@article{lopez_gray_boveda_oviedo_ram_lopez_2023, title={Centering Student Voice to Inform Teacher Practice and Research: Validation of an Asset-Based Identities Measure}, ISSN={["1557-5144"]}, DOI={10.1177/07342829231216778}, abstractNote={ Collectively, measures created for research use—whether self-report or observational—have contributed to evidence underscoring the importance of ensuring teachers develop knowledge and skills to engage in asset-based pedagogy. Teachers who wish to enhance their practice, however, do not have a way to elicit students’ perspectives of their instruction with a validated instrument designed to do so. Given that student identity is a robust predictor of minoritized students’ academic and non-academic outcomes, this study reflects the development and validation of Asset-Based Identities Measure that centers student voice to formatively inform teacher practice. The iterative design of the study included expert educators, students, and a larger validation sample of N = 860 students. Cognitive interviews and focus groups contributed to the refinement of the pilot measure across three identity domains. Factor structures were examined through confirmatory factor analyses resulting in a robust measure. Use of the measure is discussed. }, journal={JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT}, author={Lopez, Francesca and Gray, Deleon and Boveda, Mildred and Oviedo, Dynah and Ram, Nilam and Lopez, Lorenzo}, year={2023}, month={Nov} }
 @article{gray_lee_harris-thomas_ali_allah_2023, title={Communally engaged educational psychology: A philosophy of engagement}, volume={58}, ISSN={["1532-6985"]}, DOI={10.1080/00461520.2023.2250860}, abstractNote={Abstract In this article, we provide guidance for educational psychologists who want to advance equity-focused school policies and practices through engaged scholarship. We conceptualize a philosophy of engagement and describe how it can facilitate psychologists’ efforts to address the social conditions of people from historically marginalized communities. Using our own philosophy of engagement as a case in point (which we refer to as communally engaged educational psychology), we share stories that showcase opportunities for roles that scholars can play in supporting education decision-makers and community members. Specifically, we illustrate that communal engagement involves building a tribe; identifying pockets of affirmation; establishing communal incubators; and leveraging existing networks to disseminate stories emerging from partnership activities. We then offer a roadmap for putting communal engagement into action by remixing Anderman’s (2011) ten challenges for educational psychologists. We conclude with a discussion of the tensions and difficulties scholars may need to navigate when enacting a philosophy of engagement.}, number={4}, journal={EDUCATIONAL PSYCHOLOGIST}, author={Gray, DeLeon L. and Lee, Alexandra A. and Harris-Thomas, Brooke and Ali, Joanna N. and Allah, Kia J.}, year={2023}, month={Oct}, pages={261–277} }
 @article{tettegah_cerezo_wooten_gray_2023, title={Righting the Historical Record: Highlighting the Significant Contributions of Black Psychologists in American Schools}, volume={78}, ISSN={["1935-990X"]}, DOI={10.1037/amp0001114}, abstractNote={The field of educational psychology, while closely aligned with several adjacent branches of psychology, focuses on teaching and learning processes in support of the development of students within K-16 environments and beyond. Similar to other fields, educational psychology has been historically dominated by theories and empirical studies developed and carried out by White scholars who presented racially and culturally biased ideologies that lacked Black perspectives. Couched within an Afrocentric and Critical Race Theory framework, the present article sets out to right the historical record by uplifting the voices of four prominent Black psychologists who played an important role in American schools and who have been largely ignored in the field of educational psychology. We review the works of Inez B. Prosser (1897-1934), A. Wade Boykin (1947-present), Barbara J. Robinson Shade (1933-present), and Asa Hilliard III-Baffour Amankwatia II (1933-2007). Each scholar has made significant impacts on American schools, ranging from pursuing innovative research topics and methodologies, providing expert testimony in landmark civil rights legislation, and leading college and university initiatives with generation-wide impacts on Black learners and communities. Based on the impact of the scholars highlighted in this article, we offer recommendations for the next steps in advancing the field toward a position of eradicating anti-Black racism and toward uplifting and centering the voices of Black learners. (PsycInfo Database Record (c) 2023 APA, all rights reserved).}, number={4}, journal={AMERICAN PSYCHOLOGIST}, author={Tettegah, Sharon and Cerezo, Alison and Wooten, Terrance and Gray, DeLeon. L. L.}, year={2023}, pages={601–612} }
 @article{thomson_huggins_carrier_gray_2022, title={Development trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge}, volume={5}, ISSN={["1464-5289"]}, url={https://doi.org/10.1080/09500693.2022.2075948}, DOI={10.1080/09500693.2022.2075948}, abstractNote={ABSTRACT
 The current study investigates the developmental trajectories of novice elementary teachers’ self-efficacy science beliefs, their science instructional beliefs and science knowledge over the course of participants’ teacher preparation and into their first two years of teaching. Study results indicate changes in teachers’ self-efficacy science beliefs, in their science instructional beliefs, and changes in science knowledge. Additionally, teachers’ growth in science content knowledge had an impact on teachers’ self-efficacy science beliefs and on teachers’ instructional science beliefs. Findings from our study can help teacher educators, researchers, and policy makers in better understanding novice elementary teachers’ science developmental trajectories and the role of knowledge and beliefs in their professional growth.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Thomson, Margareta M. and Huggins, Erin and Carrier, Sarah J. and Gray, DeLeon}, year={2022}, month={May} }
 @article{griffin_gray_hope_metzger_henderson_2022, title={Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens}, volume={57}, ISSN={["1552-8340"]}, DOI={10.1177/0042085920933346}, abstractNote={ This study examines two equity-elaborated social and emotional learning (SEL) competencies among Black adolescents: coping responses to race-related stress at school (self-management) and racial identity (self-awareness), and their relation to school adjustment (school belonging, school valuing, cognitive strategy use). The sample included 151 Black high school students ( Mage = 16.42; 52% female) from the southeastern United States. Hierarchical regression analyses revealed that racial centrality moderated the relationships between active coping and school valuing and active coping and cognitive strategy use. Findings support the value of using an equity-elaborated lens to understand the role of SEL competencies for Black youth’s school adjustment. }, number={2}, journal={URBAN EDUCATION}, author={Griffin, Charity Brown and Gray, DeLeon and Hope, Elan and Metzger, Isha W. and Henderson, Dawn X.}, year={2022}, month={Feb}, pages={198–223} }
 @article{kumar_gray_toren_2022, title={Pre-service teachers? desire to control bias: Implications for the endorsement of culturally affirming classroom practices}, volume={78}, ISSN={["1873-3263"]}, DOI={10.1016/j.learninstruc.2021.101512}, abstractNote={The study integrates social-psychological and educational research to examine the relations between preservice teachers’ race-related perceptions of Black students and the instructional approaches they endorse. Based on survey and race Implicit Association Test data from preservice teachers (N = 258; White = 82%) in the United States, we predicted that the association between motivation to be unprejudiced and motivation to appear unprejudiced would predict endorsement of culturally and motivationally supportive instructional practices via implicit and explicit biases about Black students. Path analyses revealed significant mediated associations among motivation to be unprejudiced and endorsed instructional approaches and practices via explicit bias, contingent on the motivation to appear unprejudiced. Furthermore, it is troubling to note that White preservice teachers, in contrast to their ethnic minority counterparts, displayed significant implicit preference for White over Black students. Implications of these findings for preparing a culturally responsive and motivational supportive teaching task-force are discussed.}, journal={LEARNING AND INSTRUCTION}, author={Kumar, Revathy and Gray, DeLeon L. and Toren, Nurit Kaplan}, year={2022}, month={Apr} }
 @article{gray_ali_mcelveen_sealy_2022, title={The Cultural Significance of "We-Ness": Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education}, ISSN={["1573-336X"]}, DOI={10.1007/s10648-022-09708-y}, journal={EDUCATIONAL PSYCHOLOGY REVIEW}, author={Gray, DeLeon L. and Ali, Joanna N. and McElveen, Tamika L. and Sealy, Martinique}, year={2022}, month={Oct} }
 @article{gray_harris-thomas_ali_cummings_mcelveen_jones_2022, title={Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day}, volume={8}, ISSN={["1552-8340"]}, url={http://dx.doi.org/10.1177/00420859221117682}, DOI={10.1177/00420859221117682}, abstractNote={Existing measures of belonging in schools do not explicitly elevate the contextual and cultural insights of the educators and students they were designed to assess. Our study addresses this shortcoming through the co-creation of an Opportunities to Belong survey measure for urban middle schoolers. The tool was developed in partnership with practicing educators and normed around Black and Latinx students ( N = 225). Results of a multilevel confirmatory factor analysis revealed strong evidence for single factor structure. A within-persons multilevel model revealed that shifts in opportunities to belong predicted fluctuations in student engagement across different academic courses. Implications are discussed.}, journal={URBAN EDUCATION}, publisher={SAGE Publications}, author={Gray, DeLeon L. and Harris-Thomas, Brooke and Ali, Joanna N. and Cummings, Taylor N. and McElveen, Tamika L. and Jones, Tamecia R.}, year={2022}, month={Aug} }
 @article{thomson_gray_walkowiak_alnizami_2021, title={Developmental Trajectories for Novice Elementary Teachers: Teaching Efficacy and Mathematics Knowledge}, volume={5}, ISSN={["1552-7816"]}, DOI={10.1177/00224871211014128}, abstractNote={ This study investigated developmental trajectories of novice elementary teachers’ efficacy beliefs (i.e., personal teaching efficacy and outcome expectancy) and their mathematical knowledge for teaching (MKT). Overall, study findings indicated growth in participants’ personal efficacy beliefs and in various assessments for dimensions of MKT. Additional relationships between participants’ MKT trajectories and their mathematics efficacy beliefs trajectories were found. Findings from our study can help teacher educators, researchers, and school leaders in better understanding how novice teachers develop their MKT and their teaching efficacy beliefs during the teacher education program and in their first years of teaching. }, journal={JOURNAL OF TEACHER EDUCATION}, author={Thomson, Margareta M. and Gray, DeLeon and Walkowiak, Temple A. and Alnizami, Reema}, year={2021}, month={May} }
 @article{allen_gray_baumeister_leary_2021, title={The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct}, ISSN={["1573-336X"]}, DOI={10.1007/s10648-021-09633-6}, abstractNote={The need to belong in human motivation is relevant for all academic disciplines that study human behavior, with immense importance to educational psychology. The presence of belonging, specifically school belonging, has powerful long- and short-term implications for students’ positive psychological and academic outcomes. This article presents a brief review of belonging research with specific relevance to educational psychology. Following this is an interview with Emeritus Professors Roy Baumeister and Mark Leary, foundational pioneers in belonging research which reflects upon their influential 1995 paper, “The need to belong: Desire for interpersonal attachments as a fundamental human motivation,” to explore the value and relevance of belonging for understanding human behavior and promoting well-being.}, journal={EDUCATIONAL PSYCHOLOGY REVIEW}, author={Allen, Kelly-Ann and Gray, DeLeon L. and Baumeister, Roy F. and Leary, Mark R.}, year={2021}, month={Aug} }
 @misc{gray_hope_matthews_2018, title={Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures}, volume={53}, ISSN={["1532-6985"]}, DOI={10.1080/00461520.2017.1421466}, abstractNote={This article is guided by two goals: (a) to consider how race-based perspectives can serve as theoretical tools for investigating Black adolescents’ opportunities to belong at school, and (b) to describe cultural and political aspects of schooling that can support a sense of belongingness among Black adolescents. We discuss support for the belonging of Black adolescents in terms of interpersonal, instructional, and institutional opportunity structures. We provide a set of guiding questions for scholars seeking to advance educational psychology research at the intersection of race, belonging, and motivation. We end by describing specific research directions for an inclusive examination of school belonging, along with strategies to accomplish this goal.}, number={2}, journal={EDUCATIONAL PSYCHOLOGIST}, author={Gray, DeLeon L. and Hope, Elan C. and Matthews, Jamaal S.}, year={2018}, pages={97–113} }
 @article{hill_hoggard_richmond_gray_williams_thayer_2017, title={Examining the Association Between Perceived Discrimination and Heart Rate Variability in African Americans}, volume={23}, ISSN={["1939-0106"]}, DOI={10.1037/cdp0000076}, abstractNote={Objective: Previous research attempting to delineate the role of discrimination in racial/ethnic disparities in hypertension has focused largely on blood pressure, which is chiefly governed by the sympathetic branch of the autonomic nervous system. Consequently, few studies have considered the role of the parasympathetic branch and particularly its regulation of the heart via the vagus nerve. Method: In the present cross-sectional study, we employed hierarchical linear regressions to examine associations between perceived ethnic discrimination and resting heart rate variability (HRV), an important biomarker of parasympathetic cardiac modulation and overall health, in a sample (N = 103) of young, healthy African American participants (58% female, Mage = 19.94 years, SD = 2.84). Results: After accounting for demographic factors and health status characteristics, lifetime discrimination emerged as an inverse predictor of HRV. When subdomains of discrimination were considered, discrimination attributable to threats or actual acts of aggression was also predictive of lower HRV. Conclusions: Our findings suggest that a greater lifetime burden of discrimination and discriminatory harassment and/or assault is associated with lower resting HRV in African Americans. The implications of these findings are discussed in the context of past, present and emerging research emphasizing biological linkages between discrimination and health.}, number={1}, journal={CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY}, author={Hill, LaBarron K. and Hoggard, Lori S. and Richmond, Ashley S. and Gray, DeLeon L. and Williams, Dewayne P. and Thayer, Julian F.}, year={2017}, month={Jan}, pages={5–14} }
 @article{ryan_allen_gray_mcinerney_2017, title={How Social Are Social Media? A Review of Online Social Behaviour and Connectedness}, volume={8}, ISSN={1838-0956}, url={http://dx.doi.org/10.1017/JRR.2017.13}, DOI={10.1017/JRR.2017.13}, abstractNote={The use of social media is rapidly increasing, and one of the major discussions of the 21st century revolves around how the use of these applications will impact on the social relationships of users. To contribute to this discussion, we present a brief narrative review highlighting the advantages and disadvantages of social media use on three key aspects of social connectedness: social capital, sense of community, and loneliness. The results indicate that using social media can increase social capital, lead to the formation of friendships and communities, and reduce loneliness. However, some social media site users may experience weakening friendships, online ostracism, and heightened loneliness. Therefore, we argue that the use of social media has contradictory effects on social connectedness. Moreover, the direction of these outcomes is contingent upon who is using the site and how they are using it. Based on these arguments, possible directions for future research are discussed. It is recommended that discourse be continued relating to the association between online social behaviour and connectedness, as this will enable researchers to establish whether the positive outcomes of social media use outweigh the negative.}, journal={Journal of Relationships Research}, publisher={Cambridge University Press (CUP)}, author={Ryan, Tracii and Allen, Kelly A. and Gray, DeLeon L. and McInerney, Dennis M.}, year={2017} }
 @article{gray_2017, title={Is psychological membership in the classroom a function of standing out while fitting in? Implications for achievement motivation and emotions}, volume={61}, ISSN={["1873-3506"]}, DOI={10.1016/j.jsp.2017.02.001}, abstractNote={Education researchers have consistently linked students' perceptions of "fitting in" at school with patterns of motivation and positive emotions. This study proposes that "standing out" is also helpful for producing these outcomes, and that standing out works in concert with perceptions of fitting in. In a sample of 702 high school students nested within 33 classrooms, principal components analysis and confirmatory factor analysis were each conducted on half of the sample. Results support the proposed structure of measures of standing out and fitting in. Multilevel latent profile analysis was then used to classify students into four profiles of standing out while fitting in (SOFI): Unfulfilled, Somewhat Fulfilled, Nearly Fulfilled, and Fulfilled. A multinomial logistic regression revealed that students of color and those on who paid free/reduced prices lunch were overrepresented in the Unfulfilled and Somewhat Fulfilled profiles. A multilevel path analysis was then performed to assess the direct and indirect associations of profile membership with measures of task value and achievement emotions. Relative to the other profiles, students in the Fulfilled SOFI Profile express greater psychological membership in their classrooms and, in turn, express higher valuing of academic material (i.e., intrinsic value, utility value, and attainment value) and more positive achievement emotions (i.e., more enjoyment and pride; less boredom, hopelessness, and shame). This investigation provides critical insights on the potential benefits of structuring academic learning environments to foster feelings of distinctiveness among adolescents; and has implications for cultivating identities and achievement motivation in academic settings.}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={Gray, DeLeon L.}, year={2017}, month={Apr}, pages={103–121} }
 @article{hoggard_hill_gray_sellers_2015, title={Capturing the cardiac effects of racial discrimination: Do the effects "keep going"?}, volume={97}, ISSN={["1872-7697"]}, DOI={10.1016/j.ijpsycho.2015.04.015}, abstractNote={Racial discrimination negatively impacts cardiac functioning, but few studies examine the more distal cardiac effects of racial discrimination experiences. The present study examined the momentary and prolonged impact of lab-based intergroup and intragroup racial discrimination on heart rate variability (HRV) and heart rate (HR) in a sample (N = 42) of African American (AA) women across two days. On day one, the women were exposed to simulated racial discrimination from either a European American (EA) or AA confederate in the lab. On day two, the women returned to the lab for additional physiological recording and debriefing. Women insulted by the EA confederate exhibited lower HRV on day one and marginally lower HRV on day two. These women also exhibited marginally higher HR on day two. The HRV and HR effects on day two were not mediated by differences in perseveration about the stressor. The findings indicate that racial discrimination - particularly intergroup racial discrimination - may have both momentary and prolonged effects on cardiac activity in AAs.}, number={2}, journal={INTERNATIONAL JOURNAL OF PSYCHOPHYSIOLOGY}, author={Hoggard, Lori S. and Hill, LaBarron K. and Gray, DeLeon L. and Sellers, Robert M.}, year={2015}, month={Aug}, pages={163–170} }
 @article{gray_chang_anderman_2015, title={Conditional effects of mastery goal structure on changes in students' motivational beliefs: Need for cognition matters}, volume={40}, ISSN={["1873-3425"]}, DOI={10.1016/j.lindif.2015.03.025}, abstractNote={Decades of achievement goal theory research reveal that a perceived mastery goal structure is consistently associated with positive student outcomes. Yet relatively little research has examined the conditional effects of mastery goal structure. Within the context of health education, we investigated whether the relations of mastery goal structure to a student's motivation to learn would be moderated by individual differences in the enjoyment and engagement of effortful cognitive activity—the need for cognition (NC). Data were collected from 660 high school students at two time points during semester-long health education courses. Consistent with our predictions, results indicate that the relation between mastery goal structure and increases in students' academic self-concept and values over time is stronger for low NC students and weaker for high NC students. The present study bridges applied research on classroom motivation with basic attitudes research—demonstrating that students' motivation to learn is a joint function of their perceptions of achievement-related messages provided by teachers and preferences for engaging in cognitively demanding activities.}, journal={LEARNING AND INDIVIDUAL DIFFERENCES}, author={Gray, DeLeon L. and Chang, Yujin and Anderman, Eric M.}, year={2015}, month={May}, pages={9–21} }
 @article{ward_gray_2014, title={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}, volume={31}, ISSN={0816-5122 1839-2504}, url={http://dx.doi.org/10.1017/EDP.2014.18}, DOI={10.1017/EDP.2014.18}, abstractNote={"Motivation to Learn: Transforming Classroom Culture to Support Student Achievement." The Australian Educational and Developmental Psychologist, 31(2), pp. 156–157}, number={2}, journal={The Australian Educational and Developmental Psychologist}, publisher={Cambridge University Press (CUP)}, author={Ward, Erik M. and Gray, DeLeon L.}, year={2014}, month={Sep}, pages={156–157} }
 @article{allen_ryan_gray_mcinerney_waters_2014, title={Social Media Use and Social Connectedness in Adolescents: The Positives and the Potential Pitfalls}, volume={31}, ISSN={0816-5122 1839-2504}, url={http://dx.doi.org/10.1017/EDP.2014.2}, DOI={10.1017/EDP.2014.2}, abstractNote={As social media use is rising among adolescents, the issue of whether this use leads to positive or negative outcomes warrants greater understanding. This article critically reviews the literature related to this important topic. Specifically, we examine how social media use affects social connectedness in terms of three elements of adolescent development: sense of belonging, psychosocial wellbeing, and identity development and processes. Mixed findings are reported regarding the role that social media plays in fostering social connectedness, which suggests that young people may experience both positive and negative psychological outcomes. As a result, this article argues that online tools create a paradox for social connectedness. On one hand, they elevate the ease in which individuals may form and create online groups and communities, but on the other, they can create a source of alienation and ostracism. This article contributes to ongoing discourse in the area of educational and developmental psychology, and has implications for researchers and practitioners working with adolescents.}, number={1}, journal={The Australian Educational and Developmental Psychologist}, publisher={Cambridge University Press (CUP)}, author={Allen, Kelly A. and Ryan, Tracii and Gray, DeLeon L. and McInerney, Dennis M. and Waters, Lea}, year={2014}, month={Apr}, pages={18–31} }
 @article{gray_2014, title={Understanding STEM-focused high school students' perceptions of task importance: The role of "standing out" and "fitting in" in mathematics class}, volume={39}, DOI={10.1016/j.cedpsych.2013.12.001}, abstractNote={One theoretical extension of Optimal Distinctiveness Theory (ODT; Brewer, 1991, Leonardelli et al., 2010) is that individuals will work toward the satisfaction of their own social identity needs for differentiation (standing out) and assimilation (fitting in). Because these needs serve as driving forces behind the attitudes people adopt, and the behaviors they enact, the motivational properties of these needs are likely to be manifest in achievement contexts. Bridging ODT and Expectancy-Value Theory, this article examines the prediction that academic tasks are seen by students as more important when they contribute to students’ ability to stand out (task differentiation) from and fit in (task assimilation) with their classmates. This prediction was supported among an ethnically diverse sample of STEM-focused high school students who rated the importance of 18 mathematics-related academic tasks. Additional analyses demonstrated that the association between task assimilation and task importance was stronger for students who perceived their academic learning environment to be performance-focused (performance goal structure). There also was a significant interaction between task differentiation and task assimilation, such that the association between task assimilation and task importance attenuated at higher levels of task differentiation. The present study is one of the few investigations to assess how students’ valuing within a single academic domain might fluctuate from one academic task to the next (e.g., taking notes versus working out problems on the board). The Discussion addresses the theoretical and practical significance of acknowledging differentiation and assimilation as vehicles for motivating students in the classroom.}, number={1}, journal={Contemporary Educational Psychology}, author={Gray, D. L.}, year={2014}, pages={29–41} }
 @article{turner_gray_anderman_dawson_anderman_2013, title={Getting to know my teacher: Does the relation between perceived mastery goal structures and perceived teacher support change across the school year?}, volume={38}, ISSN={["1090-2384"]}, DOI={10.1016/j.cedpsych.2013.06.003}, abstractNote={We investigated the relation of students' perceptions of mastery goal structure and of teacher support. Original formulations of achievement goal theory proposed that social–relational aspects of classrooms were integral to perceptions of a mastery goal structure, but these components have not survived in current conceptions of goal theory. Recent studies have found that student perceptions of mastery goal structure and of teacher support are highly interrelated, if not identical constructs. We propose that the interrelations between these perceptions may, in fact, emerge over time, as suggested by Tharp, Estrada, Dalton, and Yamauchi's (2000) four stage model of the development of intersubjectivity between students and teachers. Students in grade 6 (N = 1197, 65 classrooms) and in grade 7 (N = 1036, 37 classrooms) reported perceptions of the mastery goal structure and of teacher support in the fall and the spring. Structural equation models with maximum likelihood estimation were used to test two competing models. We hypothesized that student perceptions of mastery goal structures and of teacher support were separate constructs in the fall, but converged by spring. The hypothesized model fit the data better than the alternative model for 6th and 7th grade students. Our findings both replicated those of others, and suggest that students' perceptions of classroom environments develop over time. Theoretical implications include the reexamination of current conceptualizations of mastery goal structure and the stability of motivational constructs. Methodological implications include timing measurement occasions to assess possible changes in perceptions during the school year.}, number={4}, journal={CONTEMPORARY EDUCATIONAL PSYCHOLOGY}, author={Turner, Julianne C. and Gray, DeLeon L. and Anderman, Lynley H. and Dawson, Heather S. and Anderman, Eric M.}, year={2013}, month={Oct}, pages={316–327} }
 @article{gray_rios_2012, title={Achievement Motivation as a Function of Assimilation and Differentiation Needs}, volume={220}, ISSN={["2151-2604"]}, DOI={10.1027/2151-2604/a000108}, abstractNote={ Building upon Optimal Distinctiveness Theory ( Brewer, 1991 ), we propose that students will exhibit increased self-regulatory persistence and performance to satisfy their needs for assimilation and differentiation. In Study 1, undergraduates rated the importance of 16 achievement-related tasks (e.g., studying for examinations, class participation). A within-persons hierarchical linear model revealed that the more students perceived enacting these behaviors as satisfying their assimilation or differentiation needs, the more important they considered such behaviors to be. In Study 2, we manipulated assimilation or differentiation motives and provided students with false information that success on a word task was associated with either fitting in or standing out. As predicted, participants in the need for assimilation condition performed better and spent more time on a task allegedly associated with fitting in. By contrast, participants in the need for differentiation condition performed better and spent more time on a task allegedly associated with standing out. }, number={3}, journal={ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY}, author={Gray, DeLeon L. and Rios, Kimberly}, year={2012}, pages={157–163} }
 @article{anderman_sinatra_gray_2012, title={The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners}, volume={48}, ISSN={0305-7267 1940-8412}, url={http://dx.doi.org/10.1080/03057267.2012.655038}, DOI={10.1080/03057267.2012.655038}, abstractNote={In this article, we critically examine skills that are necessary for the effective learning of science in adolescent populations. We argue that a focus on twenty-first-century skills among adolescents within the context of science instruction must be considered in light of research on cognitive and social development. We first review adolescents’ emerging abilities in terms of five domains identified by the National Research Council Board on Science Education: adaptability, complex communication/social skills, non-routine problem-solving skills, self-management/self-development and systems thinking. We next describe practices that science teachers can use to enhance the development and use of emerging cognitive abilities in adolescents. We conclude by providing seven research-based recommendations for adolescent science instruction.}, number={1}, journal={Studies in Science Education}, publisher={Informa UK Limited}, author={Anderman, Eric M. and Sinatra, Gale M. and Gray, DeLeon L.}, year={2012}, month={Mar}, pages={89–117} }
 @article{gray_wichman_2012, title={Understanding the motivational consequences of extreme school violence through the lens of mortality salience: the case of academic self-stereotyping in math}, volume={15}, ISSN={["1573-1928"]}, DOI={10.1007/s11218-012-9193-3}, abstractNote={We conducted an investigation into a determinant of academic motivation that has implications for how we respond to school violence and tragedy. We conducted two studies to examine whether exposure to messages related to the salience of one’s own mortality cause people to align their own academic beliefs more closely with stereotypical beliefs about their social groups. When exposed to graffiti images that contained messages such as R.I.P. (i.e., rest in peace), males and females in Study 1 expressed math attitudes that resembled the American stereotype of male superiority and female inferiority in this domain. In Study 2, writing about death caused participants to express ethnic stereotype-consistent math attitudes. As one example, our studies highlight a potential psychological barrier associated with student advancement in STEM careers (Science, Technology, Engineering, and Mathematics). These findings indicate that death reminders, even when they do not follow from direct exposure to school trauma, may impact the academic motivation of stereotypically disadvantaged groups. With the larger goal of reducing psychological barriers associated with inequality in the pursuit of STEM career pathways, these studies are intended to spur further examination of how cases of extreme violence in schools potentially can affect patterns of academic motivation. Even in its early stages, this research should provide new considerations for educational policy-makers aiming to design damage control protocols in response to extreme school violence.}, number={4}, journal={SOCIAL PSYCHOLOGY OF EDUCATION}, author={Gray, DeLeon L. and Wichman, Aaron L.}, year={2012}, month={Dec}, pages={465–481} }
 @article{gray_anderman_o’connell_2011, title={Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms}, volume={14}, ISSN={1381-2890 1573-1928}, url={http://dx.doi.org/10.1007/S11218-010-9143-X}, DOI={10.1007/S11218-010-9143-X}, abstractNote={In the present study (N = 633), we examine the role of teacher credibility and teacher affinity in classrooms. We explore the relations among these two characteristics and student gains in knowledge and valuing of learning about HIV and pregnancy prevention across high school classrooms. Results marshaled support for the notion that teacher characteristics are associated with classroom-level gains in learning outcomes. Above and beyond student-level predictors, teacher credibility (aggregated to the classroom level) was positively related to increases in knowledge across classrooms, whereas aggregated teacher affinity was positively related to an increased valuing of learning about HIV and pregnancy prevention across classrooms. Future directions and implications for practice are discussed.}, number={2}, journal={Social Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Gray, DeLeon L. and Anderman, Eric M. and O’Connell, Ann A.}, year={2011}, pages={185–208} }
 @article{o’connell_gray_2011, title={Cause and Event: Supporting Causal Claims through Logistic Models}, volume={23}, ISSN={1040-726X 1573-336X}, url={http://dx.doi.org/10.1007/S10648-011-9158-7}, DOI={10.1007/S10648-011-9158-7}, number={2}, journal={Educational Psychology Review}, publisher={Springer Science and Business Media LLC}, author={O’Connell, Ann A. and Gray, DeLeon L.}, year={2011}, month={May}, pages={245–261} }
 @article{patrick_johnson_mantzicopoulos_gray_2011, title={“I Tell Them I Know How to Do My ABCs!” Kindergartners' School-Related Conversations with Parents and Associations with Adjustment and Achievement}, volume={112}, ISSN={0013-5984 1554-8279}, url={http://dx.doi.org/10.1086/661996}, DOI={10.1086/661996}, abstractNote={We examined kindergartners' (N = 160) reports of their conversations with parents about school, including whether parents ask about school, what parents ask about, what children tell them, and whether children want to tell their parents. We also investigated whether school adjustment and achievement were associated with either parent questions or children's interest in talking about school. Most children, more girls than boys, said their parents asked about school and they wanted to talk about school. Parents asked very general questions about school, but children's responses tended to be specific and included academic tasks, nonacademic events, and affective statements. Boys and girls reported they were asked the same types of questions, and, except for talk about home-school activities, gave the same kind of information. Children's reports of whether or not their parents asked about school, and their interest in telling, interacted with sex for school liking, academic behaviors, and reading scores.}, number={2}, journal={The Elementary School Journal}, publisher={University of Chicago Press}, author={Patrick, Helen and Johnson, Kiana R. and Mantzicopoulos, Panayota and Gray, DeLeon L.}, year={2011}, month={Dec}, pages={383–405} }