Publications

Bjarnadóttir, J. M., Björgvinsdóttir, A. S., Stefánsson, K. K., & Pétursdóttir, A.-L. (2026). Home reading in grade 1: Implementation, challenges and opportunities. Netla – Veftímarit um uppeldi og menntun. Menntavísindasvið Háskóla Íslands. https://doi.org/10.24270/netla.2026/3 (Extended abstract in English)

Larimer, A. J., Stefánsson, K. K., Pétursdóttir, A. L., McMaster, K., & Björgvinsdóttir, A. S. (2025). Reading growth across 1st grade: Is there a Matthew effect in Icelandic schools? European Journal of Psychology of Education, 40, Article 51. https://doi.org/10.1007/s10212-025-00948-4

Þrastardóttir, G. J., Pálmadóttir, H., & Stefánsson, K. K. (2023). Inclusive early childhood education: The importance of promoting children’s belonging. Netla – Veftímarit um uppeldi og menntun. Menntavísindasvið Háskóla Íslands. https://doi.org/10.24270/netla.2023/16 (Extended abstract in English)

Ragnarsdóttir, G. B., Pétursdóttir, A., Sigurðardóttir, Z. G., & Stefánsson, K. K. (2023). The development of self-perception of ability in Icelandic children with and without specific learning difficulties. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00688-3

Isaksen, R. Y., Ástvaldsdóttir, I., & Stefánsson, K. K. (2023). The commitment of kindergarten teachers to their workplace: Social climate plays a key role. Netla – Veftímarit um uppeldi og menntun. Menntavísindasvið Háskóla Íslands. https://netla.hi.is/greinar/2023/alm/04.pdf (Extended abstract in English)

Ólafsdóttir, S., Laster, B., & Stefánsson, K. K. (2020). Adolescent learning of academic vocabulary in Iceland. Journal of Adolescent & Adult Literacy. http://dx.doi.org/10.1002/jaal.1055

Stefánsson, K. K., Gestsdóttir, S., Birgisdóttir, 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

Stefánsson, K. K. (2017). School engagement and intentional self-regulation: A reciprocal relation in adolescence (Doctoral dissertation, University of Iceland). https://uni.hi.is/kristjan/en/doktorsritgerd

Finnbogason, G. E., Stefánsson, K. K., & 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 Háskóla Íslands. https://hdl.handle.net/20.500.11815/603

Jónatansdóttir, S., Stefánsson, K. K., Gestsdóttir, S., & Birgisdóttir, 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), 87–109. https://doi.org/10.24270/tuuom.2017.26.5 (Extended abstract in English)

Stefánsson, K. K., Gestsdóttir, S., Geldhof, G. J., Skúlason, 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

Geldhof, G. J., Gestsdóttir, S., Stefánsson, 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

Stefánsson, K. K., Gestsdóttir, S., & Skúlason, 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 (Extended abstract in English)

Magnúsdóttir, E. L., Gestsdóttir, S., & Stefánsson, 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 Háskóla Íslands. https://netla.hi.is/serrit/2013/fagid_og_fraedin/002.pdf (Extended abstract in English)

International Conference Presentations

Stefánsson, K. K. (2026, August 23rd June). Threats to intrinsic motivation: Peer victimization, teacher support, and digital distractions [Paper presentation]. 19th International Conference on Motivation (ICM), ISPA – University Institute of Psychological, Social and Life Sciences, Portugal. https://icm2026.edunova-ispa.org/wp-content/uploads/sites/8/2026/06/ICM2026_conference_program.pdf

Stefánsson, K. K. (2026, March 4–6). Adolescents’ school belonging in Iceland: Challenges related to bullying, teacher support, and Icelandic as an additional language [Paper presentation]. Nordic Educational Research Association (NERA) Conference, Aarhus, Denmark. https://virtual.oxfordabstracts.com/event/75373/submission/217

Björgvinsdóttir, A. S., Pétursdóttir, A. L., McMaster, K., Stefánsson, K. K., Larimer, A. J., & Skúlason, S. (2026, March 4–6). Effects of continuing use of explicit peer-assisted reading instruction for students at-risk in 2nd grade [Paper presentation]. Nordic Educational Research Association (NERA) Conference, Aarhus, Denmark. https://virtual.oxfordabstracts.com/event/75373/submission/302

Larimer, A. J., Stefánsson, K. K., Pétursdóttir, A. L., McMaster, K., & Björgvinsdóttir, A. S. (2026, March 4–6). Opportunity gaps widening in foundational reading skills across first grade in Icelandic schools [Paper presentation]. Nordic Educational Research Association (NERA) Conference, Aarhus, Denmark. https://virtual.oxfordabstracts.com/event/75373/submission/289

Stefánsson, K. K. (2026, March 4–6). Adolescents’ school belonging in Iceland: Challenges related to bullying, teacher support, and Icelandic as an additional language [Paper presentation]. Nordic Educational Research Association (NERA) Conference, Aarhus, Denmark. https://virtual.oxfordabstracts.com/event/75373/submission/217

Stefánsson, K. K. (2024, August 28–30). Reading motivation in adolescence: The use and misuse of smartphones in schools [Paper presentation]. 18th International Conference on Motivation (ICM), University of Bern, Switzerland. https://icm2024.unibe.ch/unibe/portal/fak_humanwis/philhum_institute/micro_icm2024/content/e1415736/e1527003/e1542471/files1542473/ConferenceBookandProgram28_08_24_eng.pdf

Birgisdóttir, F., & Stefánsson, K. K. (2023, August 22–26). Development of writing motivation and its contribution to gender differences in writing performance [Paper presentation]. 20th Biennial EARLI Conference for Research on Learning and Instruction, Thessaloniki, Greece. https://www.earli.org/assets/files/EARLI2023-Programme-280823.pdf

Stefánsson, K. K. (2023, August 22–26). Student engagement and self-regulation in adolescence: A within-person reciprocal relation [Paper presentation]. 20th Biennial EARLI Conference for Research on Learning and Instruction, Thessaloniki, Greece. https://www.earli.org/assets/files/EARLI2023-Programme-280823.pdf

Birgisdóttir, F., Stefánsson, K. K., Gestsdóttir, S., & Hilmarsdóttir, 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, Aachen, Germany. https://earli.org/sites/default/files/2019-08/EARLI2019-AUG2019_1.pdf

Jónatansdóttir, S., Stefánsson, K. K., Gestsdóttir, S., & Birgisdóttir, F. (2018, August 17). Can the gender gap in reading comprehension be traced to differences in school engagement? [Paper presentation]. 16th International Conference on Motivation (EARLI SIG 8), Aarhus University, Denmark. https://conferences.au.dk/fileadmin/conferences/2018/ICM2018/ICM180815_programme_book_15_2.pdf

Stefánsson, K. K., & Gestsdóttir, 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) Biennial Meeting, Austin, TX, United States. https://www.srcd.org/sites/default/files/file-attachments/2017_srcd_biennial_meeting_program.pdf

Stefánsson, K. K., & Gestsdóttir, S. (2016, September 16–19). School engagement and intentional self-regulation: A reciprocal relationship during adolescence [Paper presentation]. European Association for Research on Adolescence (EARA), Cádiz, Spain. https://kristjanketill.com/wp-content/uploads/2020/12/FINAL-PROGRAMME-Symposia-1608.pdf

Stefánsson, K. K., & Gestsdóttir, 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]. Society for Research on Adolescence (SRA), Baltimore, MD, United States. https://kristjanketill.com/wp-content/uploads/2020/12/2016-SRA-Program-Book.pdf

Stefánsson, K. K., & Gestsdóttir, 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, TX, United States. https://kristjanketill.com/wp-content/uploads/2020/12/2014SRA_Program_Book.pdf