Veenstra, prof. dr. René
René Veenstra (1969) is hoogleraar Sociologie. Hij promoveerde op een onderzoek naar verschillen in prestaties en vorderingen tussen leerlingen in het voortgezet onderwijs (Leerlingen - Klassen - Scholen'). Sinds 2000 doet hij onderzoek naar de ontwikkeling van prosociaal en antisociaal gedrag, vriendschapsrelaties, pesten en ouder-kind interacties. Dit onderzoek maakt deel uit van TRAILS (TRacking Adolescents’ Individual Lives Survey), een onderzoek naar de lichamelijke en geestelijke gezondheid van leerlingen op weg naar de volwassenheid. Hij geeft colleges over criminaliteit en veiligheid en beleid en interventies en is als onderzoeker verbonden aan de onderzoeksschool ICS.
Hij coördineert, dankzij het Onderwijs Bewijs Actieprogramma II, de invoering en evaluatie van het KiVa antipestprogramma in Nederland. In 2013 was hij voorzitter van de commissie die onderzoek deed naar de zelfdoding van Fleur Bloemen. Hij publiceerde onder meer in Aggressive Behavior, Child Development, en Social Networks. Voor de periode 2010-2015 is hij Associate Editor van de Journal of Research on Adolescence.
In zijn oratie in 2013 presenteerde Veenstra de resultaten van het invoeren van de KiVa-methode op 66 scholen: die methode vermindert pestklachten in Nederland met meer dan vijftig procent. In recente discussies over pesten heeft hij zich nadrukkelijk geroerd. In 2015 ontving Veenstra van NWO een VICI-beurs van 1,5 miljoen om verder onderzoek te doen naar interventies om pesten te minimaliseren. Met zijn onderzoeksproject 'Pesten als groepsproces' werd Veenstra genomineerd voor de Huibregtsenprijs 2015.
Meer video's
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'Compliment helpt tegen pesten' (Veenstra in het NOS Journaal, 29 sept. 2012)
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Minder pesten door Kiva? (Jeugdjournaal, 29 sept. 2012)
Eerder in het nieuws
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Pestkop onder de loep (De Volkskrant, 16 november 2013)
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Pesten doe je samen (Broerstraat 5, juni 2013, p. 8)
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Leraar moet meer zicht krijgen op de sociale kaart van de klas (Trouw, maart 2013)
Contact en meer informatie
Publicaties
2024
Lorijn,
S. J., 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. https://doi.org/10.1007/s10964-024-01991-y
Venema,
S. D., Glasbergen, P., Haan, M., Blaauw,
E., & Veenstra, R. (2024). Experiences of
fatherhood in prison: A thematic analysis of differences between
fathers in a family approach programme and a comparison
group. European Journal of
Criminology, 21(4), 533-555. https://doi.org/10.1177/14773708241227682
Crone,
E. A., Bol, T., Braams, B. R., de Rooij, M., Franke, B., Franken,
I., Gazzola, V., Güroğlu, B., Huizenga, H., Hulshoff Pol,
H., Keijsers, L., Keysers, C., Krabbendam, L., Jansen, L., Popma,
A., Stulp, G., van Atteveldt, N., van Duijvenvoorde,
A., & Veenstra, R. (2024). Growing Up
Together in Society (GUTS): A team science effort to predict
societal trajectories in adolescence and young adulthood.
Developmental Cognitive Neuroscience,
67, Article 101403. https://doi.org/10.1016/j.dcn.2024.101403
Franzen,
M., van Duijn, M. A. J., de Jong, P.
J., Veenstra, R., &
aan het Rot, M. (2024). How do victims of
bullying develop depression? Testing interpersonal style to explain
the victimization-depression link. Journal of
Research on Adolescence. Advance online publication. https://doi.org/10.1111/jora.13005
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.
Journal of Early Adolescence. Advance online
publication. https://doi.org/10.1177/02724316241244419
Venema,
S. D., Haan, M., Blaauw, E., &
Veenstra, R. (2024). Paternal Incarceration, Family
Relationships, and Adolescents’ Internalizing and
Externalizing Problem Behaviors. Journal of
Developmental and Life-Course Criminology, 10,
213-241. https://doi.org/10.1007/s40865-024-00253-6
Dong,
Z., Huitsing, G., & Veenstra,
R. (2024). Students’ School and Psychological
Adjustment in Classrooms with Positive and Negative Leaders.
Journal of Youth and Adolescence,
53, 550-562. https://doi.org/10.1007/s10964-023-01937-w
Qin,
X., Laninga-Wijnen, L., Steglich,
C., Zhang, Y., Ren, P., & Veenstra, R.
(2024). The Dominance of Liking: Uncovering Dyadic and
Reputational Effects of Peer and Perceived Teacher Likes and
Dislikes on Friendship Dynamics Among Chinese Adolescents.
Journal of Youth and Adolescence. Advance
online publication. https://doi.org/10.1007/s10964-024-02104-5
Palacios,
D., Berger, C., Kanacri, B. P. L., Huisman, M.,
& Veenstra, R. (2024). The role of academic
performance, prosocial behaviour and friendships on adolescents'
preferred studying partners: A longitudinal social network
analysis. British journal of educational
psychology, 94(3), 681-699. https://doi.org/10.1111/bjep.12675
Kreager,
D. A., Staff, J., Felmlee, D., Zhang, H., & Veenstra,
R. (2024). The Sexual Double Standard and Adolescent
Stigma: A Sociometric and Comparative Approach.
Journal of Sex Research. Advance online
publication. https://doi.org/10.1080/00224499.2024.2358144
Viding,
E., Lloyd, A., Law, R., Martin, P., Lucas, L., Wu, T. C. H.,
Steinbeis, N., Midgley, N., Veenstra, R., Smith, J.,
Ly, L., Bird, G., Murphy, J., Plans, D., Munafo, M., Penton-Voak,
I., Deighton, J., Richards, K., Richards, M., & Fearon, P.
(2024). Trial protocol for the Building Resilience through
Socio-Emotional Training (ReSET) programme: a cluster randomised
controlled trial of a new transdiagnostic preventative intervention
for adolescents. Trials,
25(1), Article 143. https://doi.org/10.1186/s13063-024-07931-2
van
Aalst, D. A. E., Huitsing, G., &
Veenstra, R. (2024). Understanding Teachers’
Likelihood of Intervention in Bullying Situations: Testing the
Theory of Planned Behavior. International Journal
of Bullying Prevention. Advance online publication. https://doi.org/10.1007/s42380-024-00209-w
2023
Kellij,
S., Lodder, G. M. A., Giletta, M., Zimmer-Gembeck, M.,
Güroğlu, B., & Veenstra, R. (2024).
Are there negative cycles of peer victimization and rejection
sensitivity? Testing ri-CLPMs in two longitudinal samples of young
adolescents. Development and
Psychopathology, 36(2), 844-856. https://doi.org/10.1017/S0954579423000123
Tolmatcheff,
C., Veenstra, R., Roskam, I., & Galand, B.
(2024). Examining the Link Between Implementation Fidelity,
Quality, and Effectiveness of Teacher-Delivered Anti-Bullying
Interventions in a Randomized Controlled Trial.
Prevention Science, 25, 407-420. https://doi.org/10.1007/s11121-023-01580-8
McMillan,
C., Craig, B., la Roi, C., & Veenstra,
R. (2023). Adolescent friendship, cross-sexuality
ties, and attitudes toward sexual minorities: A social network
approach to intergroup contact. Social Science
Research, 114, Article 102916. https://doi.org/10.1016/j.ssresearch.2023.102916
Qin,
X., Laninga-Wijnen, L., Steglich,
C., 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, 94(6), 1531-1549.
https://doi.org/10.1111/cdev.13945
Venema,
S. D., Dirkzwager, A. J. E., Haan, M.,
Nieuwbeerta, P., Blaauw, E., & Veenstra, R.
(2023). Fatherhood and Reoffending after Release from Prison:
The Importance of Co-Residing With a Partner and Children.
Crime and Delinquency. Advance online
publication. https://doi.org/10.1177/00111287231193991
de
Roo, M., Hartman, C., Veenstra,
R., Nolte, I. M., Meier, K.,
Vrijen, C., & Kretschmer, T. (2023).
Gene-Environment Interplay in the Development of
Overweight. J Adolesc Health,
73(3), 574-581. https://doi.org/10.1016/j.jadohealth.2023.04.028
Vrijen,
C., Nolte, I. M., Oldehinkel, A.
J., Veenstra, R., & Kretschmer,
T. (2023). Genetic confounding in bullying research:
Causal claims revisited. Development and
Psychopathology, 1-12. Advance online publication. https://doi.org/10.1017/S0954579423000445
Kellij,
S., Veenstra, R., & Güroğlu, B.
(2023). Ik zie, ik zie wat jij niet ziet: Onderliggende
neurale en gedragsmatige sociaal-cognitieve processen van
(langdurig) slachtofferschap. Jeugd in
Ontwikkeling, 1(1). https://doi.org/10.54447/jio.14851
Laursen,
B., & Veenstra, R. (2023). In defense of
peer influence: The unheralded benefits of conformity.
Child Development Perspectives,
17(1), 74-80. https://doi.org/10.1111/cdep.12477
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
associations between victimization and psychological
problems. Development and
Psychopathology. Advance online publication. https://doi.org/10.1017/S0954579423001384
Franzen,
M., Jong, P. J. D., Veenstra,
R., & Rot, M. A. H. (2023).
Performance-Based Measures, Experimental Approaches, and
Intensive Repeated Measures to Examine Interpersonal
Characteristics of Victims. OSF Preprints. https://doi.org/10.31234/osf.io/he3tk
Dong,
Z., Huitsing, G., & Veenstra,
R. (2023). Positive and Negative Leadership in Late
Childhood: Similarities in Individual but Differences in
Interpersonal Characteristics. Journal of Youth
and Adolescence, 52(8), 1620-1631. https://doi.org/10.1007/s10964-023-01798-3
Levy,
L., & Veenstra, R. (2023).
Straatintimidatie. En dan? Een kwantitatief onderzoek naar de
gevolgen van seksuele straatintimidatie van studenten in
Groningen. Mens en Maatschappij,
98(4), 348-368. https://doi.org/10.5117/MEM2023.4.003.LEVY
Lorijn,
S. J., Laninga-Wijnen, L., Engels, M.
C., Lodder, G. M. A., & 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),
Article e0286085. https://doi.org/10.1371/journal.pone.0286085
Veenstra,
R., Bertogna, and, T., & Laninga-Wijnen, L.
(2023). The growth of longitudinal social network analysis: A
review of the key data sets and topics in research on child and
adolescent development. In M. E. Feinberg, & D. W.
Osgood (Eds.), Teen Friendship Networks, Development, and Risky
Behaviors (pp. 326-352). Oxford University Press. https://doi.org/10.1093/oso/9780197602317.003.0014
Veenstra,
R., & Laninga-Wijnen, L. (2023). The
prominence of peer interactions, relationships, and networks in
adolescence and early adulthood. Manuscript submitted for
publication. In L. J. Crockett, G. Carlo, & J. E. Schulenberg
(Eds.), APA handbook of adolescent and young adult
development (pp. 225-241). American Psychological Association.
https://doi.org/10.1037/0000298-014
2022
van
Aalst, D. A. E., Huitsing, G., &
Veenstra, R. (2024). A Systematic Review on Primary
School Teachers’ Characteristics and Behaviors in
Identifying, Preventing, and Reducing Bullying.
International Journal of Bullying Prevention,
6, 124-137. https://doi.org/10.1007/s42380-022-00145-7
Kiekens,
W. J., Baams, L., Feinstein, B. A., &
Veenstra, R. (2023). Development and Validation of the
Sexual Minority Adolescent Rejection Sensitivity Scale.
Archives of Sexual Behavior, 52,
971-989. https://doi.org/10.1007/s10508-022-02474-6
BIRC:
the anti-Bullying Interventions Research Consortium, Hensums, M.,
de Mooij, B., Kuijper, S. C., Cross, D., DeSmet, A., Garandeau, C.
F., Joronen, K., Leadbeater, B., Menesini, E., Palladino, B. E.,
Salmivalli, C., Solomontos-Kountouri, O., Veenstra,
R., Fekkes, M., & Overbeek, G. (2023). What Works
for Whom in School-Based Anti-bullying Interventions? An Individual
Participant Data Meta-analysis. Prevention science
: the official journal of the Society for Prevention
Research, 24, 1435–1446. https://doi.org/10.1007/s11121-022-01387-z
Kiekens,
W. J., Baams, L., & Veenstra,
R. (2022). Differences by sex and gender in the
association between minority stress and alcohol use among sexual
and gender minority youth: A daily diary study.
Social Science & Medicine, 294,
Article 114679. https://doi.org/10.1016/j.socscimed.2021.114679
Veenstra,
R. (2022). Er zijn nog te veel rotklassen waarin
leerlingen zich zo onveilig voelen dat ze niet aan leren
toekomen. Dagblad van het
Noorden.
Bravo,
A., Ortega-Ruiz, R., Veenstra, R., Engels, M.
C., & Romera, E. M. (2022). Friendship selection
and influence processes for popularity in early and
mid-adolescents. Journal of
Adolescence, 94(1), 45-56. https://doi.org/10.1002/jad.12004
Kisfalusi,
D., Hooijsma, M., Huitsing, G., & Veenstra,
R. (2022). How dislike and bullying co-develop: A
longitudinal study of negative relationships among children.
Social Development, 31(3), 797-810.
https://doi.org/10.1111/sode.12582
de
Roo, M., Veenstra, R., & Kretschmer,
T. (2022). Internalizing and externalizing correlates
of parental overprotection as measured by the EMBU: A systematic
review and meta-analysis. Social
Development, 31(4), 962-983. https://doi.org/10.1111/sode.12590
Veenstra,
R. (2022). Introduction to the special section on
social norms and behavioral development.
International Journal of Behavioral
Development, 46(5), 369-371. https://doi.org/10.1177/01650254221100236
McMillan,
C., Kreager, D. A., & Veenstra, R. (2022).
Keeping to the code: How local norms of friendship and dating
inform macro-structures of adolescents’ romantic
networks. Social Networks,
70, 126-137. https://doi.org/10.1016/j.socnet.2021.11.012
Veenstra,
R. (2022). Laat geen enkele leerling aan lot
over. Leeuwarder Courant.
Veenstra,
R. (2022). Laat geen enkele leerling aan zijn lot
over. Sociale Vraagstukken. https://www.socialevraagstukken.nl/laat-geen-enkele-leerling-aan-zijn-lot-over/
Veenstra,
R., & Lodder, G. M. A. (2022). On the
microfoundations of the link between classroom social norms and
behavioral development. International Journal of
Behavioral Development, 46(5), 453-460. https://doi.org/10.1177/01650254221100228
Tolmatcheff,
C., Galand, B., Roskam, I., & Veenstra, R. (2022).
The effectiveness of moral disengagement and social norms as
anti-bullying components: A randomized controlled trial.
Child Development, 93(6), 1873-1888.
https://doi.org/10.1111/cdev.13828
Kellij,
S., Lodder, G. M. A., van den Bedem, N. P.,
Güroğlu, B., & Veenstra, R. (2022).
The social cognitions of victims of bullying: A systematic
review. Adolescent Research Review ,
7, 287–334. https://doi.org/10.1007/s40894-022-00183-8
Karaagac,
D., Bilecen, B., & Veenstra,
R. (2022). Uncertainties shaping parental educational
decisions: The case of Syrian refugee children in Turkey.
Frontiers in Human Dynamics, 4,
Article 920229. https://doi.org/10.3389/fhumd.2022.920229
Karaagac,
D., Bilecen, B., & Veenstra,
R. (2022). Understanding Syrian parents’
educational involvement in their children's primary education in
Turkey. International Journal of Educational
Research Open, 3, Article 100184. https://doi.org/10.1016/j.ijedro.2022.100184
2021
Laninga-Wijnen,
L., & Veenstra, R. (2023). Peer
similarity in adolescent social networks: Types of selection and
influence, and factors contributing to openness to peer
influence. In B. Halpern-Felsher (Ed.), Encyclopedia of
Child and Adolescent Health (pp. 196-206). Elsevier. https://doi.org/10.1016/B978-0-12-818872-9.00047-9
Kretschmer,
T., la Roi, C., van der Ploeg,
R., & Veenstra, R. (2022). Benefits
of Bullying? A Test of the Evolutionary Hypothesis in Three
Cohorts. Journal of Research on
Adolescence, 32(3), 1178-1193. https://doi.org/10.1111/jora.12675
Palacios,
D., Dijkstra, J. K., Berger, C., Huisman,
M., & Veenstra, R. (2022).
Disentangling dyadic and reputational perceptions of
prosociality, aggression, and popularity in explaining friendship
networks in early adolescence. Social
Development, 31(3), 699-714. https://doi.org/10.1111/sode.12565
Lorijn,
S. J., Engels, M. C., Huisman,
M., & Veenstra, R. (2022). Long-Term
Effects of Acceptance and Rejection by Parents and Peers on
Educational Attainment: A Study from Pre-Adolescence to Early
Adulthood. Journal of Youth and
Adolescence, 51(3), 540-555. https://doi.org/10.1007/s10964-021-01506-z
Venema,
S., Haan, M., Blaauw, E., & Veenstra,
R. (2022). Paternal Imprisonment and
Father–Child Relationships: A Systematic Review.
Criminal Justice and Behavior,
49(4), 492-512. https://doi.org/10.1177/00938548211033636
Veenstra,
R., & Laninga-Wijnen, L. (2022). Peer
network studies and interventions in adolescence.
Current Opinion in Psychology, 44,
157-163. https://doi.org/10.1016/j.copsyc.2021.09.015
Barzeva,
S. A., Richards, J. S., Veenstra,
R., Meeus, W. H. J., & Oldehinkel, A. J.
(2022). Quality over quantity: A transactional model of
social withdrawal and friendship development in late
adolescence. Social Development,
31(1), 126-146. https://doi.org/10.1111/sode.12530
Rambaran,
J. A., van Duijn, M. A. J., Dijkstra, J.
K., & Veenstra, R. (2022). The
relation between defending, (dis)liking, and the classroom bullying
norm: A cross-sectional social network approach in late
childhood. International Journal of Behavioral
Development, 46(5), 420-431. https://doi.org/10.1177/01650254211029715
de
Vries, E., Kaufman, T. M. L., Veenstra,
R., Laninga-Wijnen, L., & Huitsing,
G. (2021). Bullying and Victimization Trajectories in
the First Years of Secondary Education: Implications for Status and
Affection. Journal of Youth and
Adolescence, 50, 1995–2006. https://doi.org/10.1007/s10964-020-01385-w
Hooijsma,
M., Kisfalusi, D., Huitsing, G., Kornelis
Dijkstra, J., Flache, A., & Veenstra,
R. (2021). Crossing ethnic boundaries? A social
network investigation of defending relationships in schools.
Group Processes and Intergroup Relations,
24(8), 1391-1408. https://doi.org/10.1177/13684302211009318
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(9), 1884-1895. https://doi.org/10.1007/s10964-021-01467-3
Veenstra,
R. (2021). Elk kind heeft recht op een fijne
schooltijd. Sociale Vraagstukken. https://www.socialevraagstukken.nl/elk-kind-heeft-recht-op-een-fijne-schooltijd/
Neal,
J. W., & Veenstra, R. (2021). Network
selection and influence effects on children's and
adolescents’ internalizing behaviors and peer victimization:
A systematic review. Developmental
Review, 59, Article 100944. https://doi.org/10.1016/j.dr.2020.100944
Güroğlu,
B., & Veenstra, R. (2021). Neural
Underpinnings of Peer Experiences and Interactions: A Review of
Social Neuroscience Research. Merrill-Palmer
Quarterly, 67(4), 416-456. https://doi.org/10.1353/mpq.2021.0021
Veenstra,
R. (2021). Pesten bestrijden doe je zoals stofzuigen:
steeds opnieuw, ook in alle hoeken, zoals het schoolplein,
kleedkamers en internet. De
Volkskrant.
Veenstra,
R., & Huitsing, G. (2021). Social
network approaches to bullying and victimization. In P.
Smith, & J. O'Higgins Norman (Eds.), The Wiley Blackwell
Handbook of Bullying (Vol. 1, pp. 196-214). Wiley-Blackwell.
https://doi.org/10.1002/9781118482650.ch11
van
Aalst, D., Huitsing, G., Mainhard, T.,
Cillessen, A. H. N., & Veenstra, R. (2021).
Testing how teachers’ self-efficacy and student-teacher
relationships moderate the association between bullying,
victimization, and student self-esteem. European
Journal of Developmental Psychology, 18(6),
928-947. https://doi.org/10.1080/17405629.2021.1912728
Qin,
X., Kaufman, T., Laninga-Wijnen,
L., Ren, P., Zhang, Y., & Veenstra, R.
(2021). The Impact of Academic Achievement and Parental
Practices on Depressive Symptom Trajectories Among Chinese
Adolescents. Research on Child and Adolescent
Psychopathology , 49(10), 1359-1371. https://doi.org/10.1007/s10802-021-00826-9
Veenstra,
R. (2021). The need for a 'we-culture': The importance
of the larger network and social norms for tackling
bullying. In B. Johansson, & R. Thornberg (Eds.),
Always take action: Researchers on their results and children's
voices on the journey from bullied to acknowledged (pp.
150-163). Friends / Holmbergs.
Laursen,
B., & Veenstra, R. (2021). Toward
understanding the functions of peer influence: A summary and
synthesis of recent empirical research. Journal of
Research on Adolescence, 31(4), 889-907. https://doi.org/10.1111/jora.12606
2020
Marucci,
E., Oldenburg, B., Barrera, D., Cillessen, A.
H. N., Hendrickx, M., & Veenstra, R. (2021).
Halo and association effects: Cognitive biases in teacher
attunement to peer-nominated bullies, victims, and prosocial
students. Social Development,
30(1), 187-204. https://doi.org/10.1111/sode.12455
Kaufman,
T. M. L., Huitsing, G., Bloemberg, R.,
& Veenstra, R. (2021). The Systematic Application
of Network Diagnostics to Monitor and Tackle Bullying and
Victimization in Schools. International Journal of
Bullying Prevention, 3(1), 75–87. https://doi.org/10.1007/s42380-020-00064-5
Huitsing,
G., Lodder, G. M. A., Browne, W. J., Oldenburg,
B., Van der Ploeg, R., & Veenstra,
R. (2020). A Large-Scale Replication of the
Effectiveness of the KiVa Antibullying Program: A Randomized
Controlled Trial in the Netherlands. Prevention
science : the official journal of the Society for Prevention
Research, 21(5), 627-638. https://doi.org/10.1007/s11121-020-01116-4
Veenstra,
R. (2020). Behovet av en ”vi-kultur”:
Vikten av det större nätverket och sociala normer
för att motverka mobbning. In B. Johansson, & R.
Thornberg (Eds.), Agera mera. Forskare om sina resultat och
barns röster om resan från mobbad till erkänd
(pp. 157-172). Stiftelsen Friends.
Hooijsma,
M., Huitsing, G., Dijkstra, J. K.,
Flache, A., & Veenstra, R. (2020).
Being Friends with or Rejected by Classmates: Aggression
Toward Same- and Cross-Ethnic Peers. Journal of
Youth and Adolescence, 49(3), 678-692. https://doi.org/10.1007/s10964-019-01173-1
Kiekens,
W., Roi ,la, C., Bos, H. M. W.,
Kretschmer, T., van Bergen, D., &
Veenstra, R. (2020). Explaining Health Disparities
between Heterosexual and LGB Adolescents by Integrating the
Minority Stress and Psychological Mediation Frameworks: Findings
from the TRAILS Study. Journal of Youth and
Adolescence, 49(9), 1767-1782. https://doi.org/10.1007/s10964-020-01206-0
Savickaite,
R., Dijkstra, J. K., Kreager, D., Ivanova, K.,
& Veenstra, R. (2020). Friendships, Perceived
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