René Veenstra Email & Phone Number

Groningen, Gr, Nl

Amsterdam, North Holland, Netherlands

Members of the KNAW, prominent academics from all disciplines, are elected on the basis of their academic achievements. The KNAW has about 600 members. Membership is for life. The Academy represents scientific disciplines, manages national research institutes and advises the Dutch government on scientific matters. It serves as a forum for debate and knowledge exchange, cooperates with international scientific organizations, and administers funding programs. The Royal Netherlands Academy of Arts and Sciences promotes scientific quality, oversees leading national research institutes and ensures that Dutch scientists contribute to societal progress.

Haarlem Area, Netherlands

Founded in 1752, the Royal Holland Society of Sciences and Humanities is the oldest learned society in the Netherlands, comprising some 400 science promoters (directors) and 500 scientists (members) from various disciplines. Its unique structure facilitates meetings between academic and non-academic leaders and allows it to provide independent judgment for prestigious awards and fellowships funded by donations. The Society encourages the exchange of ideas through lectures and informal interactions.

Supervision of PhD students:- Xingna Qin: The Role of Peers, Parents, and Teachers in Adolescent Friendship Dynamics (finished in 2024)- Sofie Lorijn: Peer Relationships in the Transition from Primary to Secondary Education (finished in 2024)- Dilara Karaagac: Understanding Syrian parents’ perspectives and experiences of their children’s primary schooling in Turkey (finished in 2024)- Simon Venema: Paternal Imprisonment, Fatherhood, and Family Relationships (finished in 2024)- Sanne Kellij: Victims of bullying, social cognitions, and brain activity (finished in 2023)- Eleonora Marucci: Antecedents and consequences of teacher attunement in primary and secondary school classrooms (finished in 2023)- Wouter Kiekens: Sexual and gender minority youth’s mental health and substance use (finished in 2022)- Danelien van Aalst: Elements contributing to teachers’ role in bullying (finished in 2022)- Diego Palacios: How context and the perception of peers’ behaviors shape relationships in adolescence: A multiplex social network perspective (finished in 2020)- Tessa Kaufman: Toward tailored interventions: Explaining, assessing, and preventing persistent victimization of bullying (finished in 2020)- Marianne Hooijsma: Clashrooms: Interethnic peer relationships in classrooms (finished in 2020)- Lydia Wijnen: Consequences and antecedents of aggressive, prosocial and academic popularity norms in adolescent’ classrooms (finished in 2020)- Ashwin Rambaran: The classroom as context for bullying: A social network approach (finished in 2019)- Chaim la Roi: Stigma and Stress : Attitudes towards Sexual Minority Orientations and the Association between Sexual Orientation and Mental Health (finished in 2019)- Mariola Gremmen: Social Network Processes and Academic Functioning (finished in 2018)- Loes van Rijsewijk: Antecedents and Consequences of Helping among Adolescents (finished in 2018)

Groningen, Netherlands

In the QANU Research Review 2019, the sociology program at the University of Groningen was rated very good in relevance and viability and excellent in quality. This assessment by an international committee of leading scholars underscores the excellence of the program. My former PhD students and postdocs have gone on to secure academic positions, publish in high-impact journals, win fellowships (Marie Curie, Rubicon ,VENI, ERC Starting, ERC Consolidator) and prestigious awards (ISSBD Young Scientist Award, NSV Dissertation Prize, Praemium Erasmianum, EARA Young Scholar Award, Alberti Center Early Career Award).

Veenstra, R., Lindenberg, S., Tinga, F., & Ormel, J. (2010). Truancy in late elementary and early secondary education: The influence of social bonds and self-control. International Journal of Behavioral Development, 34, 302-310. Veenstra, R., Lindenberg, S., Munniksma, A., & Dijkstra, J.K. (2010). The complex relation between bullying, victimization, acceptance, and rejection: Giving special attention to status, affection, and sex differences. Child Development, 81, 510-516. Veenstra, R., Lindenberg, S., Verhulst, F.C., & Ormel, J. (2009). Childhood-limited versus persistent antisocial behavior: Why do some recover and others do not? The TRAILS study. Journal of Early Adolescence, 29, 718-742.

Groningen / Nijmegen / Utrecht, Netherlands

The Interuniversity Center for Social Science Theory and Methodology (ICS), founded in 1986, is a leading Dutch research center and graduate school in the social sciences. It operates across four universities: University of Groningen, Utrecht University, Radboud University Nijmegen, and University of Amsterdam.

HIGHLIGHT: The 2013 special issue of the Journal of Research on Adolescence featured 17 articles on network and behavior dynamics in adolescence, demonstrating the use of stochastic actor-oriented models to analyze the interdependent dynamics of networks and behavior. These models, estimated using the SIENA software, effectively address selection (friends change, behavior remains) and influence (friends remain, behavior changes) effects, model unobserved change, control for network structure effects, and account for data dependencies. See:- Veenstra, R., & Dijkstra, J. K. (2011). Transformations in adolescent peer networks. In B. Laursen & W. A. Collins (Eds.), Relationship pathways: From adolescence to young adulthood (pp. 135-154). Los Angeles: Sage. - Veenstra, R. & Steglich, C. (2012). Actor-based model for network and behavior dynamics. In B. Laursen, T.D. Little, & N.A. Card (eds.), Handbook of Developmental Research Methods (pp. 598-618). New York: Guilford.- Veenstra, R., Dijkstra, J.K., Steglich, C., & Van Zalk, M.H.W. (2013). Network-behavior dynamics. Journal of Research on Adolescence, 23, 399-412.- 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 Encyclopedia of Child and Adolescent Health, volume 3 (pp. 196-206). Elsevier.- Veenstra, R., & Laninga-Wijnen, L. (2023). The prominence of peer interactions, relationships, and networks in adolescence and early adulthood. In APA Handbook of Adolescent and Young Adult Development (pp. 225-241). American Psychological Association.- Veenstra, R., Bertogna, T., & Laninga-Wijnen, L. (2024). 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 Behavior (pp. 326-352). Oxford University Press.

In Finland, I worked on the KiVa project to develop an anti-bullying program for comprehensive schools, funded by the Finnish Ministry of Education. The project was co-directed by Dr. Christina Salmivalli (Department of Psychology) and Dr. Elisa Poskiparta (Center for Learning Research) at the University of Turku.

Supervision of PhD students:- Beau Oldenburg: Bullying in Schools: The Role of Teachers and Classmates (finished in 2017)- Rozemarijn van der Ploeg: Be a buddy, not a bully? Four studies on emotional and social processes related to bullying, defending, and victimization (finished in 2016)- Kim Pattiselanno: At your own risk: The importance of group dynamics and peer processes in adolescent peer groups for adolescents’ involvement in risk behaviors (finished in 2016)- Britta Ruschoff: Peers in careers: Peer relationships at the transition from school to work (finished in 2015)- Tinka Veldhuis: The effect of collective humiliation on terrorist radicalization (finished in 2015)- Marina Verlinden: Population‐based studies of bullying in young children (finished in 2014)- Gijs Huitsing: A social network perspective on bullying (finished in 2014)- Miia Sainio: Bullying, victimization, and defending from a dyadic perspective (finished in 2013)- Anke Munniksma: Crossing ethnic boundaries: Resistance to and consequences of adolescents’ cross-ethnic peer relations (finished in 2013)- Katya Ivanova: From parents to partners: The impact of family on romantic relationships in adolescence and emerging adulthood (finished in 2012)- Tobias Stark: Integration in school classes: Students' interpersonal attitudes and interpersonal relationships (finished in 2011)- Jelle Sijtsema: Adolescent aggressive behavior: Status and stimulation goals in relation to the peer context (finished in 2010)- Miranda Sentse: Bridging contexts: The interplay between family, child, and peers in explaining problem behavior in early adolescence (finished in 2010)- Jan Kornelis Dijkstra: Status and affection among (pre)adolescent peers and their relation with antisocial and prosocial behavior (finished in 2007).

Selected publications; Veenstra, René, Lindenberg, Siegwart, Zijlstra, Bonne J.H., De Winter, Andrea F., Verhulst, Frank C., & Ormel, Johan (2007). The dyadic nature of bullying and victimization: Testing a dual perspective theory. Child Development, 78, 1843-1854.Veenstra, René, Lindenberg, Siegwart, Oldehinkel, Albertine J., De Winter, Andrea F., & Ormel, Johan (2006). Temperament, environment, and antisocial behavior in a population sample of preadolescent boys and girls. International Journal of Behavioral Development, 30, 422-432. Veenstra, René, Lindenberg, Siegwart, Oldehinkel, Albertine J., De Winter, Andrea F., Verhulst, Frank C., & Ormel, Johan (2005). Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41, 672-682.

Phd, Sociology

Activities and Societies: Visiting scholar at Department of Sociology, University of Chicago (host: Prof. Barbara Schneider)Title.

Msc, Onderwijskunde [Educational Science] / Algemene Pedagogiek [Educational Theory]

Activities and Societies: Visiting student at Tufts University, Boston, and Georgetown University, Washington DC.Supervisors.

Education record