DeLeon L Gray

Development trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge

Thomson, M. M., Huggins, E., Carrier, S. J., & Gray, D. L. (2022, May 17). INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, Vol. 5.

Pre-service teachers? desire to control bias: Implications for the endorsement of culturally affirming classroom practices

LEARNING AND INSTRUCTION, 78.

The Cultural Significance of "We-Ness": Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education

Gray, D. L. L., Ali, J. N., McElveen, T. L., & Sealy, M. (2022, October 17). EDUCATIONAL PSYCHOLOGY REVIEW.

Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day

Gray, D. L. L., Harris-Thomas, B., Ali, J. N., Cummings, T. N., McElveen, T. L., & Jones, T. R. (2022, August 8). URBAN EDUCATION.

Developmental Trajectories for Novice Elementary Teachers: Teaching Efficacy and Mathematics Knowledge

Thomson, M. M., Gray, D. L., Walkowiak, T. A., & Alnizami, R. (2021, May 20). JOURNAL OF TEACHER EDUCATION, Vol. 5.

The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct

Allen, K.-A., Gray, D. L. L., Baumeister, R. F., & Leary, M. R. (2021, August 31). EDUCATIONAL PSYCHOLOGY REVIEW.

Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens

URBAN EDUCATION.

Black and belonging at school: A case for interpersonal, instructional, and institutional opportunity structures

[Review of ]. Educational Psychologist, 53(2), 97–113.

Examining the association between perceived discrimination and heart rate variability in african americans

Cultural Diversity & Ethnic Minority Psychology, 23(1), 5–14.

How Social Are Social Media? A Review of Online Social Behaviour and Connectedness

Journal of Relationships Research, 8.

Is psychological membership in the classroom a function of standing out while fitting in? Implications for achievement motivation and emotions

Journal of School Psychology, 61, 103–121.

Capturing the cardiac effects of racial discrimination: Do the effects "keep going"?

International Journal of Psychophysiology, 97(2), 163–170.

Conditional effects of mastery goal structure on changes in students' motivational beliefs: Need for cognition matters

Learning and Individual Differences, 40, 9–21.

Motivation to Learn: Transforming Classroom Culture to Support Student AchievementMichael Middleton and Kevin Perks Corwin: A Sage Company, 2014, 229 pp., $27.77 (AU), ISBN: 9781412986717

The Australian Educational and Developmental Psychologist, 31(2), 156–157.

Social Media Use and Social Connectedness in Adolescents: The Positives and the Potential Pitfalls

The Australian Educational and Developmental Psychologist, 31(1), 18–31.

Understanding STEM-focused high school students' perceptions of task importance: The role of "standing out" and "fitting in" in mathematics class

Contemporary Educational Psychology, 39(1), 29–41.

Getting to know my teacher: Does the relation between perceived mastery goal structures and perceived teacher support change across the school year?

Contemporary Educational Psychology, 38(4), 316–327.

Achievement motivation as a function of assimilation and differentiation needs

Zeitschrift Fur Psychologie-Journal of Psychology, 220(3), 157–163.

The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners

Studies in Science Education, 48(1), 89–117.

Understanding the motivational consequences of extreme school violence through the lens of mortality salience: The case of academic self-stereotyping in math

Social Psychology of Education, 15(4), 465–481.

Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms

Social Psychology of Education, 14(2), 185–208.

Cause and Event: Supporting Causal Claims through Logistic Models

Educational Psychology Review, 23(2), 245–261.

“I Tell Them I Know How to Do My ABCs!” Kindergartners' School-Related Conversations with Parents and Associations with Adjustment and Achievement

The Elementary School Journal, 112(2), 383–405.