Edited Special Issues
Stefánsson, K. K., & Bjarnadóttir, V. S. (Eds.). (2026). Icelandic Youth Study II. Netla – Online Journal on Pedagogy and Education, Special Issue 2026. The issue presents research based on the Icelandic Youth Study (ÍÆ), focusing on the wellbeing, experiences, and social conditions of Icelandic youth. Includes two peer-reviewed articles and an editorial introduction.
Stefánsson, K. K., & Bjarnadóttir, V. S. (Eds.). (2025). Icelandic Youth Study I. Netla – Online Journal on Pedagogy and Education, Special Issue 2025. The issue showcases findings from the Icelandic Youth Study (ÍÆ), with a focus on youth wellbeing, educational experiences, and social development in Iceland. Includes four peer-reviewed articles and an editorial introduction.
Peer-Reviewed Publications
Jónsdóttir, B.J., Stefánsson, K.K., Kaldalóns, I.V. Jónsson, Ó. P. (2026). Mindfulness and Educators’ Mental Health and Well-Being: Outcomes of a Two-Year Study. School Mental Health . https://doi.org/10.1007/s12310-026-09914-x
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