Åsa Arvidsson

Study Adviser

Research areas and keywords

UKÄ subject classification

  • Social Sciences
  • Psychology


  • Developmental psychology, Social cognition


I am a behavior scientist within the research area of developmental psychology and social cognition. My main interest is to understand the relation between socioemotional and cognitive development in middle childhood and adolescence. By studying stability and change in socially competent behavior during the school years we hope to increase the knowledge of how individual characteristics and skills develop and interact in order to understand more about the development of successful relationships with others (peers, teachers). The establishment of interpersonal relationships and competencies is important to children’s and adolescent’s development into healthy young adults, and can affect social adjustment later in life. My two prime issues:
1. The socially skilled school-aged child with a focus on the relation between prosocial behavior, emotionality & emotion regulation, perspective-taking skills, and cognitive emotion regulation strategies.
2. The adaptable, vulnerable and social teenager with a focus on the relation between risky behavior, novelty-seeking, reward sensitivity and self-regulation.

The research project - Social competence in school-age children
A study on the relationship between the child's individual skills and their social interactions with others.

Social competence has been given various definitions and operationalizations. What we mean by socially skilled children is that they manage to maintain a balance between their own needs and those of others. They have the ability to achieve personal goals in a way that takes account of the needs of others. This capability facilitates social interactions in different contexts where the child moves (family, school, leisure, etc.).
If the child does not work with their environment during the school years, it may have negative consequences for the child's development in both the short and long term.

The aim of the study was to examine the longitudinal stability and change in social skills for a period of two years with three measurement times. We followed 8-year-old children from grade 2 to grade 4, in parallel with 10-year-old children from grade 4 to grade 6.
Within the framework of the project my research focused on the relationship between the child's temperament, cognitive development and social behavior. In particular, I examined the longitudinal relations between emotionality and emotion regulation, cognitive emotion regulation strategies, perspective-taking skills and prosocial behavior.

Recent research outputs

Åsa Arvidsson & Bengtsson, H., 2013.

Research output: Contribution to conferenceAbstract

Bengtsson, H. & Åsa Arvidsson, 2011.

Research output: Contribution to conferenceAbstract

Bengtsson, H. & Åsa Arvidsson, 2011, In : Social Development. 20, 2, p. 353-375

Research output: Contribution to journalArticle

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