Recent and Select Publications


Kilday, J. E., & Ryan, A. M. (2023). Who do students ask for help with classwork? Sources of help and changes in help-seeking from peers during early adolescence. The Journal of Early Adolescence.

Ryan, A.M., & Kilday, J.E. (2023). How interpersonal factors matter for help-seeking in the classroom. In T. Urdan (Ed), Advances in motivation and achievement.


Ferguson, S., Brass, N. R., Medina, M. A., & Ryan, A. M. (2022). The role of school friendship stability, instability, and network size in early adolescents’ social adjustment. Developmental Psychology.

Kilday, J. E., Brass, N. R., Ferguson, S., Ryan, A. M., & Pearson, M. I. (2022). Teachers’ management of peer relations: Associations with fifth grade classroom peer ecologies. The Journal of Experimental Education, 0(0), 1–20.

Kilday, J. E., & Ryan, A. M. (2022). The intersection of the peer ecology and teacher practices for student motivation in the classroom. Educational Psychology Review.

Ryan, A.M., Kilday, J.E., & Brass, N.R. (2022). Can friends help motivate each other to do well in school? In M. Jones (Ed), Peer relationships in classroom management: Evidence and interventions for teaching.


Brass, N. R., & Ryan, A. M. (2021). Changes in behavioral correlates of social status during early adolescence: Does school context matter? Developmental Psychology, 57(7), 1136–1148.

McKellar, S. E., Ryan, A. M., Messman, E. A., Brass, N. R., & Laninga-Wijnen, L. (2021). Teachers’ emphasis on mastery goals moderates the behavioral correlates of coolness in early adolescent classrooms. Merrill-Palmer Quarterly, 67(2), 203–235.


McKellar, S.E., Cortina, K.S., & Ryan, A.M. (2020). Teaching practices and student engagement in early adolescence: A longitudinal study using the Classroom Assessment Scoring System. Journal of Teaching and Teacher Education, 89, 1-11. 10.1016/j.tate.2019.102936


Ferguson, S.M., & Ryan, A.M. (2019). It’s lonely at the top: Adolescent students’ peer-perceived popularity and self-perceived social contentment. Journal of Youth and Adolescence, 48(2), 341-358. 10.1007/s10964-018-0970-y

Kilday, J.E. & Ryan, A.M. (2019). Personal and collective perceptions of social support: Implications for classroom engagement in early adolescence. Contemporary Educational Psychology, 58, 163-174. 10.1016/j.cedpsych.2019.03.006

North, E.A., Ryan, A.M., Cortina, K., & Brass, N. (2019). Social status and classroom behavior in math and science during early adolescence. Journal of Youth and Adolescence. 10.1007/s10964-018-0949-8

Ryan, A.M., North, E.A., & Ferguson, S. (2019). Peers and engagement. In J.A. Fredricks, A.L. Reschly, S.L. Christenson (Eds.). Handbook of Student Engagement Interventions: Working with Disengaged Students (pp. 73-86).

Shin, H., Ryan, A.M., North, E.A. (2019). Friendship processes around prosocial and aggressive behaviors: The role of teacher-student relatedness and differences between elementary-school and middle-school classrooms. Merrill-Palmer Quarterly, 65(2), 232-263.


Brass, N., McKellar, S. E., North, E. A., & Ryan, A. M. (2018). Early adolescents’ adjustment at school: A fresh look at grade and gender differences. The Journal of Early Adolescence, 0272431618791291.

Laninga-Wijnen, L., Ryan, A. M., Harakeh, Z., Shin, H., & Vollebergh, W. A. M. (2018). The moderating role of popular peers’ achievement goals in 5th- and 6th-graders’ achievement-related friendships: A social network analysis. Journal of Educational Psychology, 110(2), 289–307.

Ryan, A. M., & Shin, H. (2018). Peers, academics, and teachers. In W. B. Bukowski, B. Laursen, & K. H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups (pp. 637–656). New York, NY: Guilford Press.


North, E. A., & Ryan, A. M. (2017). The association of peer academic reputations in math and science with achievement beliefs and behaviors during early adolescence. The Journal of Early Adolescence, 0272431617692441.

Shin, H., & Ryan, A. M. (2017). Friend influence on early adolescent disruptive behavior in the classroom: Teacher emotional support matters. Developmental Psychology, 53(1), 114–125.

Select Publications

Ryan, A. M. , Kuusinen, C., & Bedoya-Skoog, A. (2015). Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality. Contemporary Educational Psychology, 41, 147-156.

Shin, H. & Ryan, A. M. (2014). Early adolescent friendships and academic adjustment: Examining selection and influence processes with longitudinal social network analysis. Developmental Psychology, 50, 2462-2472.      

Wilson, T., Rodkin, P. & Ryan, A.M. (2014). The company they keep and avoid: Social goal orientation as a predictor of children’s ethnic segregation. Developmental Psychology, 50 (4), 1116-1124.

Ryan, A. M., Shim, S. S., Makara, K. (2013). Changes in academic adjustment and relational self-worth across the transition to middle school.   Journal of Youth and Adolescence, 42, 1372-1384.

Ryan, A.M. & Shim, S. S.  (2012). Changes in help seeking from peers during early adolescence: Associations with changes in achievement and perceptions of teachers.  Journal of Educational Psychology, 104, 1122- 1134.