Peer-reviewed publications

Finnbogason, G. E., Stefansson, K. K. og Larsen-Kaasgaard, A. (2017). Changes in attitudes of Icelandic adolescents towards democracy in the classroom over a five-year period. Netla – Veftímarit um uppeldi og menntun. Menntavísindasvið Háskóli Íslands. https://hdl.handle.net/20.500.11815/603

Geldhof, G. J., Gestsdottir, S., Stefansson, K. K., Johnson, S. K., Bowers, E. P., & Lerner, R. M. (2015). Selection, optimization, and compensation: The structure, reliability, and validity of forced-choice versus Likert-type measures in a sample of late adolescents. International Journal of Behavioral Development, 39(2), 171-185. https://doi.org/10.1177/0165025414560447

Jonatansdóttir, S., Stefansson, K. K, Gestsdottir, S, Birgisdottir, F. (2017). Can the gender gap in reading comprehension be traced to differences in school engagement? Tímarit um uppeldi og menntun / Icelandic Journal of Education, 26(1–2), 2017, 87−109. https://doi.org/10.24270/tuuom.2017.26.5

Magnusdottir, E. L., Gestsdottir, S. og Stefansson, K. K (2013). The relation between school-related motivation and self-efficacy or self-regulated learning among Icelandic students  Netla – Veftímarit um uppeldi og menntun, Menntavísindasvið Háskóli Íslands. https://netla.hi.is/serrit/2013/fagid_og_fraedin/002.pdf

Olafsdottir, S., Barbara Laster, Stefansson, K. K (2020). Adolescent Learning of Academic Vocabulary in Iceland. The Journal of Adolescent & Adult Literacy. http://dx.doi.org/10.1002/jaal.1055

Stefansson, K. K., Gestsdottir, S., Birgisdottir, F., & Lerner, R. M. (2018). School engagement and intentional self-regulation: A reciprocal relation in adolescence. Journal of Adolescence, 64, 23-33. https://doi.org/10.1016/j.adolescence.2018.01.005

Stefansson, K. K. (2017). School engagement and intentional self-regulation: a reciprocal relation in adolescence. [Dissertation submitted in partial fulfillment of a joint Ph.D.-degree between Faculty of Education Studies, School of Education, and Faculty of Psychology, School of Health Sciences].University of Iceland. https://uni.hi.is/kristjan/en/doktorsritgerd

Stefansson, K. K., Gestsdottir, S., Geldhof, G. J., Skulason, S., & Lerner, R. M. (2016). A Bifactor Model of School Engagement: Assessing General and Specific Aspects of Behavioral, Emotional and Cognitive Engagement among Adolescents. International Journal of Behavioral Development, 40(5), 471-480. https://doi.org/10.1177/0165025415604056

Stefansson, K. K., Gestsdottir, S, & Skulason, S. (2014). The development of the SOC scale for youth in Iceland. Sálfræðiritið / The Journal of the Icelandic Psychological Association, 19, 41-55. http://hdl.handle.net/2336/556035

International conference presentations

Birgisdottir, F., Stefansson, K. K. (Presenting Author), Gestsdottir, S., Hilmarsdottir, H. G. (2019, August 12-16). Reciprocal effects of reading motivation, reading amount and reading comprehension in middle school. [Paper presentation]. 18th Biennial EARLI Conference for Research on Learning and Instruction, RWTH Aachen University, Germany. https://earli.org/sites/default/files/2019-08/EARLI2019-AUG2019_1.pdf

Jonatansdottir, S., Stefansson, K. K. (Presenting Author), Gestsdottir, S., and Birgisdottir, F. Can the gender gap in reading comprehension be traced to differences in school engagement? [Paper presentation]. European Association for Research on Learning and Instruction. Special Interest Group 8. (EARLI SIG 8). 16th International Conference on Motivation. August 17th, 2018, Aarhus University, 8000 Aarhus, Denmark. https://conferences.au.dk/fileadmin/conferences/2018/ICM2018/ICM180815_programme_book_15_2.pdf

Stefansson, K. K, Gestsdottir, S. (2017, April 6-8). Do intentional self-regulation and school engagement promote each other and academic achievement in early adolescence? [Paper presentation]. Society for Research on Child Development (SRCD). 17th Biannual Meeting, Austin Convention Center, Austin, Texas. https://www.srcd.org/sites/default/files/file-attachments/2017_srcd_biennial_meeting_program.pdf

Stefansson, K. K., Gestsdottir, S. (2016, September 16-19). School engagement and intentional self-regulation: A reciprocal relationship during adolescence. [Paper presentation]. The biannual conference of the European Association of Research on Adolescence (EARA), Cadiz. https://uni.hi.is/kristjan/files/2020/12/FINAL-PROGRAMME-Symposia-1608.pdf

Stefansson, K. K., Gestsdottir, S. (2016, March 31 - April 2). A Bifactor Model of School Engagement: Assessing General and Specific Aspects of Behavioral, Emotional and Cognitive Engagement among Adolescents. [Poster presentation]. The biannual conference of the Society of Research on Adolescence (SRA), Baltimore, Maryland. https://uni.hi.is/kristjan/files/2020/12/2016-SRA-Program-Book.pdf

Stefansson, K. K., Gestsdottir, S. (2014, March 20-22). The Increasing Role of Self-Regulation in Academic Achievement During Early Adolescence. [Paper presentation]. Society for Research on Adolescence (SRA), 15th Biennial Meeting, Austin, Texas. https://uni.hi.is/kristjan/files/2020/12/2014SRA_Program_Book.pdf

 

For prior presentations, theses, and reports please visit the Icelandic section.