For this project we delve into children's digital media use during the transition from kindergarten to group 3 and investigate its impact on their social development.

Why does social anxiety increase in adolescence and how does it grow out of control in some adolescents?

What are the developmental pathways to social anxiety (disorder), the causal processes and maintaining factors? How do these factors interact in the development of social anxiety disorder? How can this knowledge be used to design and implement effective preventive intervention programs for youth?

Can subgroups of people be differentiated whose attitudes on the Sinterklaas festivities and Black Pete cluster with either a) high Dutch national identification or b) a strong preference for social hierarchy, also known as social dominance orientation (SDO; Pratto et al., 1994)?

From 1 January 2017, Professor of neurocognitive developmental psychology Eveline Crone has been appointed member of the Social Sciences Council of the Royal Netherlands Academy of Arts and Sciences (KNAW).

Nowadays children grow up with social media. This may influence the development of brain regions involved in social interaction. In their review article in Nature Communications, Crone and Konijn illustrate how neuroscience can contribute to a better understanding of how media and peers influence adolescents'…

As humans we have a tendency to judge certain actions as either right or wrong. Where does our moral sense come from? We found evidence that infants who are only one year old prefer those who comfort as opposed to ignore another who is sad.

The consequences of social tendencies for the legislation and institutions in the fields of social security, the labor market policy and pension reform are examined in this multdisciplinary research program..

Explore how stakeholders in Gabon's Makokou region interact with forest resources in logging, agriculture, and mining, and their impacts on social and environmental changes.

What is the relation between the experience and the act of exclusion?

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A neurobiological perspective on individual differences in social competence

Why are not all children equally responsive to variations in the social environment?

A neuro-ecological perspective on adolescent prosocial development

When and how does social anxiety develop? How can it go astray in some adolescents? How can we help troubled young people to attend school regularly and return to a normal developmental pathway?

Are there any differences in gaze behavior between high and low socially anxious individuals? What factors influence the relation between social anxiety and gaze behavior?

This project aims at studying the social media reception of African publications as covered by the most important “altmetric” sources.

Which adolescents are more at risk of developing social anxiety disorder later in life?

This dissertation takes an important step in understanding the phenomenon of non-take-up of social support and what it means for contemporary social policies.

Can positive peer feedback break the cycle of negative self-relevant cognitive processes and reduce self-reported anxiety in early adolescents?

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Helping people, groups and policymakers navigate the social transitions of our time.

Why do some children confront social challenges with confidence, whereas others experience difficulties? What is the role of child temperament and child emotional dispositions? What is the role of parenting? This project aims to shed light on the mechanisms explaining shyness and confidence in response…

At the Young Academy Leiden, we care deeply about fostering social safety at our university. Increasing social safety is of particular importance to early career scholars as they often find themselves in a vulnerable position without a permanent contract, or with a dependence on superiors for progressing…

Social anxiety runs in families, but the neurobiology underlying this genetic vulnerability is until now largely unknown. The unique Leiden Family Lab study on Social Anxiety Disorder (LFLSAD) aims to broaden our knowledge with respect to this genetic susceptibility.

The key subject of the Team Economic and Social History is Inequality (at local, national and global levels). We study this from an intersectional perspective: gender, class, ethnicity or race, religion, sexuality, age, ability/disability, citizenship and legal status. We study these categories of power…