Dawn DeLay

*Denotes student or postdoctoral fellow at time of preparation

Martin, C. L., Xiao, S. X.*, Fabes, R. A., Hanish, L. D., DeLay, D., & Oswalt, K. (in press) Are Coeducational Classes Truly Coeducational? Elementary School Journal.

DeLay, D., Shen, M.*, Cook, R. E.*, Zhao, S.*, Logis, H. & French, D. (2023). Peers influence the tobacco and alcohol use of Chinese adolescents. Journal of Research on Adolescence, published online. doi: https://doi.org/10.1111/jora.12828  

Shen, M.*, DeLay, D., Purwono, U., & French, D. C. (2023), Peer Relationships and Indonesian Muslim Adolescents' Religiosity and Religious Coping: Selection and Influence. Journal of Research on Adolescence. Published online, doi:https://doi.org/10.1111/jora.12787

Andrews, N. C. Z.*, Hanish, L. D., Martin, C. L., DeLay, D., & Updegraff, K. A. (2022). Power in aggressor-victim relationships: Exploring social, physical, gender- and ethnicity-based power. Journal of Youth and Adolescence, 51, 208-224. doi: https://doi.org/10.1007/s10964-021-01555-4

DeLay, D. Burk, W. J., & Laursen, B. (2022). Assessing peer influence and susceptibility to peer influence using individual and dyadic moderators in a social network context: The case of adolescent alcohol misuse. International Journal of Behavioral Development, 46, 208-221. doi:10.1177/01650254221084102

DeLay, D., Field, R. D.*, Sechler, C. M.*, & Martin, C. L., (2022). The association between young adolescent emotional adjustment and peer affiliations: Making a case for gender diversity within peer relationships. Merrill-Palmer Quarterly, 68, 25-38. doi: https://www.muse.jhu.edu/article/863352

Hanish, L. D., Xiao, S. X.*, Malouf, L. M.*, Martin, C. L., Goble, P., Fabes, R. A., DeLay, D., & Bryce, C. (2022). The benefits of buddies: Strategically pairing preschoolers with other-gender classmates promotes positive peer interactions. Early Education and Development, published online. doi: 10.1080/10409289.2022.2090773

Martin, C. L., Xiao, S. X.1, DeLay, D., Hanish, L. D., Fabes, R. A., Morris, S., & Oswalt, K. (2022). Gender integration and elementary-age students’ classroom belongingness: The importance of other gender peers. Psychology in the Schools, 59, 1492-1510. doi: https://doi.org/10.1002/pits.22687

Xiao, S. X., Hanish, L. D., Malouf, L.*, Martin, C. L., Lecheile, B., Goble, P., Fabes, R. A., DeLay, D., & Bryce, C. I. (2022). Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of Buddy-Up intervention. Early Childhood Research Quarterly, 60, 403-413. doi: https://doi.org/10.1016/j.ecresq.2022.04.004

Xiao, S. X.*, Martin, C. L., Spinrad, T. L., Eisenberg, N., DeLay, D., Hanish, L. D., Fabes, R. A., & Oswalt, K. (2022). Being helpful to other-gender peers: School-age children's gender-based intergroup prosocial behaviour. British Journal of Developmental Psychology, 40, 520 – 538. doi: https://doi.org/10.1111/bjdp.12426

Bukowski, W. M., Dirks, M., Persram, R.*, Santo, J., DeLay, D., & Lopez, L. S.  (2021). Contextual variations in associations between measures of aggression and withdrawal and functioning with peers: A replication study. Developmental Psychology, 57, 2022-2031. doi: https://doi.org/10.1037/dev0000958

Bukowski, W. M., Dirks, M., Infantino, E.*, & DeLay, D. (2021). Principles for studying contextual variation in peer experiences: Rules for peer radicals. Journal of Applied Developmental Psychology, 76, 101295. https://doi.org/10.1016/j.appdev.2021.101295

DeLay, D. & Bukowski, W. M., (2021). Multilevel models and multidisciplinary perspectives: Bringing peer relations research into the future. Merrill-Palmer Quarterly, 67, 509-524. doi: https://www.muse.jhu.edu/article/856071 

DeLay, D., Laursen, B., Kiuru, N., Rogers, A.*, & Kindermann, T. (2021). A comparison of dyadic and social network assessments of peer influence. International Journal of Behavioral Development, 45, 275-288. doi: 10.1177/0165025421992866

Hanish, L. D., Martin, C. L., Cook, R. E.*, DeLay, D., Lecheile, B. Fabes, R.A., Goble, P., Bryce, C. (2021). Building integrated peer relationships in preschool classrooms: The potential of buddies. Journal of Applied Developmental Psychology, 73, 101257. https://doi.org/10.1016/j.appdev.2021.101257

Ioverno, S.*, DeLay, D., Hanish, L. D. & Martin, C. L. (2021). Who engages in gender bullying? The role of homophobic name-calling, gender pressure, and gender conformity. Educational Researcher, 5, 215-224. doi: 10.3102/0013189X20968067.

Xiao, S. X.*, Martin, C. L., DeLay, D., & Cook, R. E.* (2021). A double-edged sword: Children’s intergroup gender attitudes have social consequences for the beholder. Developmental Psychology, 57, 1510-1524. doi: https://doi.org/10.1037/dev0001065

Bukowski, W. M. & DeLay, D. (2020). Studying the same-gender preference as a defining feature of cultural contexts. Frontiers in Psychology, 11, 1-6. doi: 10:3389/fpsyg.2020.01863.

Cugmas, M.*, DeLay, D., Žiberna A., & Ferligoj, A. (2020). Symmetric core-cohesive blockmodel in preschool children’s interaction networks. PLOS ONE, 15, 1-14. https://doi.org/10.1371/journal.pone.0226801

Nielson, M. G.*, DeLay, D., Flannery, K. M.*, Martin, C. L. & Hanish, L. D. (2020). Does gender-bending help or hinder friending? The roles of gender and gender similarity in friendship dissolution. Developmental Psychology, 56, 1157-1169. doi: 10.1037/dev0000930.

Valiente, C., Swanson, J., DeLay, D., Fraser, A. M.*, & Parker, J. H. (2020). Emotion-related socialization in the classroom: Considering the roles of teachers and peers. Developmental Psychology, 56, 578-594. doi: 10.1037/dev0000863.

Cook, R. E.*, Nielson, M. G.*, Martin, C. L., & DeLay, D. (2019) Early adolescent gender development: The differential effects of felt pressure from parents, peers, and the self. Journal of Youth and Adolescence, 48, 1912-1923. doi: 10.1007/s10964-019-01122-y

Andrews, N. C. Z.*, Hanish, L. D., Updegraff, K. A., DeLay, D., Martin, & C. L. (2019). Dyadic peer interactions: The impact of aggression on impression formation with new peers. Journal of Abnormal Child Psychology,47, 839-850. doi: 10.1007/s10802-018-0490-y

Fabes, R. A., Martin, C. L., Hanish, L. D., & DeLay, D. (2018). Gender integration in coeducational classrooms: Advancing educational research and practice. School Psychology Quarterly, 33(2), 182-190. http://dx.doi.org/10.1037/spq0000266

Andrews, N. C. Z.*, Hanish, L. D., DeLay, D., Martin, C. L., & Updegraff, K. A. (2018). Relations between close friendships and adolescent aggression: Structural and behavioral friendship features. Social Development, 27(2), 293-307. doi: 10.1111/sode.12277

DeLay, D., Martin, C. L., Cook, R. E.*, & Hanish, L. D. (2018). The influence of peers during adolescence: Does homophobic name calling by peers change gender identity? Journal of Youth and Adolescence, 47(3), 636-649. doi: 10.1007/s10964-017-0749-6

Kiuru, N., DeLay, D., Laursen, B., Burk, W. J., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2017). Peer selection and influence on children’s reading skills in early primary grades: A social network approach. Reading and Writing, 30, 1473-1500. doi: 10.1007/s11145-017-9733-5

DeLay, D., Hanish, L. D., Zhang, L.*, Martin, C. L. (2017). Assessing the impact of homophobic name calling on early adolescent mental health: A longitudinal social network analysis of competing peer influence effects. Journal of Youth and Adolescence, 46, 955-969. doi: 10.1007/s10964-016-0598-8

Rogers, A. A.*, DeLay, D., & Martin, C. L. (2017). Traditional masculinity during the middle school transition: Associations with depressive symptoms and academic engagement. Journal of Youth and Adolescence, 46,.709-724. doi: 10.1007/s10964-016-0545-8

DeLay, D., Laursen, B., Kiuru, N., Poikkeus, A.-M., Aunola, K., & Nurmi, J.-E. (2016). Friend influence and susceptibility to influence: Changes in mathematical reasoning as a function of relative peer acceptance and interest in mathematics. Merrill-Palmer Quarterly, 62, 306-333. https://doi.org/10.13110/merrpalmquar1982.62.3.0306

DeLay, D., Zhang, L.*, Hanish, L. D., Miller, C., Fabes, R. A., Martin, C. L., Updegraff, K., & Kochel, K. P. (2016). Peer influence on academic performance: A social network analysis of social-emotional intervention effects. Prevention Science, 17, 903-913.doi: 10.1007/s11121-016-0678-8

DeLay, D., Hanish, L. D., Martin, C. L., & Fabes, R. A. (2016). Peer effects on Head Start children’s preschool competency. Developmental Psychology, 52, 58-70. doi: 10.1037/dev0000066

DeLay, D., Laursen, B., Bukowski, W. M., & Stattin, H. (2016). Adolescent friend similarity on alcohol abuse as a function of participation in romantic relationships: Sometimes a new love comes between old friends. Developmental Psychology, 52, 117-129. doi: 10.1037/a0039882

Van Ryzin, M., DeLay, D., & Dishion, T. (2016). Being well-liked predicts increased use of alcohol but not tobacco in early adolescence. Addictive Behaviors, 53, 168-174. doi: 10.1016/j.addbeh.2015.10.017

DeLay, D., Ha, T., Van Ryzin, M., Winter, C., & Dishion, T. (2016). Changing friend selection in middle school: A social network analysis of a randomized intervention study designed to prevent adolescent problem behavior. Prevention Science, 17, 285-294. doi: 10.1007/s11121-015-0605-4

Laursen, B., DeLay, D., Richmond, A.*, & Rubin, K. H. (2016). Youth negative affect attenuates associations between compromise and mother-adolescent conflict outcomes. Journal of Child and Family Studies, 25, 1110-1118. doi: 10.1007/s10826-015-0288-2

DeLay, D., Laursen, B., Kiuru, N., Poikkeus, A.-M., Aunola, K., & Nurmi, J.-E. (2015). Stable same-sex friendships with higher achieving partners promote mathematical reasoning in lower achieving primary school children. British Journal of Developmental Psychology, 33, 519-532. doi: 10.1111/bjdp.12117

Hartl, A. C.*, DeLay, D., Denner, J, & Laursen, B. (2015). Dyadic instruction for middle school students: Liking promotes learning. Learning and Individual Differences, 44, 33-39. doi: 10.1016/j.lindif.2015.11.002

DeLay, D., Hartl, A. C.*, Laursen, B., Denner, J., Werner, L., Campe, S., & Ortiz, E.* (2014). Learning from friends: Measuring influence in a dyadic computer instructional setting. International Journal of Research and Method in Education, 37, 190-205. doi: 10.1080/1743727X.2013.784961

Dirghangi, S.*, Laursen, B., Puder, J.*, Bjorklund, D., & DeLay, D. (2014). Self-reported rates of interpersonal conflict vary as a function of questionnaire format: Why age-related trends in disagreement may not be what they seem. Journal of Adolescence, 37, 965-972. doi: 10.1016/j.adolescence.2014.07.003

DeLay, D., Laursen, B., Kiuru, N., Salmela-Aro, K., & Nurmi, J.-E. (2013). Selecting and retaining friends on the basis of cigarette smoking similarity. Journal of Research on Adolescence, 23, 464-473. doi: 10.1111/jora.12017.

Werner, L., Denner, J., Campe, S., Ortiz, E., DeLay, D., Hartl, A.C., & Laursen, B. (2013). Pair programming for middle school students: Does friendship influence academic outcomes? Proceedings of the 44th ACM Technical Symposium on Computer Science Education of the Special Interest Group on Computer Science Education (SIGCSE). doi: 10.1145/2445196.2445322

DeLay, D., Hafen, C. A., Cunha, J. M., Weber, L., & Laursen, B. (2013). Perceptions of parent support buffer against depression for Brazilian youth with interpersonal difficulties. International Journal of Behavioral Development, 37, 29-34. doi: 10.1177/0165025412454031

Laursen, B., DeLay, D., & Adams, R. E. (2010). Trajectories of perceived support in mother-adolescent relationships: The poor (quality) keep getting poorer. Developmental Psychology, 46, 1792-1798. doi: 10.1037/a0020679.

Wood, J. C., Heiskell, K. D., DeLay, D.  Jongeling, J. A. S., &, Perry, D. (2009). Teachers' preferences for interventions for ethnically diverse learners with attention-deficit hyperactivity disorder. Adolescence, 44, 273 – 288. doi: 0001-8449.