Naudé, L., & Piotrowski, K. (2023). On becoming an emerging adult parent in South Africa: Processes of commitment exploration, and reconsideration of a parental identity. Emerging Adulthood, 11(3), 597–610. https://doi.org/10.1177/21676968221091365

Piotrowski, K., Cohen-Malayev, M., Hihara, S., Janowicz, K., Morgan, E., Naudé, L., Saiga, S., Schachter, E., & Sugimura, K. (2023). Parental identity processes across cultures: Commitment, in-depth exploration and reconsideration of commitment among parents from the United States, Israel, Poland, South Africa and Japan. Identity, 23(3), 193–207. https://doi.org/10.1080/15283488.2023.2209581

Piotrowski, K., Naudé, L., Sanna, K., Szramka-Pawlak, B., Kwarcińska, K., & Dzielińska^, M. (2023). Perceptions of parenting among parents who regret having a child and their associations with childhood trauma, mental health, and personality traits: A mixed-methods study. Journal of Family Studies, 30(3), 461–484. https://doi.org/10.1080/13229400.2023.2241520

Nel, L., De Beer, A., & Naudé, L. (2023). Challenges as motivation for growth for first-year students living with disability. International Journal of Disability, Development, and Education, 70(7), 1438–1457. https://doi.org/10.1080/1034912X.2022.2060945

Naudé, L., Nel, L., & De Beer, A. (2023). Towards interdependence: reciprocal relationships between students living with disability and their significant others Disability and Society, 39(2), 319–339. https://doi.org/10.1080/09687599.2022.2071224

De Beer, A., Naudé, L., & Nel, L. (2023). From disabled to differently abled: A psychofortological perspective on first-year students living with disability. Indo-Pacific Journal of Phenomenology, 23(1). https://doi.org/10.1080/20797222.2023.2222938

Greyling, C., & Naudé, L. (2023). The Fitspiration-effect: Fitness identity of emerging adult females on social media. South African Journal for Research in Sport, Physical Education and Recreation, 45(2), 28–45. https://doi.org/10.36386/sajrsper.v45i2.96

Naudé, L. (2022). Identity in Sub-Saharan Africa. In B. G. Adams & F. J. R. van de Vijver (Eds.), Non-Western identity: Research and perspectives. Springer Book series: Identity in a Changing World. https://doi.org/10.1007/978-3-030-77242-0

Naudé, L. (2022). Being me: Content and context in South African adolescents’ identity development. Current Psychology, 41, 2184–2193. https://doi.org/10.1007/s12144-020-00737-w

Naudé, L. (2022). “Protecting my Positivity”: Emerging adults as social media actors, authors, and agents. Emerging Adulthood,10(6), 1332–1344. https://doi.org/10.1177/21676968221121379

Slabbert, C., & Naudé, L. (2022). School as a ‘stage’ of life: Approaches to diversity among teachers in racially integrated schools. Educational Studies, 48(1), 20–32. https://doi.org/10.1080/03055698.2020.1740878

Van Damme, E. C., & Naudé, L. (2022). Behavioural and psychological control during adolescence: An ecological systems perspective. Journal of Psychology in Africa, 32(6), 584–591. https://doi.org/10.1080/14330237.2022.2121466

Naudé, L., & Fick, L. (2022). It’s a journey… Postgraduate psychology students’ experiences of spiritual identity development. Indo-Pacific Journal of Phenomenology, 22(1), e2064719. https://doi.org/10.1080/20797222.2022.2064719

Naudé, L., & Capitano, T. (2021). “I have grown with it”: Developmental trajectories in the spiritual identity development of a group of South African adolescents. Youth & Society, 53(8), 1356–1375. https://dx.doi.org/10.1177/0044118X20947428

Shirima, C., Naudé, L., & Esterhuyse, K. (2021). The role of self-esteem in the relationship between ego-identity and career-aspiration. International Journal for Educational and Vocational Guidance, 21, 607–630. https://doi.org/10.1007/s10775-020-09456-x

Groenewald, L., Naudé, L., & Esterhuyse, K. (2021). Grade 12 performance and academic performance in first-year psychology students: Influences of generational status and academic self-concept. Journal of Psychology in Africa, 31(4), 319–325. https://doi.org/10.1080/14330237.2021.1952703

Bringle, R. G., Reeb, R. N., Naudé, L., Ruiz, A. I., & Ong, F. (2021). Service Learning: An Innovative Pedagogy for the Psychology Curriculum. In J. Zumbach, D. Bernstein, S. Narciss, & G. Marsico, (Eds.), International Handbook of Psychology Learning and Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-26248-8_61-1

Burger, A., & Naudé, L. (2020). In their own words - Students’ perceptions and experiences of academic success in higher education. Educational Studies, 46(5), 624–639. https://dx.doi.org/10.1080/03055698.2019.1626699

Arndt, N., & Naudé, L. (2020). Responsibility in the face of adversity: Adolescents’ sense of self in reciprocal relationships. Youth and Society, 52(2), 288–307. https://dx.doi.org/10.1177/0044118X17743992

Du Toit, N., & Naudé, L. (2020). Toward self-authorship: Postgraduate psychology students’ meaning-making journeys. Journal of College Student Development, 61(1), 84–102. https://dx.doi.org/10.1353/csd.2020.0005

Capitano, T., & Naudé, L. (2020). Context as co-creator in spiritual life stories: The contextual nature of South African adolescents’ spiritual identity development. International Journal of Children’s Spirituality, 25(1), 9–29. https://doi.org/10.1080/1364436X.2020.1769567