Lilianne Eninger

Universitetslektor, docent, studierektor

Visa sidan på svenska
Works at Department of Psychology
Telephone 08-16 39 63
Visiting address Frescati hagväg 8
Room B302
Postal address Psykologiska institutionen 106 91 Stockholm


A selection from Stockholm University publication database
  • 2020. Laura Ferrer Wreder (et al.). The Oxford Handbook of Moral Development

    This chapter concerns theory and research relevant to child development and early childhood education and care (ECEC), which is a key ecology for human development. In this chapter, the authors provide an overview of the organizational features and processes important to understanding these settings. The authors then focus on describing the Nordic welfare model as it relates to ECEC settings, with an exploration of how certain ethics are reflected in the design, goals, and practice of ECEC settings in Sweden. The chapter then moves to summarizing and reflecting on the empirical research literature on how Swedish ECEC settings may support aspects of children’s moral development; finally, the authors pose several questions that may prove important to advancing future research in this area.

  • 2020. Sarah Thomas (et al.). Scandinavian Journal of Educational Research

    This cross-sectional study established the psychometric properties and factor structure of the Preschool and Kindergarten Behavior Scales (PKBS) and an index of empathy in a sample of Swedish four to six year olds (N = 115). Using Bayesian structural equation modeling, we found that a five-factor PKBS and one-factor empathy model provided good fit to the data, posterior predictive p-value (PPP) = .246. Results indicated good internal consistency (ω .73 to .92). Consistent with the CASEL model and prior research, positive associations were found between social emotional competencies. Relationship skills were positively associated with empathy and negatively associated with internalizing problems. Results provided support for the use of the PKBS as well as the empathy scale in Swedish preschools.

  • 2019. Laura Ferrer-Wreder (et al.).
  • 2017. Lilianne Eninger (et al.).
  • 2016. Tommie Forslund (et al.). British Journal of Developmental Psychology 34 (3), 371-387

    This study examined the contributions of several important domains of functioning to attention-deficit/hyperactivity disorder (ADHD) symptoms and conduct problems. Specifically, we investigated whether cognitive inhibition, emotion regulation, emotionality, and disorganized attachment made independent and specific contributions to these externalizing behaviour problems from a multiple pathways perspective. The study included laboratory measures of cognitive inhibition and disorganized attachment in 184 typically developing children (M age = 6 years, 10 months, SD = 1.7). Parental ratings provided measures of emotion regulation, emotionality, and externalizing behaviour problems. Results revealed that cognitive inhibition, regulation of positive emotion, and positive emotionality were independently and specifically related to ADHD symptoms. Disorganized attachment and negative emotionality formed independent and specific relations to conduct problems. Our findings support the multiple pathways perspective on ADHD, with poor regulation of positive emotion and high positive emotionality making distinct contributions to ADHD symptoms. More specifically, our results support the proposal of a temperamentally based pathway to ADHD symptoms. The findings also indicate that disorganized attachment and negative emotionality constitute pathways specific to conduct problems rather than to ADHD symptoms.

Show all publications by Lilianne Eninger at Stockholm University

Last updated: February 25, 2021

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