1 CURRICULUM VITAE 29-06-2020 Personal details Surname Lydia Laninga-Wijnen Researcher ID Orcid: 0000-0001-6158-8950 Researcher ID WoS: V-7319-2017 Work Addresses: Department of Sociology University of Groningen Grote Kruisstraat 2/1 9712 TS Groningen The Netherlands Department of Interdisciplinary Social Science Youth Studies Utrecht University Padualaan 14 3584 CH Utrecht The Netherlands Email: [email protected] [email protected] [email protected] Nationality: Dutch Degrees January 2020 PhD – approval thesis. Defense was scheduled May 20 (2020) but has been postponed to November 27 (2020) due to COVID-19. 2013-2014 Msc., Utrecht University, the Netherlands, Faculty of Social Sciences Program: Orthopedagogics (academic master’s program). GPA 4.0 2012-2014 MSc., Utrecht University, the Netherlands, Graduate School of Social and Behavioral Sciences Program: Development and Socialisation in Childhood and Adolescence (research master) Thesis: Conflict Resolution Development: Change and Stability of Conflict Resolution Types across Adolescence Graduated GPA 4.0; cum laude, received award for Best Student of the Year 2008 - 2011 BSc., Utrecht University, the Netherlands, Faculty of Social Sciences Program: Pedagogical Sciences; minor in Education Thesis: “The Association between Parental Cognitive Stimulation and Toddler’s Social-Emotional Development”. GPA 4.0. 2003 – 2008 Secondary School, VWO, Ichthus college Veenendaal. GPA: 4.0. Other Education and Expertise 2019 [Workshop] Advanced SIENA Bayes workshop; University of Groningen [Tom Snijders] 2018 [Workshop] Advanced SIENA users’ workshop; Sunbelt Conference, Utrecht [Tom Snijders] 2017 [Workshop] Bullying, ECDP Conference, Utrecht [René Veenstra & Christina Salmivalli] 2017 [Course] Statistical programming in R, Utrecht [Gerko Vink] 2016 [Workshop] RSIENA: advanced course; Sunbelt Conference, Paris [Christian Steglich] 2016 [Workshop] Meta-analyses, EARA Conference, Spain [Marlies Maes] 2016 [Dosentti course] Teaching course: “Thesis” (BKO-trajectory), Utrecht University [Mirjam Bastings] 2015 [Dosentti course] Teaching course: “Guiding working groups” Utrecht University (BKO- trajectory) [Joris Veenhoven] 2014 [Course] Studying Development. Longitudinal Analyses. [Susan Branje] 2 2014 [Course] Statistical Analysis on Complete Social Networks. GPA: 4.0. [Christian Steglich] 2014 [Course] Applied Multiple Imputation using SPSS and R, Utrecht University. [Stef van Buuren] Language skills Native Language Dutch Other Language Skills English (Fluent) French/German (Good comprehension and moderate expression; willing to improve) Current employment January 2020 – present Postdoctoral fellow at University of Groningen, Sociology (main position). Data-collection and research to evaluate the Dutch Meaningful Roles Program in primary education. Co-promotor of Xingna Qin, 2nd year PhD-candidate. January 2020 – present Postdoctoral fellow at Utrecht University (part-time). Research on the SNARE (Social Networks and Risk Behavior in Early Adolescence) project. Data-manager. Secondary occupations: August 2018 – present Professional Foster Parent (Family house; Shelterzorg B. V. Wijchen); October 2018 – present Researcher at Spirit! Amsterdam. Institution for Youth Care. Previous work experience 2014 – 2020 PhD candidate (part-time), Utrecht University, the Netherlands, Interdisciplinary Social Science Project: Peer norms as context in adolescent social network processes and social development Supervisors: Zeena Harakeh, Senior Researcher at TNO Leiden, Wilma Vollebergh, Professor (Utrecht University); René Veenstra, Professor, Jan Kornelis Dijkstra, Associate Professor (University of Groningen). Funded by: Dutch Organization for Scientific Research (NWO). Expected date of defense: November 27, 2020 2015 Work visit of one month to Ann Arbor, Michigan, collaboration with Allison Ryan and her research lab 2014– present Teaching at the Bachelor’s degree program in Interdisciplinary Social Science (Utrecht University): Risk Behavior and Addiction during Adolescence; and Bachelor Theses. Teaching bacherlor theses and master theses at department of sociology, University of Groningen. 2013 – 2015 Altrecht Jeugd, Department of Autism. Internship of a year, followed by a year work experience job as researcher and clinical psychologist. I developed and provided Social Skills Training and Floorplay and monitored the effectiveness of these trainings. 2011 – 2013 Teacher assistant, Utrecht University, the Netherlands, Department of Methods and Statistics. Teaching in Summer School on Applied Multivariate Statistics in SPSS (Ellen Hamaker), Conference on Mediation and Moderation using Spss and Mplus (Rens van der Schoot), multiple statistical courses (Nijs Lagerweij) and Bachelor Theses. 2012 – 2013 Junior Researcher, University Utrecht, the Netherlands Projects: Conamore, Radar 2.0 (Wim Meeus, Susan Branje) and SAD (Yvonne Stikkelbroek) 2010 – 2012 Care provider at “Zorgboerderij De Barrage”, Werkhoven. Providing care for children and youth with attachment problems, mental and behavioral disorders. 2007 – 2014 Care provider at “De Hoevelaar”, Werkhoven; Philadelphia. Publications First author: 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 Laninga-Wijnen, L., Harakeh, Z., Steglich, C., Dijkstra, J. K., Veenstra, R. & Vollebergh, W. A. M. (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 Laninga-Wijnen, L., Harakeh, Z., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2019). Classroom popularity 3 hierarchy predicts prosocial and aggressive popularity norms across the school year. Child Development, 90, e637- e635. Doi: 10.1111/cdev.13228 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 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 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 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 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. Second author: 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(2), 280-291. Doi: 10.1093/heapro/dav058.2015 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(5), 532–549. doi:10.1177/0143034315604018 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. Nijhof, K. S., Laninga-Wijnen, Konijn, C., L., Van Domburgh, L., Popma, A., & Mulder, E. (2020). Kleinschalige voorzieningen binnen de jeugdhulp: Een eerste verkenning. Kind en Adolescent Praktijk. 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. Last author: De Baat, M., Konijn, C., Nijhof, K., & Laninga-Wijnen, L. (2020). Gezinshuizen en kleinschalige voorzieningen voor oudere jeugd: wanneer werkt het? In: Uithuisgeplaatste jeugdigen: Sleutels tot succes in de behandeling. Harder, Knorth & Kuiper (Eds). 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. McKellar, S., E., Ryan, A., North, E. A., Rausch, N. R., & Laninga-Wijnen, L. (accepted for publication). Teachers' emphasis on mastery goals moderates the behavioral correlates of popularity in early adolescent classrooms. Merrill Palmer Quarterly. (re-)submitted: De Vries, E., Kaufman, T. M. L., Veenstra, R.,