin, H., & Vollebergh, W. A. M. (2018). The moderating role of popular peers’ achievement goals in 5th- and 6th-graders’ achievement-related friendships: A social network analysis. Journal of Educational Psychology, 110, 289-307. http://dx.doi.org/10.1037/edu0000210
  46. Laninga-Wijnen, L., Harakeh, Z., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2018). Aggressive and prosocial peer norms: Change, stability and associations with adolescent aggressive and prosocial behavior development. Journal of Early Adolescence, 38,178-203. http://dx.doi.org/10.1177/0272431616665211
  47. Laninga-Wijnen, L., Harakeh, Z., Steglich, C. E. G., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2017). The norms of popular peers moderate friendship dynamics of adolescent aggression. Child Development, 88, 1265 – 1283. http://dx.doi.org/10.1111/cdev.12650
  48. Laninga-Wijnen, L., Harakeh, Z., Steglich, C. E. G., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2017). Populaire jongeren zetten een norm voor vriendschappen en agressie in de klas. Kind & Adolescent, 38,212-232.
  49. Busch, V., Laninga-Wijnen L.,Schrijvers A. J. P., De Leeuw J. R. J. (2015). Associations of health behaviors, school performance and psychosocial problems in adolescents in The Netherlands. Health Promotion International, 32, 280-291. http://dx.doi.org/10.1093/heapro/dav058.2015
  50. Busch, V., Laninga-Wijnen, L., Van Yperen, T. A., Schrijvers, A. J. P., & De Leeuw, J. R. J. (2015). Bidirectional longitudinal associations of perpetration and victimization of peer bullying with psychosocial problems in adolescents: A cross-lagged panel study. School Psychology International, 36, 532–549. http://dx.doi.org/10.1177/0143034315604018
  51. Branje, S., Laninga-Wijnen, L., Rongqin, Y., & Meeus, W. (2014). Associations among school and friendship identity in adolescence and romantic relationships and work in emerging adulthood. Emerging Adulthood, 2, 6-16. http://dx.doi.org/10.1177/2167696813515851

Invited lectures and workshops

1. Laninga-Wijnen, L. (2025). Is there really a mental health crisis among adolescents? A social lens on the prevalence inflation hypothesis. Wetenschapsnetwerk NJI & Trimbos, Utrecht, the Netherlands.

2. Laninga-Wijnen, L. (2025). Risks and rewards of peer defending in bullying situations. Alberti Centre of Preventing Bullying Abuse.

3. Laninga-Wijnen, L. (2024). Tackling common assumptions on bullying. University of Zürich, Schwitzerland.

4. Laninga-Wijnen, L., & Veenstra, R. (2022). Pre-conference on peer relationships. ISSBD Conference, Rhodes, Greece.

5. Yanagida, T., & Laninga-Wijnen, L. (2022). The 31st International Workshop of the Japan Society of Developmental Psychology. 3-day workshop on statistical modelling in R and scientific writing. University of Osaka, Japan.

6. Laninga-Wijnen, L. (2022). Challenges in Bullying Research and Interventions. University of Potsdam, Germany.

Conference Proceedings

  1. Laninga-Wijnen, L. (2025). Ecological momentary assessments of school bullying and teacher intervention. Presentation at Workshop on Aggression, Brno, Czech.
  2. Laninga-Wijnen, L., & Malamut (2025). The role of co-rumination in the effect of daily peer victimization on adolescents’ mood. Presentation at ECDP Conference, Vilnius, Lithuania.
  3. Laninga-Wijnen, L. (2025). Do Targeted Interventions Stop Victimization? Comparing the Short- and Long-term Effectiveness of a Confronting, Non-Confronting & Combined Approach. In Laninga-Wijnen (chair) Bullying Intervention by Peers and Adults: Should We Promote the Good or Punish the Bad? Presentation at World Anti-Bullying Forum, Stavanger
  4. Laninga-Wijnen, L. (2025). Does Defending Help? The Role of Peer Defending in Reducing Bullying Victimization and Enhancing Victims’ Psychological Adjustment. Presentation at World Anti-Bullying Forum, Stavanger
  5. Laninga-Wijnen, L., & Malamut (2025). Dwelling on negative affect with friends: The role of co-rumination in the effect of daily peer victimization on adolescents’ mood. Presentation at SAA conference in Leuven, Belgium.
  6. Laninga-Wijnen, L., Garandeau, C. F., & Salmivalli, C. (2024). Which Victimized Youth are Defended by their Peers? In Laninga-Wijnen (chair) Intervening in Victimization by Teachers and Peers: Who Benefits and Who Does Not? Symposium presented at the ISSBD Conference, Lisbon, Portugal.
  7. Laninga-Wijnen, L., Pouwels., L., Giletta, M., & Salmivalli (2024). Feeling Better Now?! The Role of Being Defended in the Daily Mood of Victims of Bullying. In Laninga-Wijnen (chair) Peer Victimization and Psychological Adjustment: Zooming in and Zooming out. Symposium presented at the ISSBD Conference, Lisbon, Portugal.
  8. Laninga-Wijnen, L., Huisman, J. M. E., Graf, D., & Salmivalli, C. (2024). Do Targeted Interventions Stop Victimization? Comparing the Short- and Long-term Effectiveness of a Confronting, Non-Confronting & Combined Approach. In Laninga-Wijnen (chair) Intervening in Victimization by Teachers and Peers: Who Benefits and Who Does Not? Symposium presented at the ISSBD Conference, Lisbon, Portugal.
  9. Laninga-Wijnen, L., Yanagida, T., Garandeau, C. F., Malamut, S., Veenstra, R., & Salmivalli (2023) Do Classroom-levels of Victimization Moderate Bidirectional Within- and Between-Person Links Between Victimization and Psychosocial Maladjustment? Presentation at the ISSBD conference, University of Turku, Finland
  10. Laninga-Wijnen, L., Yanagida, T., Garandeau, C. F., Malamut, S., Veenstra, R., & Salmivalli (2023) Do Classroom-levels of Victimization Moderate Bidirectional Within- and Between-Person Links Between Victimization and Psychosocial Maladjustment? Presentation at the SRA conference in San Diego.
  11. Laninga-Wijnen, L., Bloemberg, R., & Veenstra, R. (2022). The ”SterkWerk Intervention”: Targeting Popular Bullies. In Laninga-Wijnen (chair) The combat against bullying: Turning failures of interventions into successes. Symposium presented at the ISSBD Conference, Rhodes, Greece.
  12. Qin, X., Laninga-Wijnen, L., Steglich, C. E. G., Ren, P., Zhang, Y., & Veenstra, R. (2022). The role of parents in adolescent friendship selection and influence processes related to academic achievement. Presentation at the ISSBD Conference, Rhodes, Greece.
  13. Qin, X., Laninga-Wijnen, L., Ren, P., Zhang, Y., & Veenstra, R. (2022). Does it help or hurt to have vulnerable friends? The co-evolution of friendships, victimization, and depressive symptoms in Chinese adolescents’ social networks. Presentation at EARA conference, Dublin.
  14. Laninga-Wijnen, L. & Laninga-Wijnen, L. (2021). Preliminary statistics of real-life targeted interventions during a school year. Presentation at the Workshop on Aggression, University of Turku, Finland.
  15. Laninga-Wijnen, L., Malamut, S., Garandeau, C. F., & Salmivalli, C. (2021). Bi-directional associations between defending behavior and status in adolescence: testing individual-level and classroom-level moderators. Presentation at the Workshop on Aggression, University of Turku, Finland.
  16. Laninga-Wijnen, L., Garandeau, C. G., Malamut, S. T., & Salmivalli, C. (2022). The role of defending norms in victims’ psychological adjustment and cognitions. Presentation at PRO-meeting, Nijmegen.
  17. Garandeau, C. F., Laninga-Wijnen, L., & Salmivalli, C. (2020, September). Effects of the KiVa anti-bullying program on empathy: Are bullies as responsive as others? In Marije van Meegen (Chair). Adolescents’ social world: what factors may facilitate adolescents’ empathic and prosocial tendencies in different contexts? Symposium presented at the EARA meeting, online [due to covid].
  18. Laninga-Wijnen, L., van den Berg, Y. H. M., Mainhard, T., & Cillessen, A. H. N. (2020, September). Aggressive peer norms relate to victimized students’ perception of classroom peer climate and school adjustment. In Claire F. Garandeau (Chair). Helping victims of school bullying. Symposium presented at the EARA meeting, online [due to covid].
  19. Laninga-Wijnen, L. (2020, September). Invited presentation. Popular peers matter! The role of peer networks and norms in adolescent development. Symposium presented at the EARA meeting, online [due to covid].
  20. Laninga-Wijnen, L., Harakeh, Z., Garandeau, C. F., Dijkstra, J. K., & Veenstra, R. (2019, September). Classroom popularity hierarchy predicts prosocial and aggressive popularity norms across the school year. In L. Laninga-Wijnen (Chair), What does it take to stop school bullying? The complex interplay between individual, dyadic, and contextual factors in understanding prosocial and antisocial behavior of youth. Symposium presented at the Biennial Meeting of the European Society for Developmental Psychology, Athens, Greece.
  21. Laninga-Wijnen, L., Harakeh, Z., Dijkstra, J. K., & Veenstra, R. (2019, September). Who sets the aggressive popularity norm in classrooms? It’s the number and strength of aggressive, prosocial, and bi-strategic adolescents. In I. Skoczen (Chair), The role of peer relations in adolescent development. Symposium presented at the Biennial Meeting of the European Society for Developmental Psychology, Athens, Greece.
  22. Laninga-Wijnen, L., Steglich, C. E. G., Harakeh, Z., Vollebergh, W. A. M., Veenstra, R., & Dijkstra, J. K. (2018, April). The norms of popular peers strengthen the co-evolution of friendships and aggressive and prosocial behavior in the classroom. In J. K. Dijkstra (Chair), Peer norms matter for aggressive and prosocial behavior. Symposium presented at the SRA Biennial Meeting in Minneapolis, Minnesota, U. S. A.
  23. Laninga-Wijnen, L., Gremmen, M., Vollebergh, W. A. M., Veenstra, R., & Dijkstra, J. K., & Harakeh, Z., (2018, April). The Role of Academic Norm Salience in Friendship Selection and Influence related to Academic Achievement: The SNARE study. Poster presented at the SRA Biennial Meeting in Minneapolis, Minnesota, U. S. A.
  24. McKellar, S., Ryan, A., North, E., Brass, N., & Laninga-Wijnen, L (2018, April). Teachers’ Emphasis of Mastery Goals Moderates the Behavioral Correlates of Popularity in Early Adolescent Classrooms. Poster presented at the SRA Biennial Meeting in Minneapolis, Minnesota, U. S. A.
  25. Laninga-Wijnen, L., Gremmen, M., Dijkstra, J. K., Veenstra, R., Vollebergh, W. A. M., & Harakeh, Z. (April, 2017). The role of status norms and rejection norms in friendship dynamics related to adolescent achievement. In L. Laninga-Wijnen (Chair), What do the popular ones do? Implications for peer relations and adolescent academic performance. Symposium presented at the SRCD Biennial Meeting in Texas, Austin, U. S. A.
  26. Laninga-Wijnen, L., Harakeh, Z., Steglich, C. E. G., Dijkstra, J. K.,Veenstra, R., & Vollebergh, W. A. M. (2016, September). The norms of popular peers moderate friendship dynamics of adolescent aggression. In H. Hadiwijna (Chair), As our lives change, come whatever, will we still be friends forever? Symposium presented at the EARA meeting, Spain
  27. Laninga-Wijnen, L., Harakeh, Z., Dijkstra, J. K.,Veenstra, R., & Vollebergh, W. A. M. (2015, March). Antisocial and prosocial peer norms: Emergence, stability, and impact on adolescent individual development. In J. A. Rambaran (Chair). Follow the leader(s)?! Peer influence on the development of behavior and friendships in in the school context. Symposium presented at the SRCD Biennial Meeting in Philadelphia, Pennsylvania, U. S. A.
  28. Laninga-Wijnen, L., Harakeh, Z., Dijkstra, J. K.,Veenstra, R., & Vollebergh, W. A. M. (2014, June). The influence of peer norms on individual prosocial and antisocial behavior development. Individual presentation at the Prague Presents Psychology meeting. Czech, Prague.