DeLeon Gray

Thomson, M. M., Huggins, E., Carrier, S. J., & Gray, D. L. (2022, May 17). Development trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. https://doi.org/10.1080/09500693.2022.2075948

Kumar, R., Gray, D. L. L., & Toren, N. K. (2022). Pre-service teachers? desire to control bias: Implications for the endorsement of culturally affirming classroom practices. LEARNING AND INSTRUCTION. https://doi.org/10.1016/j.learninstruc.2021.101512

Gray, D. L. L., Ali, J. N., McElveen, T. L., & Sealy, M. (2022, October 17). The Cultural Significance of "We-Ness": Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education. EDUCATIONAL PSYCHOLOGY REVIEW. https://doi.org/10.1007/s10648-022-09708-y

Gray, D. L. L., Harris-Thomas, B., Ali, J. N., Cummings, T. N., McElveen, T. L., & Jones, T. R. (2022, August 8). Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day. URBAN EDUCATION. https://doi.org/10.1177/00420859221117682

Thomson, M. M., Gray, D. L., Walkowiak, T. A., & Alnizami, R. (2021, May 20). Developmental Trajectories for Novice Elementary Teachers: Teaching Efficacy and Mathematics Knowledge. JOURNAL OF TEACHER EDUCATION. https://doi.org/10.1177/00224871211014128

Allen, K.-A., Gray, D. L. L., Baumeister, R. F., & Leary, M. R. (2021, August 31). The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct. EDUCATIONAL PSYCHOLOGY REVIEW. https://doi.org/10.1007/s10648-021-09633-6

Griffin, C. B., Gray, D. L., Hope, E., Metzger, I. W., & Henderson, D. X. (2020). Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens. URBAN EDUCATION. https://doi.org/10.1177/0042085920933346

Gray, D. L., Hope, E. C., & Matthews, J. S. (2018). [Review of Black and belonging at school: A case for interpersonal, instructional, and institutional opportunity structures]. Educational Psychologist, 53(2), 97–113. https://doi.org/10.1080/00461520.2017.1421466

Hill, L. K., Hoggard, L. S., Richmond, A. S., Gray, D. L., Williams, D. P., & Thayer, J. F. (2017). Examining the association between perceived discrimination and heart rate variability in african americans. Cultural Diversity & Ethnic Minority Psychology, 23(1), 5–14. https://doi.org/10.1037/cdp0000076

Ryan, T., Allen, K. A., Gray, D. L. L., & McInerney, D. M. (2017). How Social Are Social Media? A Review of Online Social Behaviour and Connectedness. Journal of Relationships Research, 8. https://doi.org/10.1017/JRR.2017.13

Gray, D. L. (2017). 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. https://doi.org/10.1016/j.jsp.2017.02.001

Hoggard, L. S., Hill, L. K., Gray, D. L., & Sellers, R. M. (2015). Capturing the cardiac effects of racial discrimination: Do the effects "keep going"? International Journal of Psychophysiology, 97(2), 163–170. https://doi.org/10.1016/j.ijpsycho.2015.04.015

Gray, D. L., Chang, Y. J., & Anderman, E. M. (2015). Conditional effects of mastery goal structure on changes in students' motivational beliefs: Need for cognition matters. Learning and Individual Differences, 40, 9–21. https://doi.org/10.1016/j.lindif.2015.03.025

Ward, E. M., & Gray, D. L. L. (2014). 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. https://doi.org/10.1017/EDP.2014.18

Allen, K. A., Ryan, T., Gray, D. L. L., McInerney, D. M., & Waters, L. (2014). Social Media Use and Social Connectedness in Adolescents: The Positives and the Potential Pitfalls. The Australian Educational and Developmental Psychologist, 31(1), 18–31. https://doi.org/10.1017/EDP.2014.2

Gray, D. L. (2014). 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. https://doi.org/10.1016/j.cedpsych.2013.12.001

Turner, J. C., Gray, D. L., Anderman, L. H., Dawson, H. S., & Anderman, E. M. (2013). 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. https://doi.org/10.1016/j.cedpsych.2013.06.003

Gray, D. L., & Rios, K. (2012). Achievement motivation as a function of assimilation and differentiation needs. Zeitschrift Fur Psychologie-Journal of Psychology, 220(3), 157–163. https://doi.org/10.1027/2151-2604/a000108

Anderman, E. M., Sinatra, G. M., & Gray, D. L. L. (2012). 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. https://doi.org/10.1080/03057267.2012.655038

Gray, D. L., & Wichman, A. L. (2012). 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. https://doi.org/10.1007/s11218-012-9193-3

Gray, D. L. L., Anderman, E. M., & O’Connell, A. A. (2011). Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms. Social Psychology of Education, 14(2), 185–208. https://doi.org/10.1007/S11218-010-9143-X

O’Connell, A. A., & Gray, D. L. L. (2011). Cause and Event: Supporting Causal Claims through Logistic Models. Educational Psychology Review, 23(2), 245–261. https://doi.org/10.1007/S10648-011-9158-7

Patrick, H., Johnson, K. R., Mantzicopoulos, P., & Gray, D. L. L. (2011). “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. https://doi.org/10.1086/661996