Molly Dawes
Dados Biográficos
| ID | 234279 |
|---|---|
| NOME | Molly Dawes |
| PRENOMES | Molly |
| SOBRENOME | Dawes |
| ASSINATURA | DAWES M |
| AFILIAÇÕES | University of South Carolina |
| ORCID | 0000-0002-6029-0420 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAÇÕES | 98 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 5 |
“I Laughed Along for Years But Hated It Inside
INTRODUCTION: Peer teasing is ubiquitous, yet ambiguous in nature. Despite recent attempts to delineate and clarify differences in teasing experienced as playful versus harmful, there remains overlap and complexity in these interactions. In the current study, we present a conceptual model of teasing, which includes many nested features that dynamically interact within a teasing episode. Using this conceptual model to guide our work, the goal of t…
Does It Hurt More To Be Called “Gay” or “Pizza Face”
Preservice teachers’ developmental knowledge and preparation
Preservice teachers will soon be expected to manage a classroom of students who will have myriad peer relationships and social issues among themselves. Managing these classroom social dynamics is increasingly recognized as an essential component of teachers’ classroom management practice. One way to support teachers in this skill is to bolster their knowledge of development, particularly during initial preparation programs as preservice teachers.…
Relationships among peer- relatedness, self-confidence, peer victimization, social anxiety and school satisfaction in American high school students
Background Poor peer relationships and peer victimization can enhance anxiety and diminish adolescents’ school experiences, whereas positive peer relationships and self-confidence can enhance school satisfaction. These experiences may be particularly relevant in physical education (PE) settings; yet, little is known about the roles that peers in PE play in students’ adjustment (e.g. self-confidence, anxiety, school satisfaction). Purpose: The pur…
Using retrospective reports to develop profiles of harmful versus playful teasing experiences
INTRODUCTION: The current investigation's central goal was to elucidate the complex features of peer teasing episodes that individuals use to interpret teasing as harmful versus playful. METHOD: In 2022-2023, we used semistructured interviews to gather retrospective reports of K-12 peer teasing experiences from a sample of 27 students from a university in southern Ontario, Canada (18-25 years old, 63% female, 78% White). RESULTS: Content analysis…
Is teasing meant to be mean or nice? Retrospective reports of adolescent social experiences and teasing attitudes
Peer teasing has contradictory conceptualizations, including teasing that is playful, and teasing that is akin to bullying. In addition to individuals potentially having different conceptualizations of teasing, and despite the inherently social nature of teasing, little is known about the social correlates of teasing attitudes. The current study aimed to examine multifaceted teasing attitudes (i.e., aggressive, affectionate, or romantic interest …
Preservice Teachers’ Knowledge and Attitudes Toward Bullying
Preservice teachers will one day be responsible for addressing bullying among their students but their readiness to fulfill this critical role is unknown. This article addressed this line of inquiry by conducting a systematic review assessing preservice teachers’ knowledge, attitudes, sense of responsibility, and confidence to deal with bullying. A total of 42 studies met our inclusion criteria and were included in our review. Results suggest tha…
Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims
Teachers are instrumental in antibullying efforts given their position of authority in the classroom context, yet teachers can only be effective at reducing victimization and bullying in their classrooms if they are aware of who is involved. Consequently, teachers’ attunement to bullies and victims is a critical component of social dynamics management and antibullying practices. Given the importance of teacher attunement, there is a pressing need…
Differences in Aggression and Alcohol Use among Youth with Varying Levels of Victimization and Popularity Status
Awareness that high-status adolescents can be targets of aggression has grown in recent years. However, questions remain about the associations of the confluence of victimization and popularity with adjustment. The current study fills this gap by examining the joint and unique effects of victimization and popularity on aggression and alcohol use. Participants were 804 Dutch adolescents (50.2% boys, M age = 13.65) who were followed for one year. H…
Supporting the Inclusion of Socially Vulnerable Early Adolescents
We focus on the inclusion of socially vulnerable early adolescents including students with special education needs (SEN). Building from multiple intervention and randomized control trials of a professional development model aimed at supporting teachers' management of the classroom social context, we provide an overview of the Behavioral, Academic, and Social Engagement (BASE) Model as a framework to foster social inclusion. We briefly review the …
Teachers’ perceptions of middle schoolers’ social concerns
Heterogeneity of Social Marginalization in Early Adolescence
Adolescent Victim Types Across the Popularity Status Hierarchy
Previous studies have called attention to the fact that popular youth are not immune to peer victimization, suggesting there is heterogeneity in the popularity of victims. Yet, no study to date has determined whether victims with different levels of popularity status can be identified using person-oriented analysis. Such analysis is critically needed to confirm the existence of popular victims. Further, there remains a paucity of research on inte…
Creating Supportive Contexts for Early Adolescents during the First Year of Middle School
Characteristics of rumors and rumor victims in early adolescence
Despite the prominence of rumor spreading in early adolescence, little research has examined the features of rumors during this developmental period. To address this gap in the literature, we analyzed rumor reports in a longitudinal study from fifth to seventh grades to identify subtypes of rumor content and to investigate gender and grade differences, the social impact of rumors, and victims’ social status across rumor content. In seventh grade,…
Early adolescents’ social goals and school adjustment
Teacher attunement to peer‐nominated aggressors
This study examined the associations between teacher attunement to aggressive students and students’ characteristics in a sample ( n = 278) of youth in 5th‐grade classrooms with the assumption that certain student characteristics may either prime or hinder teachers’ attunement to aggressive students. Teacher attunement was measured as the agreement between teacher‐ and peer‐nominations for students who start fights . Teachers rated their students…
Self- and Peer-Identified Victims in Late Childhood
The Trajectory of Popularity Goal During the Transition to Middle School
The trajectory of early adolescents’ popularity goal during the transition to middle school was examined in a diverse sample of 401 students. Popularity goal was assessed at five time points from the spring semester of fifth grade through the spring semester of seventh grade with the transition to middle school occurring between the fifth and sixth grades. Results showed a significant increase in youth’s endorsement of popularity goal after the t…
The role of popularity goal in early adolescents’ behaviors and popularity status
The effect of popularity goal on the use of 3 popularity-related behaviors and later popularity status was examined in a diverse sample of 314 6th-grade students (176 girls and 138 boys) in both fall (Time 1) and spring (Time 2) semesters. Popularity goal and the use of popularity-driven behaviors (e.g., "I change the way I dress in order to be more popular") were assessed by self-report survey items (Time 1). Physical aggression, social aggressi…
Aggression, academic behaviors, and popularity perceptions among boys of color during the transition to middle school
The transition to middle school often presents behavioral and academic challenges to youths. Boys of color (i.e., African American and Hispanic in this study) may be especially vulnerable. In this study, peer nominations of aggressive and academic behaviors as well as youths' perceptions of how these behaviors were related to popularity in peer networks were obtained from the spring semester of fifth grade through the spring semester of seventh g…
The role of popularity goal in early adolescents’ behaviors and popularity status
The effect of popularity goal on the use of 3 popularity-related behaviors and later popularity status was examined in a diverse sample of 314 6th-grade students (176 girls and 138 boys) in both fall (Time 1) and spring (Time 2) semesters. Popularity goal and the use of popularity-driven behaviors (e.g., "I change the way I dress in order to be more popular") were assessed by self-report survey items (Time 1). Physical aggression, social aggressi…
The Trajectory of Popularity Goal During the Transition to Middle School
The trajectory of early adolescents’ popularity goal during the transition to middle school was examined in a diverse sample of 401 students. Popularity goal was assessed at five time points from the spring semester of fifth grade through the spring semester of seventh grade with the transition to middle school occurring between the fifth and sixth grades. Results showed a significant increase in youth’s endorsement of popularity goal after the t…
Self- and Peer-Identified Victims in Late Childhood
Characteristics of rumors and rumor victims in early adolescence
Despite the prominence of rumor spreading in early adolescence, little research has examined the features of rumors during this developmental period. To address this gap in the literature, we analyzed rumor reports in a longitudinal study from fifth to seventh grades to identify subtypes of rumor content and to investigate gender and grade differences, the social impact of rumors, and victims’ social status across rumor content. In seventh grade,…
Early adolescents’ social goals and school adjustment
Adolescent Victim Types Across the Popularity Status Hierarchy
Previous studies have called attention to the fact that popular youth are not immune to peer victimization, suggesting there is heterogeneity in the popularity of victims. Yet, no study to date has determined whether victims with different levels of popularity status can be identified using person-oriented analysis. Such analysis is critically needed to confirm the existence of popular victims. Further, there remains a paucity of research on inte…
Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims
Teachers are instrumental in antibullying efforts given their position of authority in the classroom context, yet teachers can only be effective at reducing victimization and bullying in their classrooms if they are aware of who is involved. Consequently, teachers’ attunement to bullies and victims is a critical component of social dynamics management and antibullying practices. Given the importance of teacher attunement, there is a pressing need…
Differences in Aggression and Alcohol Use among Youth with Varying Levels of Victimization and Popularity Status
Awareness that high-status adolescents can be targets of aggression has grown in recent years. However, questions remain about the associations of the confluence of victimization and popularity with adjustment. The current study fills this gap by examining the joint and unique effects of victimization and popularity on aggression and alcohol use. Participants were 804 Dutch adolescents (50.2% boys, M age = 13.65) who were followed for one year. H…
Teacher attunement to peer‐nominated aggressors
This study examined the associations between teacher attunement to aggressive students and students’ characteristics in a sample ( n = 278) of youth in 5th‐grade classrooms with the assumption that certain student characteristics may either prime or hinder teachers’ attunement to aggressive students. Teacher attunement was measured as the agreement between teacher‐ and peer‐nominations for students who start fights . Teachers rated their students…
Teachers’ perceptions of middle schoolers’ social concerns
Creating Supportive Contexts for Early Adolescents during the First Year of Middle School
Aggression, academic behaviors, and popularity perceptions among boys of color during the transition to middle school
The transition to middle school often presents behavioral and academic challenges to youths. Boys of color (i.e., African American and Hispanic in this study) may be especially vulnerable. In this study, peer nominations of aggressive and academic behaviors as well as youths' perceptions of how these behaviors were related to popularity in peer networks were obtained from the spring semester of fifth grade through the spring semester of seventh g…
The role of popularity goal in early adolescents’ behaviors and popularity status
The effect of popularity goal on the use of 3 popularity-related behaviors and later popularity status was examined in a diverse sample of 314 6th-grade students (176 girls and 138 boys) in both fall (Time 1) and spring (Time 2) semesters. Popularity goal and the use of popularity-driven behaviors (e.g., "I change the way I dress in order to be more popular") were assessed by self-report survey items (Time 1). Physical aggression, social aggressi…
The Trajectory of Popularity Goal During the Transition to Middle School
The trajectory of early adolescents’ popularity goal during the transition to middle school was examined in a diverse sample of 401 students. Popularity goal was assessed at five time points from the spring semester of fifth grade through the spring semester of seventh grade with the transition to middle school occurring between the fifth and sixth grades. Results showed a significant increase in youth’s endorsement of popularity goal after the t…
Early adolescents’ social goals and school adjustment
Teacher attunement to peer‐nominated aggressors
This study examined the associations between teacher attunement to aggressive students and students’ characteristics in a sample ( n = 278) of youth in 5th‐grade classrooms with the assumption that certain student characteristics may either prime or hinder teachers’ attunement to aggressive students. Teacher attunement was measured as the agreement between teacher‐ and peer‐nominations for students who start fights . Teachers rated their students…
Self- and Peer-Identified Victims in Late Childhood
Characteristics of rumors and rumor victims in early adolescence
Despite the prominence of rumor spreading in early adolescence, little research has examined the features of rumors during this developmental period. To address this gap in the literature, we analyzed rumor reports in a longitudinal study from fifth to seventh grades to identify subtypes of rumor content and to investigate gender and grade differences, the social impact of rumors, and victims’ social status across rumor content. In seventh grade,…
Creating Supportive Contexts for Early Adolescents during the First Year of Middle School
Supporting the Inclusion of Socially Vulnerable Early Adolescents
We focus on the inclusion of socially vulnerable early adolescents including students with special education needs (SEN). Building from multiple intervention and randomized control trials of a professional development model aimed at supporting teachers' management of the classroom social context, we provide an overview of the Behavioral, Academic, and Social Engagement (BASE) Model as a framework to foster social inclusion. We briefly review the …
Teachers’ perceptions of middle schoolers’ social concerns
Heterogeneity of Social Marginalization in Early Adolescence
Adolescent Victim Types Across the Popularity Status Hierarchy
Previous studies have called attention to the fact that popular youth are not immune to peer victimization, suggesting there is heterogeneity in the popularity of victims. Yet, no study to date has determined whether victims with different levels of popularity status can be identified using person-oriented analysis. Such analysis is critically needed to confirm the existence of popular victims. Further, there remains a paucity of research on inte…
Differences in Aggression and Alcohol Use among Youth with Varying Levels of Victimization and Popularity Status
Awareness that high-status adolescents can be targets of aggression has grown in recent years. However, questions remain about the associations of the confluence of victimization and popularity with adjustment. The current study fills this gap by examining the joint and unique effects of victimization and popularity on aggression and alcohol use. Participants were 804 Dutch adolescents (50.2% boys, M age = 13.65) who were followed for one year. H…
Preservice Teachers’ Knowledge and Attitudes Toward Bullying
Preservice teachers will one day be responsible for addressing bullying among their students but their readiness to fulfill this critical role is unknown. This article addressed this line of inquiry by conducting a systematic review assessing preservice teachers’ knowledge, attitudes, sense of responsibility, and confidence to deal with bullying. A total of 42 studies met our inclusion criteria and were included in our review. Results suggest tha…
Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims
Teachers are instrumental in antibullying efforts given their position of authority in the classroom context, yet teachers can only be effective at reducing victimization and bullying in their classrooms if they are aware of who is involved. Consequently, teachers’ attunement to bullies and victims is a critical component of social dynamics management and antibullying practices. Given the importance of teacher attunement, there is a pressing need…
Relationships among peer- relatedness, self-confidence, peer victimization, social anxiety and school satisfaction in American high school students
Background Poor peer relationships and peer victimization can enhance anxiety and diminish adolescents’ school experiences, whereas positive peer relationships and self-confidence can enhance school satisfaction. These experiences may be particularly relevant in physical education (PE) settings; yet, little is known about the roles that peers in PE play in students’ adjustment (e.g. self-confidence, anxiety, school satisfaction). Purpose: The pur…
Using retrospective reports to develop profiles of harmful versus playful teasing experiences
INTRODUCTION: The current investigation's central goal was to elucidate the complex features of peer teasing episodes that individuals use to interpret teasing as harmful versus playful. METHOD: In 2022-2023, we used semistructured interviews to gather retrospective reports of K-12 peer teasing experiences from a sample of 27 students from a university in southern Ontario, Canada (18-25 years old, 63% female, 78% White). RESULTS: Content analysis…
Is teasing meant to be mean or nice? Retrospective reports of adolescent social experiences and teasing attitudes
Peer teasing has contradictory conceptualizations, including teasing that is playful, and teasing that is akin to bullying. In addition to individuals potentially having different conceptualizations of teasing, and despite the inherently social nature of teasing, little is known about the social correlates of teasing attitudes. The current study aimed to examine multifaceted teasing attitudes (i.e., aggressive, affectionate, or romantic interest …
“I Laughed Along for Years But Hated It Inside
INTRODUCTION: Peer teasing is ubiquitous, yet ambiguous in nature. Despite recent attempts to delineate and clarify differences in teasing experienced as playful versus harmful, there remains overlap and complexity in these interactions. In the current study, we present a conceptual model of teasing, which includes many nested features that dynamically interact within a teasing episode. Using this conceptual model to guide our work, the goal of t…
Does It Hurt More To Be Called “Gay” or “Pizza Face”
Preservice teachers’ developmental knowledge and preparation
Preservice teachers will soon be expected to manage a classroom of students who will have myriad peer relationships and social issues among themselves. Managing these classroom social dynamics is increasingly recognized as an essential component of teachers’ classroom management practice. One way to support teachers in this skill is to bolster their knowledge of development, particularly during initial preparation programs as preservice teachers.…
Psychology (19 obras) · Developmental psychology (18 obras) · Social Psychology (17 obras) · Bullying, Victimization, and Aggression (14 obras) · Social Psychology (13 obras) · Youth Development and Social Support (12 obras) · Medicine (8 obras) · Popularity (8 obras) · Poison control (6 obras) · Early Childhood Education and Development (5 obras)