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Frosso Motti-Stefanidi

From EverybodyWiki Bios & Wiki

Frosso Motti-Stefanidi
Frosso Motti-Stefanidi.jpg
Born (1956-05-17) May 17, 1956 (age 67)
Athens, Greece
🏳️ Nationality
🎓 Alma materUniversity of Minnesota
University of Geneva
💼 Occupation
👩 Spouse(s)Constantinos Stefanidis
👶 ChildrenJohn Stefanidis, George Stefanidis


Frosso Motti-Stefanidi is an internationally recognized developmental psychologist whose work has contributed to the understanding of how immigrant youth develop and succeed in their new cultures and what factors impact their effective adaptation.[1] Motti-Stefanidi's career, which spans four decades as a professor of Psychology in the Department of Psychology, School of Philosophy at the National and Kapodistrian University of Athens, has included teaching, advising, research, writing, speaking, and consulting. She has served as an expert and consultant on immigrant youth in schools, presented the public policy implications of her work to European Parliament Working Groups on Immigrant Youth Adaptation,[2], as Chair of Panels for Economics and Social Sciences of the European Science Foundation (ESF),[3] and has lectured and written widely on the topic of youth resilience.[4]

She has presented the social policy implications of her work at different Working Groups of the European Parliament as well as at conferences organized by NGOs interested in the adaptation of migrant and refugee youth.

Motti-Stefanidi's research has contributed to changes in the structure of primary and secondary education programs and social programs to improve outcomes for immigrant youth.[5] It has also been instrumental in informing the policymaking of governments throughout the European Union in devising more effective policies for the settlement of immigrants in their new countries.[6] Motti-Stefanidi is the author of over 200 articles published in major scientific journals, has written ten books, and has contributed chapters to over twenty others. She been engaged extensively as a speaker or panelist at global events in the area of immigrant youth adaptation and resilience.[7]

Early Life and Education[edit]

Frosso Motti-Stefanidi was born Eufrossine Motti in Athens, Greece on May 17, 1956.

After completing high school, Motti-Stefanidi left Greece to pursue her college education at the University of Geneva in Switzerland, with an interest in psychology. In that program, one of her professors included renowned psychologist Jean Piaget, a founding father of Developmental Psychology, and the second most cited psychologist of the 20th century (after BF Skinner.[8]One of Piaget's areas of focus on the importance of education in children influenced Motti-Stefanidi throughout her career.[9] Following completion of her doctoral degree requirements in 1984, Motti-Stefanidi returned to Greece and began a private therapy practice. She married Constantinos Stefanidis, a prominent pediatric nephrologist recognized internationally for his research and scholarship in this field.[10]

In 1975, at the age of 19, Motti-Stefanidi left her native Greece to travel to Switzerland to study at the University of Geneva where she enrolled in courses in the Department of Psychology and Education. There, from 1975 through 1977, she became interested in the study of Child Psychology based on the prominence of the university in that field. Her study included a course in Developmental Psychology taught by Jean Piaget, one of the great psychologists of the 20th century, whose theory of cognitive development and epistemological view combined to form the branch of psychology that became known as genetic epistemology.[11] After two years in Geneva, Motti-Stefanidi transferred to the University of Minnesota and began her studies at the Institute of Child Development (ICD), within the University of Minnesota College of Education and Human Development. The ICD is recognized as the number one program for Child Development in the world.[12] At Minnesota, over the course of eight years, she graduated summa cum laude with a Bachelors degree, and went on to complete her Masters, and Doctorate.

After completing her studies, Motti-Stefanidi returned to Athens and began work as a clinical psychologist and adjunct faculty member at the University of Athens, teaching undergraduate and graduate courses in Developmental Psychology.[13]

Research[edit]

Motti-Stefanidi's academic advisor and mentor during her eight years of undergraduate and graduate study was Professor L. Alan Sroufe, whose principal research focus was infant attachment.[14] Motti-Stefanidi became part of the research team guided by Sroufe, which resulted in conducting an over 30-year longitudinal study of infant attachment that began in 1976.[15] Her first published research paper, which appeared in Child Development in 1983, was entitled "From Infant Affect Expression to Symbolic Play: The Coherence of Development in Down Syndrome Children."[16]

In Greece, Motti-Stefanidi developed the Athena Studies of Resilient Adaptation (AStRA) project, which includes two large longitudinal studies of over 2500 middle school students, and focused on the adaptation and well-being of immigrant youth in the context of their school experience. The study examined: (1) Whether being an immigrant is a risk factor for youth's adaptation, development and acculturation? (2) Whether and how different personal and contextual factors and processes account for individual differences in immigrant youth adaptation. (3) Whether and how the Great Economic Recession in Greece placed at risk the adaptation and wellbeing of immigrant and Greek youth (cohort comparison)? (4) whether family functioning longitudinally mediated the link between families' economic hardship and youth's adaptation and well-being.[17]

Resilience Expertise[edit]

Over the course of her career, Motti-Stefanidi has developed a global reputation as an expert in the area of resilience, and has provided input on this topic to inform education policy-making.[18] Her work has included extensive study of the factors that influence resilience and adaptation in immigrant at different stages of development and also how they are impacted by such factors as an economic crisis or pandemic.[19] In a New York Times interview on the global pandemic, she reflected on the influence of resilience on outcomes in different countries and their success in crisis management. [20]

Hearkening back to the early influence of Piaget on her research interests, Motti-Stefanidi has been hailed as an expert and a vocal supporter of the education environment[21] as key predictor to successful entry of immigrant youth into their new culture.[22] Around the world, they face pressure not to go.[23]

Motti-Stefanidi was invited by the 2016 Working Group on the Quality of Childhood to present at the European Parliament after an experts’ meeting in Greece on immigrant youth adaptation and well-being. This meeting resulted in the creation of a mission statement using current scientific evidence to propose ways to promote immigrant and refugee youth’s positive adaptation.[24]

From 2015-2018, Motti-Stefanidi, along with her research team, took part as partner at the Horizon Europe 2020 Program entitled: "Constructing Active Citizenship with European Youth: Policies, Practices, Challenges and Solutions."[25]

Addressing the issue of immigrant youth in terms of their experience in a new culture after they immigrate, Motti-Stefanidi wrote a chapter on "Immigrant youth resilience in the context of challenging receiving societies", published by the American Psychological Association.[26]

Offices Held[edit]

Motti-Stefanidi has served in public policy, professional, and academic leadership positions in Greece, in Europe, and the United States. These include:

  • 2019-2020 Chen Yidan visiting Global Fellow, Graduate School of Education, Harvard University
  • 2018 Chair of Panels for Economics and Social Sciences of the European Science Foundation (ESF)
  • 2017 Member, Secretariat, International Consortium of Developmental Science Societies (ICDSS)
  • 2015-2021 Member, Governing Council of the Society for Research in Child Development (SRCD)
  • 2013-2015 President, European Society for Developmental Psychology
  • 2013-2017 Co-Chair, International Affairs Committee of SRCD President-Elect of the European Society for Developmental Psychology
  • 2011-2013 President, European Association of Personality Psychology
  • 2010-2012 Fellow, Association for Psychological Science
  • 2010 Secretary, European Society for Developmental Psychology
  • 2009-2011 President, European Association of Personality Psychology
  • 2008-2010 Member, Executive Committee, European Society for Developmental Psychology
  • 2007-2009, President, European Association of Personality Psychology Co-Coordinator of the Division of Personality Psychology of EL.PS.E
  • 2001-2005 Member of the Executive Committee of EL.PS.E
  • 1999-2001 Member, Executive Committee of the Society of Greek Psychologists
  • 1999-2001 Representative of the EL.PS.E to the Central Health Council of the Ministry of Health
  • 1997-1999 Member, National Committee of Psychologists
  • 1995-1999 Member, Executive Committee of EL.PS.E
  • 1990 Founding member of the Hellenic Psychological Society (EL.PS.E)[27]

Honors and Awards[edit]

  • Distinguished Alumni Award by the University of Minnesota College of Education and Human Development in 2005[28]
  • President of the European Association of Personality Psychology
  • Chair of the Department of Psychology, University of Athens, Greece (2005-2008)
  • President of the European Association of Developmental Psychology (2013-2015)
  • Member of the Secretariat of the International Consortium of Developmental Science Societies (ICDSS) (2017)
  • Member, Governing Council, Society for Research in Child Development (SRCD)(2015-2021)
  • Member, Ethical Principles Taskforce, Society for Research in Child Development (SRCD)(2021)[29]

References[edit]

  1. ↑ CE+HD Connect: The Magazine of the College of Education and Human Development: 29. Spring–Summer 2016. Missing or empty |title= (help)
  2. ↑ Ormasa, Jan. "CEHD Alumni" (PDF) (Spring/Summer 2016). The Magazine of the College of Education and Human Development. Retrieved November 2, 2021.
  3. ↑ "Chen Yidan Visiting Global Fellows". Harvard University Graduate School of Education. Harvard University. Retrieved January 7, 2022.
  4. ↑ Stevis-Gridneff, Matina (May 10, 2020). "Europe's Battle-Hardened Nations Show Resilience in Virus Fight". New York Times. Retrieved October 30, 2021.
  5. ↑ Motti-Stefanidi, Frosso; Cynthia García Coll (January 2018). "We have come a long way, baby: "Explaining positive adaptation of immigrant youth across cultures"". Journal of Adolescence. 62 (62): 218–221. doi:10.1016/j.adolescence.2017.09.012. PMID 29031372.CS1 maint: Multiple names: authors list (link)
  6. ↑ Motti-Stefanidi, Frosso (2018). Improving the Quality of Childhood in Europe. Brussels, Belgium: Alliance for Childhood European Network Foundation. pp. 121–131. ISBN 978-90-8229-092-9. Search this book on
  7. ↑ "Chen Yidan Global Fellows". Harvard University Graduate School of Education. Harvard University College of Education. Retrieved January 4, 2022.
  8. ↑ "Study ranks the top 20th century psychologists". American Psychology Association. 33 (7). July–August 2002.
  9. ↑ Willyard, Cassandra (July 21, 2020). "How Play Energizes Your Kid's Brain". New York Times. Retrieved October 12, 2021.
  10. ↑ Stefanidis, Constantinos J. "Constantinos STEFANIDIS | Director | MD, PhD | Pediatric Nephrology". ResearchGate.Net. Retrieved October 1, 2021.
  11. ↑ Gardner, Howard (August 1, 1976). "The Grasp of Consciousness". New York Times. Retrieved January 2, 2022.
  12. ↑ "Best Developmental Psychology Programs". US News and World Report (Best Social Sciences and Humanities Schools). 2017. Retrieved December 2, 2021.
  13. ↑ Frosso Motti-Stefanidi website https://www.frossomotti.com. Retrieved October 20, 2021. Missing or empty |title= (help)
  14. ↑ Blakeslee, Sandra (August 4, 1998). "Re-evaluating Significance Of Baby's Bond With Mother". New York Times. Retrieved November 7, 2021.
  15. ↑ Sroufe, L. Alan (Dec 2005). "Attachment and development: a prospective, longitudinal study from birth to adulthood". Attach Hum Dev. 7 (4): 349–67. doi:10.1080/14616730500365928. PMID 16332580. Retrieved February 6, 2021. Unknown parameter |s2cid= ignored (help)
  16. ↑ Motti, Frosso; Dante Cicchetti; L. Alan Sroufe (1983). "From Infant Affect Expression to Symbolic Play: The Coherence of Development in Down Syndrome Children". Child Development. 5 (54): 1168–1175. doi:10.2307/1129672. JSTOR 1129672.CS1 maint: Multiple names: authors list (link)
  17. ↑ Motti-Stefanidi, Frosso; Jens B Asendorpf; Ann S Masten (May 2012). "The adaptation and well-being of adolescent immigrants in Greek schools: a multilevel, longitudinal study of risks and resources". Developmental Psychopathology. 2 (24): 451–473. doi:10.1017/S0954579412000090. PMID 22559124. Unknown parameter |s2cid= ignored (help)CS1 maint: Multiple names: authors list (link)
  18. ↑ Motti-Stefanidi, Frosso (2018). "Resilience among immigrant youth: The role of culture, development and acculturation". Developmental Review. 50: 99–109. doi:10.1016/j.dr.2018.04.002. Retrieved October 22, 2021. Unknown parameter |s2cid= ignored (help)
  19. ↑ Masten, A.S., Motti-Stefanidi, F. (2020). "Multisystem resilience for children and youth in disaster: Reflections in the context of COVID-19". Adversity and Resilience Science. 1 (2): 95–106. doi:10.1007/s42844-020-00010-w. PMC 7314620 Check |pmc= value (help). PMID 32838305 Check |pmid= value (help).CS1 maint: Multiple names: authors list (link)
  20. ↑ Stevis-Gridneff, Matina (10 May 2020). "Europe's Battle-Hardened Nations Show Resilience in Virus Fight". New York Times. Retrieved January 18, 2021.
  21. ↑ Vedder, P.H., & Motti-Stefanidi, F. (2016). Children, families, and schools (PDF) ((2nd Edition). ed.). Cambridge Handbook of Acculturation Psychology. pp. 464–482. Retrieved November 12, 2021.CS1 maint: Multiple names: authors list (link) Search this book on
  22. ↑ Masten, A.S. & Motti-Stefanidi, F (2009). "Understanding and promoting resilience in children: Promotive and protective processes in schools". Adversity and Resilience Science (4th ed.). Hoboken, NJ.: Handbook of School Psychology. 1 (2): 721–738. doi:10.1007/s42844-020-00010-w. PMC 7314620 Check |pmc= value (help). PMID 32838305 Check |pmid= value (help).CS1 maint: Multiple names: authors list (link)
  23. ↑ Del Orto, Giovanna (July 2, 2020). "Migrant teens need school. Around the world, they face pressure not to go". National Geographic.
  24. ↑ Motti-Stefanidis, Frosso (2018). Immigrant and Refugee Youth Positive Adaptation and Development (In J.E. Lansford & P. Banati (Eds.) ed.). Oxford University Press. pp. (pp. 217-237). ISBN 9780190847128. Search this book on
  25. ↑ Motti-Stefanidi, Frosso. "Frosso Motti-Stefanidi CV". Professor Frosso Motti-Stefanidi, Ph.D. Retrieved September 14, 2021.
  26. ↑ Crockett, L, G. Carlo, and J. Schulenberg (November 2021). Immigrant youth resilience in the context of challenging receiving societies (APA Handbook of Adolescent and young adult development ed.). Journal of Research on Adolescence.CS1 maint: Multiple names: authors list (link) Search this book on
  27. ↑ "Current Fellows". Harvard Graduate School of Education. Harvard University. Retrieved November 12, 2021.
  28. ↑ "Eufrossine "Frosso" Motti-Stefanidi (Ph.D. '86)". CEHD. University of Minnesota. March 16, 2016. Retrieved March 12, 2021.
  29. ↑ "SRCD Updates Ethical Principles and Standards for Developmental Scientists". Society for Research in Child Development. March 30, 2021.

Select Publications[edit]

  • Asendorpf, J.B., & Motti-Stefanidi, F. (in press). Immigrant youth adaptation in multilevel context: Conceptual and statistical considerations. In P. F. Titzmann & P. Jugert (Eds.), Youth in multicultural societies: New directions for future research and interventions.
  • Motti-Stefanidi, F., & Masten, A.S. (in press). Immigrant Youth Resilience: Integrating Developmental and Cultural Perspectives. In D. Güngör & D. Strohmeier (Eds.). Contextualizing Immigrant and Refugee Resilience: Cultural and Acculturation Perspectives. Springer
  • Masten, A.S., Motti-Stefanidi, F., & Rahl, H.A. (in press). Developmental Risk and Resilience in the Context of Devastation and Forced Migration. In Parke, R.D. & Elder, G. H., Jr. (Eds.). Children in changing worlds: Sociocultural and temporal perspectives. New York: Cambridge University Press.
  • Suárez-Orozco, C., Motti-Stefanidi, F., Marks, A., & Katsiaficas, D. (2018). An integrative risk and resilience model for understanding the adaptation of immigrant origin children and youth. American Psychologist.73 (6), 781–796. doi: http://dx.doi.org/10.1037/amp0000265
  • Motti-Stefanidi, F., Pavlopoulos, V., & Asendorpf, J. (2018). Immigrant youth Acculturation and Perceived Discrimination: Longitudinal Mediation by Immigrant Peers’ Acceptance/Rejection. Journal of Applied Developmental Psychology. https://doi.org/10.1016/j.appdev.2018.03.001
  • Motti-Stefanidi, F. (2018). Adaptation, In M. H. Bornstein, M. E. Arterberry, K. L. Fingerman, & J. E. Lansford (Eds.), The SAGE encyclopedia of lifespan human development (pp. 28-32). Los Angeles, CA: SAGE.
  • Motti-Stefanidi, F. (2018). Self-efficacy, In M. H. Bornstein, M. E. Arterberry, K. L. Fingerman, & J. E. Lansford (Eds.), The SAGE encyclopedia of lifespan human development (pp. 1929-1931). Los Angeles, CA: SAGE.3
  • Asendorpf, J.B., & Motti-Stefanidi, F. (2017). A longitudinal study of immigrants’ peer acceptance and rejection: Immigrant status, immigrant composition of the classroom, and acculturation. Cultural Diversity and Ethnic Minority Psychology. 23(4), 486-498. doi: http://dx.doi.org/10.1037/cdp0000155
  • Motti-Stefanidi, F. and Asendorpf, J. B. (2017), Adaptation During a Great Economic Recession: A Cohort Study of Greek and Immigrant Youth. Child Development, 88, 1139–1155. doi:10.1111/cdev.12878
  • Asendorpf, J. B., and Motti-Stefanidi, F. (2017) Mediated Disposition–Environment Transactions: The DAE Model. European Journal of Personality, 32(3), 167-185. doi: 10.1002/per.2118.
  • Motti-Stefanidi, F., & Masten, A. S. (2017). A resilience perspective on immigrant youth adaptation and development. In N. J. Cabrera & B. Leyendecker (Eds). Handbook of positive development of minority children. Amsterdam, NL: Springer
  • Pavlopoulos, V., & Motti-Stefanidi, F. (2017). Intercultural relations in Greece. In J. W. Berry (Ed.), Mutual intercultural relations (pp. 187-209). Cambridge, UK: Cambridge University Press.
  • Motti-Stefanidi, F. (2017). Conceptual and Methodological Issues in the Study of Minority Youth: Adaptation and Development. In N. J. Cabrera & B. Leyendecker (Eds). Handbook of positive development of minority children. Amsterdam, NL: Springer
  • Motti-Stefanidi, F., Papathanasiou, N., Mastrotheodoros, S., & Pavlopoulos, V. (2017). Youth adaptation during the current great economic recession in Greece: Risk and Resilience. In A. Petersen, S.H. Koller, F. Motti-Stefanidi, & S. Verma, (Eds.). Positive Youth Development in Global Contexts of Social and Economic Change. New York: Routledge.
  • Koller, S.H., Motti-Stefanidi,F., Petersen,A.C., & Verma, S. (2017). Achieving Positive Development for Youth Globally: How Far Have We Come and What Is Yet Needed? In A. Petersen, S.H. Koller, F. Motti- Stefanidi, & S. Verma, (Eds.). Positive Youth Development in Global Contexts of Social and Economic Change. New York: Routledge.
  • Petersen, A., Koller, S.H., Motti-Stefanidi, F., & Verma, S. (2017). Positive Youth Development in Global Contexts of Social and Economic Change. New York: Routledge.
  • Petersen, A., Koller, S.H., Motti-Stefanidi, F., & Verma, S. (2017). Global equity and justice issues for young people during the first three decades of life. In S.S. Horn, M. Ruck, & L. Liben (Eds). Advances in Child Development and Behavior (J.B. Benson, Series Ed.), Vol. 51.
  • Stavropoulos, V., Kuss, D.J., Griffiths, M.D. & Motti-Stefanidi, F. (2016). MMORPG gaming and hostility predict Internet Addiction risk in adolescents: An empirical multilevel longitudinal study. Addictive behaviors 64, 294-300
  • Anagnostaki, L., Pavlopoulos, V., Obradović, J., Masten, A., & Motti-Stefanidi, F. (2016). Academic resilience of immigrant youth in Greek schools: Personal and family resources. European Journal of Developmental Psychology, 13(3), 377-393.
  • Borge, A. I., Motti-Stefanidi, F., & Masten, A. S. (2016). Resilience in developing systems: The promise of integrated approaches for understanding and facilitating positive adaptation to adversity in individuals and their families. European Journal of Developmental Psychology, 13(3), 293-296.
  • Stavropoulos, V., Kuss, D., Griffiths, M., & Motti-Stefanidi, F. (2016). A longitudinal study of adolescent Internet addiction: The role of conscientiousness and classroom hostility. Journal of Adolescent Research, 31(4), 442-473.
  • Reitz, A. K., Motti-Stefanidi, F., & Asendorpf, J. B. (2015). Me, us, and them: Testing sociometer theory in a socially diverse real-life context. Journal of Personality and Social Psychology. http://dx.doi.org/10.1037/pspp0000073
  • Mastrotheodoros, S., & Motti-Stefanidi, F. (2016). Dimensions of Identity Development Scale (DIDS): A test of longitudinal measurement invariance in Greek adolescents. European Journal of Developmental Psychology, 14(5) 2017.4
  • Motti-Stefanidi, F. (2015). Risks and resilience in immigrant youth adaptation: Who succeeds in the Greek school context and why?. European Journal of Developmental Psychology, 12(3), 261-274.
  • Mastrotheodoros, S., Chen, B. B., & Motti-Stefanidi, F. (2015). Experiences in close relationships-revised (ECR-R): Measurement (non-) invariance across Chinese and Greek samples. European Journal of Developmental Psychology, 12(3), 344-358.
  • Reitz, A. K., Asendorpf, J. B., & Motti-Stefanidi, F. (2015). When do immigrant adolescents feel personally discriminated against? Longitudinal effects of peer preference. International Journal of Behavioral Development.
  • Stavropoulos, V., Gentile, D., & Motti-Stefanidi, F. (2015). A multilevel longitudinal study of adolescent Internet addiction: The role of obsessive–compulsive symptoms and classroom openness to experience. European Journal of Developmental Psychology, 1, 1-16.
  • Motti-Stefanidi, F. (2014). Immigrant youth adaptation in the Greek school context: A risk and resilience perspective. Child Development Perspectives, 8(3), 180-185.
  • Motti-Stefanidi, F., Masten, A., & Asendorpf, J. B. (2014). School engagement trajectories of immigrant youth Risks and longitudinal interplay with academic success. International Journal of Behavioral Development, 0165025414533428.
  • Motti-Stefanidi, F. (2014). Identity development in the context of the risk and resilience framework. In M. Syed & K. McLean (Eds). Oxford Handbook of Identity Development. Oxford University Press.
  • Reitz, A., Motti-Stefanidi, F., & Asendorpf, J. (2013). Mastering Developmental Transitions in Immigrant Adolescents: The Longitudinal Interplay of Family Functioning Developmental and Acculturative Tasks. Developmental Psychology. doi: 10.1037/a0033889.
  • Stavropoulos V., Alexandraki K., and Motti-Stefanidi F., (2013). “Recognizing Internet Addiction: Prevalence and relationship to academic achievement in adolescents enrolled in urban and rural Greek high schools". Journal of Adolescence, 36(3), 565–576.
  • Stavropoulos, V., Alexandraki, K. & Motti-Stefanidi, F. (2013). “Flow and Telepresence contributing to Internet Abuse: Differences according to Gender and Age". Computers in Human Behavior, 29(5), 1941–1948.
  • Loyd, J.E.V., Obradovic, J., Carpiano, R.M., Motti-Stefanidi, F. (2013). Multiple Imputation of Missing Multilevel, Longitudinal Data: A Case When Practical Considerations Trump “Best Practices”? Journal of Modern Applied Statistical Methods, 12(1), 261-275.
  • Motti-Stefanidi, F., & Masten, A.S. (2013). School Success and School Engagement of Immigrant Youth: A Risk and Resilience Developmental Perspective. European Psychologist, 18(2), 126-135.
  • Motti-Stefanidi, F., Berry, J., Chryssochoou, X., Sam, D. L. & Phinney, J., (2012). Immigrant youth adaptation in context: Developmental, acculturation and social psychological perspectives. In A.S. Masten, K. Liebkind, & D. J. Hernandez (Eds.), Realizing the potential of immigrant youth. (pp. 117-158). New York: Cambridge University Press.
  • Motti-Stefanidi, F., & Asendorpf, J.B. (2012). Perceived discrimination of immigrant youth living in Greece: How does group discrimination translate into personal discrimination? [Special Issue], European Psychologist. 17(2), 93-104.
  • Motti-Stefanidi, F., Asendorpf, J.B., Masten, A.S. (2012). The Adaptation and Psychological Well-Being of Adolescent Immigrants in Greek Schools: A Multilevel, Longitudinal Study of Risks and Resources. [Special Issue], Development and Psychopathology. 24(2), 451 – 473.
  • Mastrotheodoros, S., Dimitrova, R., Motti-Stefanidi, F., Abubakar, A., & van der Schoot, R. (2012, May 30). Measurement invariance of the Multigroup Ethnic Identity Measure (MEIM) across Bulgarian, Dutch and Greek samples. European Journal of Developmental Psychology, advance online publication, DOI:10.1080/17405629.2012.688099.
  • Motti-Stefanidi, F., Pavlopoulos, V., Tantaros, S. (2011). Parent-adolescent conflict and adolescents' adaptation: A longitudinal study of Albanian immigrant youth living in Greece. [Special Issue], International Journal of Developmental Science, 5(1-2), 57-71.
  • Motti-Stefanidi, F., Pavlopoulos, V., Obradovic, J., Dalla, M., Takis, N., Papathanasiou,A., & Masten, A.S. (2008). Immigration as a risk factor for adolescent adaptation in Greek urban schools. [Special Issue], European Journal of Developmental Psychology, 5(2), 235-261.5


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