Scientific Publications

Science is a team effort!

An important part of my work is to share my research findings with the scientific community around the world. There are two major ways to do this:

1) Write scientific articles in international (preferably American) journals

2) Present during international conferences

I advocate open science: whenever possible, I pre-register my studies, share the data and syntax I used to obtain my research findings, and publish open access. I also aim at facilitating other researchers to open up their relevant work, by organizing open science workshops.

I am the founder and coordinator of the Open Science Community of INVEST, Finland. For more information, click here.

An overview of my key publications

  1. 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.
  2. Veenstra, R., & Laninga-Wijnen, L. (2023). The prominence of peer interactions, relationships, and networks in adolescence and early adulthood. In L. J. Crockett, G. Carlo, & J. E. Schulenberg (Eds.), APA Handbook of Adolescent and Young Adult Development (pp. 227-243). American Psychological Association, doi: 10.1037/0000298-014.
  3. Laninga-Wijnen, L., Van den Berg, Y., Garandeau, C. G., Mulder, S., & Orobio de Castro, B. (2022). Does being defended relate to decreases in victimization and improved psychosocial adjustment among victims? Journal of Educational Psychology. https://doi.org/10.1037/edu0000712
  4. Laninga-Wijnen, L., & Veenstra, R. (2022). 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. Elsevier.
  5. Kaufman, T., Laninga-Wijnen, L., & Lodder, G. (2022). Are victims of bullying primarily social outcasts? Person-group dissimilarities in relational, socio-behavioral, and physical characteristics as predictors of victimization. Child Development. Advanced online publication. https://doi.org/10.1111/cdev.13772
  6. Salmivalli, C., Laninga-Wijnen, L., Malamut, S. T., & Garandeau, C. F. (2022). Bullying prevention in adolescence: Solutions and new challenges from the past decade. Journal of Research on Adolescence, 31, 1023 – 1046. https://doi.org/10.1111/jora.12688
  7. Veenstra, R. & Laninga-Wijnen, L. (2021). Peer network studies and interventions in adolescence. Current Opinions in Psychology. https://doi.org/10.1016/j.copsyc.2021.09.015
  8. Garandeau, C. F., Laninga-Wijnen, L., & Salmivalli, C. (2021). Effects of the KiVa anti-bullying program on affective and cognitive empathy in children and adolescents. Journal of Clinical Child and Adolescent Psychology. Advance online publication. https://doi.org/10.1080/15374416.2020.1846541
  9. 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. https://doi.org/10.1007/s10964-021-01432-0
  10. 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. https://doi.org/10.1007/s10964-021-01467-3
  11. 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. https://doi.org/10.1007/s10802-020-00738-0  
  12. 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.
  13. Qin, X., Kaufman, T. M. L., Laninga-Wijnen, L., & Yunyun, C., & Chen, X. (2021). The impact of academic achievement, parental control and support on depressive symptom trajectories among Chinese early adolescents. Research on Child and Adolescent Psychopathology, 49, 1359-1371. https://doi.org/10.1007/s10802-021-00826-9
  14. 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. https://doi.org/10.1007/s10964-020-01385-w
  15. 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. https://doi.org/10.1007/s10964-020-01200-6
  16. 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. https://doi.org/10.1007/s10802-019-00571-0
  17. 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. https://doi.org/10.1007/s10964-019-01088-x
  18. Nijhof, K. S., Laninga-Wijnen, Konijn, C., L., Van Domburgh, L., Popma, A., & Mulder, E. (2020). Small groups in youth care: an exploratory study. Kind en Adolescent Praktijk, 41, 187-204.
  19. 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. https://doi.org/10.1111/cdev.13228
  20. 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. https://doi.org/10.1037/dev0000611
  21. 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. https://doi.org/10.1037/edu0000210
  22. 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. https://doi.org/10.1177/0272431616665211
  23. 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. https://doi.org/10.1111/cdev.12650
  24. 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.
  25. 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. https://doi.org/10.1093/heapro/dav058.2015
  26. 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. https://doi.org/10.1177/0143034315604018
  27. 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.

 

Conference proceedings

Invited lectures / workshops

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

2. 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. Osaka, Japan.

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

Conference proceedings

  1. 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].
  2. 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].
  3. 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].
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. 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.
  10. 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
  11. 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.
  12. 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.

 

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