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Biography

Lydia is a senior research fellow at the University of Turku, department of INVEST Psychology, Finland, and the coordinator of the Open Science Community of Turku. Her research mission is to eliminate bullying worldwide and to foster resilience in victims of bullying by activating peer bystanders.

Lydia is the Principal Investigator of SOLID: a pioneering project that aims to identify Success factors that Optimize the Long-term Impact of Defending. SOLID puts to the test the widely held assumption of anti-bullying programs – that peer defending is helpful for victims – for which little empirical evidence is available. Lydia successfully coordinated a large-scale data-collection in a sample of n = 6,500 children and adolescents, from whom she collected both survey and - among about n = 1700 student, for 3 weeks - daily diary data. The sampling and design of SOLID has been pre-registered before any data-collection started. Moreover, Lydia pre-registered five papers to be conducted, also before (most of the) data-collection started.

Lydia also collaborates in various large-scale projects, including the Challenge project (PI: Christina Salmivalli) for which she evaluates the effectiveness of targeted interventions in severe bullying cases and tested the healthy context paradox. Lydia is also involved in the GUTS-project (Growing Up Together in Society; University of Leiden, The Netherlands). Lydia contributes to a subproject testing the role of peers in self-control (using peer network data and MRI data). Lydia is involved in a project of the University of Amsterdam (The Netherlands) which aims to enroll the Meaningful Roles intervention at secondary schools. Lydia coordinated the data-collection and cleaning of the SNARE project (Utrecht University and Groningen, The Netherlands) involving survey and genetic data, and still is data-manager of this data.

Open Science is a key principle in the work of Lydia. She strongly advocates Open Science and adopts many Open Science practices in her own work (pre-registrations, registered reports, opening up her workflow by sharing syntaxes, FAIR data management and storage). Lydia founded the Open Science Community of Turku, and by doing so, she contributed to the University of Turku being a frontrunner with regard to Open Science in Finland. For this Community, Lydia regularly organize activities, such as workshops, brownbag sessions, or presentations, and she thinks along in how the research infrastructure at the university can be adapted to encourage and safeguard proper adoption of Open Science practices.

Key publications

* = pre-registered.

*1. Laninga-Wijnen, L., Pouwels, L., Giletta, M., & Salmivalli (registered report, in principal acceptance). Feeling better now? The impact of being defended on victims’ daily mood and causal attributions. British Journal of Educational Psychology.

*2. Laninga-Wijnen, L., Yanagida, T., Garandeau, C. F., & Salmivalli, C. (registered report, in principal acceptance). Does defending help? The role of peer defending in reducing victimization and enhancing victims’ psychological adjustment. Developmental Psychology.

*3. 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. Advance online publication. doi: 10.1007/s10964-024-02037-z

*4. 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, doi: 10.1007/s10964-024-01991-y

5. 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, doi: 02724316241244419.

*6. Laninga-Wijnen, L., Yanagida, T., Garandeau, C. F., Malamut, S., Veenstra, D. 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. doi:10.1017/S0954579423001384

*7. 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. doi: 10.1037/dev0001629

8. Qin, X., Laninga-Wijnen, L., & Ren, P., Zhang, Y., & Veenstra, R. (2023). Can friendships help or hurt vulnerable youth? The co-evolution of friendships, victimization, and depressive symptoms in Chinese Adolescent’ Friendship Networks. Child Development, 94, 1531-1549. doi: 10.1111/cdev.13945

*9. Lorijn, S. J., Laninga-Wijnen, L., 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. doi: 10.1371/journal.pone.0286085

10. Laninga-Wijnen, L., Malamut, S. T., Garandeau, C. F., & Salmivalli, C. (2023). Bi-directional associations between defending victims and peer status in adolescence: the role of empathy, gender, and anti-bullying norms. Journal of Research on Adolescence, 33, 913-930. doi: 10.1111/jora.12847

11. 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.

12. 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. Doi: 10.1177/10731911221149082

*13. 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. doi: 10.1111/cdev.13772

14. Veenstra, R. & Laninga-Wijnen, L. (2022). Peer network studies and interventions in adolescence. Current Opinions in Psychology, 44, 157-163. doi: 10.1016/j.copsyc.2021.09.015

15. 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. Doi: 10.1080/15374416.2020.1846541

16. 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. doi: 10.1111/jora.12688

*17. 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. Doi: 10.1037/edu0000712 

18. 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. Elsevier.

19. 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.

20. 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. Doi: 10.1007/s10964-021-01432-0

*21. 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. Doi: 10.1007/s10964-021-01467-3

22. 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. doi: 10.1007/s10802-020-00738-0

23. 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.

24. 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. Doi: 10.1007/s10802-021-00826-9

25. 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. Doi: 10.1007/s10964-020-01385-w

26. 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. Doi: 10.1007/s10964-020-01200-6

27. 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. Doi: 10.1007/s10802-019-00571-0

28. 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. Doi: 10.1007/s10964-019-01088-x

29. 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.

30. 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. Doi: 10.1111/cdev.13228

31. 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. Doi: 10.1037/dev0000611

32. 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. Doi: 10.1037/edu0000210

33. 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. Doi: 10.1177/0272431616665211

34. 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. doi: 10.1111/cdev.12650

35. 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.

36. 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. Doi: 10.1093/heapro/dav058.2015

37. 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. doi:10.1177/0143034315604018

38. 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. doi: 10.1177/2167696813515851

 

Codebooks

Laninga-Wijnen, L., Dijkstra, J. K., Franken, A., Gremmen, M. C., Harakeh, Z., Pattiselanno, K., Van Rijsewijk, L. G. M., Vollebergh, W. A. M., & Veenstra, R. (2023) SNARE Codebook, DataverseNL, doi: 10.34894/JX2FYB

 

An overview of my key publications

  1. 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. doi: 10.1007/s10964-024-01991-y
  2. 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, 02724316241244419.
  3. Laninga-Wijnen, L., Yanagida, T., Garandeau, C. F., Malamut, S. T., Veenstra, R., & Salmivalli, C. (2023). Is there really a healthy context paradox for victims of bullying? A longitudinal test of bidirectional within- and between-person effects of victimization with psychological problems. Developmental Psychopathology.
  4. Laninga-Wijnen, L., Garandeau, C. F., Malamut, S. T., & Salmivalli, C. (2023). The longitudinal role of classroom defending norms in victims’ psychological adjustment, causal attributions, and social comparisons. Developmental Psychology. doi: 10.1037/dev0001629
  5. Lorijn, S., Laninga-Wijnen, L., Engels, M. C., & Veenstra, R. (2023). The development of adolescents’ loneliness during the COVID-19 pandemic: The role of peer status and contacts with friends. Plos One.
  6. Laninga-Wijnen, L., Malamut, S., Garandeau, C. F., & Salmivalli (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.
  7. Qin, X., Laninga-Wijnen, L., Steglich, C. E. G., Zhang, Y., Ren, P., & 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.
  8. 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.
  9. 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.
  10. 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
  11. 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.
  12. 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
  13. 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
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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  
  19. 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.
  20. 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
  21. 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
  22. 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
  23. 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
  24. 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
  25. 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.
  26. 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
  27. 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
  28. 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
  29. 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
  30. 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
  31. 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.
  32. 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
  33. 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
  34. 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.

 

Invited lectures and 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.