Research Articles and Book Chapters in English

(see also publications in Icelandic under Ritaskrá)

Gestsdottir, S., Geldhof, J., Paus, T., Freund, A. M., Adalbjarnardottir, S., Lerner, J. V., & Lerner, R. M. (2014, in press). Self-regulation processes among youth in four western cultures: Is there an adolescent-specific structure of the Selection-Optimization-Compensation (SOC) model? International Journal of Behavioral Development.

Blondal, K.S., & Adalbjarnardottir, S. (August 2014). Parenting in relation to school dropout through student engagement: A longitudinal study. Journal of Marriage and Family, 76, 778-795.  DOI:10.1111/jomf.12125

Blondal, K.S. & Adalbjarnardottir, S. (2012). Student disengagement in relation to expected and unexpected educational pathways. Scandinavian Journal of Educational Research, 56, 85-100.

Ross, A., Issa, T, Philippou, S., & Aðalbjarnardóttir, S. (2012). Moving borders, crossing boundaries: young people’s identities in a time of change 3: Constructing Identities in European Islands: Cyprus and Iceland . In P. Cunningham (Ed.), Creating Communities: Local, National, and Global. (pp. 480-496). London: CiCe publication.

Adalbjarnardottir, S. (2011). Fostering the roots of peace. In S. Adalbjarnardottir, L. Cajani, M. Fulop, P. Harnett, & R. Johansson (Eds.) War, peace, and citizenship reserach, (pp. 9-12); Series nr. 5. London Metropolian University: CiCe (Children‘s Identity and Citizenship in Europe) Central Coordination Unit.

Adalbjarnardottir, S. (2010). Passion and purpose: Teacher professional development and student social and civic growth. In T. Lovat & R. Toomey (Eds.), International Research Handbook on Values Education and Student Wellbeing (pp. 737-764). New York: Springer.

Fridriksdottir, K., & Adalbjarnardottir, S. (2010). Relating life story and pedagogical vision: A teacher’s voice. In B. Sriraman, C. Bergsten, S. Goodchild, C. Michelsen, G. Palsdottir, O. Steinthorsdottir, & L. Haapasalo (Eds.), The Sourcebook on Nordic Research in Mathematics Education (pp. 495-504). Charlotte, NC: Information Age Publishing.

Blondal, K.S. & Adalbjarnardottir, S. (2009). School dropout, parenting style, and parental involvement: A longitudinal study. Adolescence, 44, 729-749.

Adalbjarnardottir, S.,& Markusdottir, M.A. (2009). Civic protest before and after Iceland’s economic crisis: Adolescents speak about participation. In A. Ross (Ed.), Human Rights and Citizenship Education (pp. 251-258). London: CiCe publication.

Adalbjarnardottir, S. (2008). Young people’s civic awareness and engagement: Listening to their voices using thematic and developmental analysis. In A. Ross (Ed.), Reflecting on Identities: Research, Practice and Innovation (pp. 717-727). London: CiCe publication.

Adalbjarnardottir, S. (2007). Iceland. In J.J. Arnett and R. Silbereisen (Eds.), Routledge International Encyclopedia of Adolescence (pp. 425-441). London: Routledge.

Adalbjarnardottir, S., & Runarsdottir, E. M. (2006). A leader’s experiences of intercultural education in an elementary school: Changes and challenges. In V. Collinson (Ed.), Theme Issue: Learning, Teaching, Leading: A Global Perspective, Theory Into Practice, 44, 177-186.

Adalbjarnardottir, S., Runarsdottir, E. M., & Ingvarsdottir, H. (2005). National Policy and Practitioner Practice in Multicultural Education in Iceland. In A. Ross (Ed.), Teaching citizenship (pp. 35-41). London: CiCe publication.

Ingvarsdottir, H., & Runarsdottir, E. M., & Adalbjarnardottir, S. (2005). Teaching New Citizens: Challenges and Opportunities. In A. Ross (Ed.), Teaching citizenship (pp. 365-371). London: a CiCe publication.

Adalbjarnardottir, S. (2004). “Respect between teachers and students is the basis for all school work:” Teacher-student relationships. In B. Krzywosz-Rynkiewicz & A. Ross (Eds.), Social Learning, Inclusiveness and Exclusiveness in Europe (pp. 39-53). Stoke on Trent, UK: Trentham Books.

Adalbjarnardottir, S., & Runarsdóttir, E.M. (2003). Educational aims in a changing society: Equal opportunities in citizenship, culture, and identity. In A. Ross (Ed.), A Europe of Many Cultures (pp. 71-78). London: a CiCe publication.

Runarsdóttir, E.M., & Adalbjarnardottir, S. (2003). Towards equality and positive identity: The value of classroom discussion as a teaching method. In A. Ross (Ed.), A Europe of Many Cultures (pp. 171-176). London: a CiCe publication.

Selman, R. L., & Adalbjarnardottir, S. (2003). Supporting teachers’ professional development. Lessons from Iceland, in R. L. Selman, The Promotion of Social Awareness: Powerful Lessons from the Partnership of Developmental Theory and Classroom Practice (pp. 113-127). N.Y.C., N.Y. Russell Sage.

Selman, R. L., & Adalbjarnardottir, S. (2003).Teachers’ reflections on promoting social competence. Lessons from Iceland, in R. L. Selman, The Promotion of Social Awareness: Powerful Lessons from the Partnership of Developmental Theory and Classroom Practice (pp. 128-146). N.Y.C., N.Y. Russell Sage.

Selman, R. L., Buitrago, C., & Adalbjarnardottir, S. (2003).Terms of engagement: Personal meaning and the professional lives of teachers. Lessons from Iceland, í R. L. Selman, The Promotion of Social Awareness: Powerful Lessons from the Partnership of Developmental Theory and Classroom Practice(pp. 147-169). N.Y.C., N.Y. Russell Sage.

Adalbjarnardottir, S. (2002). Adolescent psychosocial maturity and alcohol use: Quantitative and qualitative analysis of longitudinal data. Adolescence, 37, 19-54.

Adalbjarnardottir, S. (2002). Citizenship education and teachers’ professional awareness. In D., Scott, & H. Lawson (Eds.) Citizenship education and the curriculum (131-150). CT: Greenwood Publ. Group, INC.

Adalbjarnardottir, S. (2002). At dyrke demokratiske værdier – Nøglen til en bedre verden. In Gun-Marie Frånberg & D. Kellos (Eds). Demokrati í skolans vardag (pp. 101-149). Umeå universitet för NSS: Nordiska Ministerrådet. (In Danish)

Adalbjarnardottir, S. (2002). The challenging process of preparing education professionals to promote citizenship awareness. In A. Ross (Ed.) Future Citizens in Europe (pp.25-32). London: a CiCe publication.

Adalbjarnardottir, S., & Rafnsson, F. D. (2002). Adolescent antisocial and substance use: Longitudinal analyses. Addictive Behaviors, 27, 227-240.

Adalbjarnardottir, S., & Hafsteinsson, L. G. (2001). Parenting styles and adolescent substance use: A longitudinal study. Journal of Research on Adolescence, 11, 401-423.

Adalbjarnardottir, S., & Rafnsson F. D. (2001). Perceived control in adolescent substance use: Concurrent and longitudinal analyses. Psychology of Addictive Behaviors, 15, 25-32.

Adalbjarnardottir, S. (2001). Cultivating citizenship awareness: The school setting. In A. Ross (Ed.) Learning for a Democratic Europe (pp 167-173). London: a CiCe publication.

Adalbjarnardottir, S. (2001). Die Reconstruction der Entwiklung von Lehrern und Schulern: Ein Sozio-Moralischer Ansatz in der Schule. In W. Edelstein, F. K. Oser & P. Schuster (Eds.) Moralische Erziehung in der Schule (pp. 213-232). Weinheim und Basel: Beltz Verlag. (In German)

Bjarnason, T., & Adalbjarnardottir, S. (2000). Anonymity and confidentiality in school Surveys on Alcohol, Tobacco, and Cannabis Use. Journal of Drug Issues, 29, 335-343.

Runarsdottir, E. M., & Adalbjarnardottir, S. (2000). “Who wants to employ a bossy loudmouth?” Teacher’s pedagogical vision and strategies when promoting students’ self-perceptions and social awareness. In A. Ross (Ed.) Developing Identities in Europe: Citizenship Education and Higher Education (pp. 461-467). London: a CiCe publication.

Selman, R. L. & Adalbjarnardottir, S. (2000). A developmental method to analyze the personal meaning of the adolescents make of risk and relationship: The case of drinking. Applied Developmental Science, 4 (1), 47-65.

Adalbjarnardottir, S. (1999). Tracing the developmental processes of teachers and students: A sociomoral approach in school. Scandinavian Journal of Educational Research, 43, 57-79.

Adalbjarnardottir, S. (1999). Tracing the professional development of teachers as they foster students’ social competence. In A. Ross (Ed.), Young citizens in Europe (pp. 333-344). London: CiCe publication.

Adalbjarnardottir, S., & Selman, R L. (1997). “I feel I received a new vision:” An analysis of teachers professional development as they work with students on interpersonal issues. Teaching and Teacher Education, 13, 4, 409-428.

Adalbjarnardottir, S. (1995). How children propose to negotiate: The role of social withdrawal, anxiety, and locus of control. Child Development, 66, 1739-1751.

Adalbjarnardottir, S. (1995). Fostering students’ socio-moral growth in Iceland: From philosophical ideas through psychological research to educational practice. In Search of Moral Education in the 21st Century. The 2nd International Conference on Moral Education. The Institute of Moralogy (IOM) Reitaku University, Kashiwa City, Japan.

Adalbjarnardottir, S. (1994). Understanding children and ourselves: Teachers’ reflections on social development in the classroom. Teaching and Teacher Education, 10, 4, 409-421.

Adalbjarnardottir, S. (1993). Promoting children’s social growth in the schools: An intervention study. Journal of Applied Developmental Psychology, 14, 461-484.

Adalbjarnardottir, S. (1992). Reaching consensus in conflict situations in childhood: A new model integrating Habermas’ and Selman’s theories. Nordisk Psykologi, 44, 116-137.

Adalbjarnardottir, S. (1992). Fostering children’s social conflict resolutions in the classroom: A developmental approach. In F. Oser, A. Dick & J. Patry (Eds.), Effective and Responsible Teaching: A New Synthesis (pp. 397-412). San Fransisco, CA: Jossey Bass.

Adalbjarnardottir, S., & Willett, J. B. (1991). Children’s perspectives on conflicts between student and teacher: Developmental and situational variations. British Journal of Developmental Psychology, 9, 377-391.

Adalbjarnardottir, S., & Edelstein, W. (1989). Listening to Children’s Voices: Psychological Theory and Educational Implications. Scandinavian Journal of Educational Research, 33, 79-97.

Adalbjarnardottir, S. & Selman, R. L. (1989). How children propose to deal with the criticism of their teachers and classmates: Developmental and stylistic variations. Child Development, 60, 539-551.