Kardefelt-Winther, Daniel

Number of items: 15.
LSE
  • Byrne, Jasmina, Albright, Kerry, Kardefelt-Winther, Daniel (2016). Using research findings for policymaking. (Global Kids Online). London School of Economics and Political Science.
  • Kardefelt-Winther, Daniel (2015). Support children by supporting parents (because grown-ups need guidance too!): examples from Sweden.
    • Media and Communications
  • Kardefelt-Winther, Daniel, Rees, G., Livingstone, Sonia (2020). Contextualising the link between adolescents’ use of digital technology and their mental health: a multi-country study of time spent online and life satisfaction. Journal of Child Psychology and Psychiatry, 61(8), 875 - 889. https://doi.org/10.1111/jcpp.13280 picture_as_pdf
  • Livingstone, Sonia, Burton, Patrick, Cabello, Patricio, Helsper, Ellen, Kanchev, Petar, Kardefelt-Winther, Daniel, Perovic, Jelena, Stoilova, Mariya, Ssu-Han, Yu (2020). Media and information literacy among children on three continents: insights into the measurement and mediation of well-being. In Pérez Tornero, José Manuel, Orozco, Guillermo, Hamburger, Esther (Eds.), Media and information literacy in critical times: Re-imagining learning and information environments (pp. 191 - 206). United Nations Educational, Scientific and Cultural Organization (UNESCO). picture_as_pdf
  • Livingstone, Sonia, Stoilova, Mariya, Yu, Ssu-Han, Byrne, Jasmina, Kardefelt-Winther, Daniel (2018). Using mixed methods to research children’s online opportunities and risks in a global context: the approach of Global Kids Online. In Sage Methods Cases (Sociology) . SAGE Publications. https://doi.org/10.4135/9781526450197
  • Stoilova, Mariya, Livingstone, Sonia, Kardefelt-Winther, Daniel (2016). Global Kids Online: researching children's rights globally in the digital age. Global Studies of Childhood, 6(4), 455-466. https://doi.org/10.1177/2043610616676035
  • Byrne, Jasmina, Kardefelt-Winther, Daniel, Livingstone, Sonia, Stoilova, Mariya (2016). Global Kids Online research toolkit: getting started with the Global Kids Online research toolkit. (Global Kids Online). UNICEF, Office of Research–Innocenti and The London School of Economics and Political Science.
  • Byrne, Jasmina, Kardefelt-Winther, Daniel, Livingstone, Sonia, Stoilova, Mariya (2016). Global Kids Online research toolkit: qualitative guide. (Global Kids Online). UNICEF, Office of Research–Innocenti and The London School of Economics and Political Science.
  • Byrne, Jasmina, Kardefelt-Winther, Daniel, Livingstone, Sonia, Stoilova, Mariya (2016). Global Kids Online research toolkit: quantitative guide. (Global Kids Online). UNICEF, Office of Research–Innocenti and The London School of Economics and Political Science.
  • Byrne, Jasmina, Kardefelt-Winther, Daniel, Livingstone, Sonia, Stoilova, Mariya (2016). Global Kids Online: research synthesis 2015-2016. (Global Kids Online). UNICEF, Office of Research–Innocenti and The London School of Economics and Political Science.
  • Kardefelt-Winther, Daniel (2015). A critical account of DSM-5 criteria for internet gaming disorder. Addiction Research & Theory, 23(2), 93-98. https://doi.org/10.3109/16066359.2014.935350
  • Kardefelt Winther, Daniel (2014). Excessive internet use fascination or compulsion? [Doctoral thesis]. London School of Economics and Political Science.
  • Kardefelt-Winther, Daniel (2014). The moderating role of psychosocial well-being on the relationship between escapism and excessive online gaming. Computers in Human Behavior, 38, 68-74. https://doi.org/10.1016/j.chb.2014.05.020
  • Kardefelt-Winther, Daniel (2014). A conceptual and methodological critique of internet addiction research: towards a model of compensatory internet use. Computers in Human Behavior, 31, 351-354. https://doi.org/10.1016/j.chb.2013.10.059
  • Kardefelt-Winther, Daniel (2014). Problematizing excessive online gaming and its psychological predictors. Computers in Human Behavior, 31(1), 118-122. https://doi.org/10.1016/j.chb.2013.10.017