{"id":113,"date":"2017-01-28T15:58:18","date_gmt":"2017-01-28T15:58:18","guid":{"rendered":"http:\/\/sites.soe.umich.edu\/adolescent-transitions-lab\/?page_id=113"},"modified":"2024-09-20T13:31:49","modified_gmt":"2024-09-20T13:31:49","slug":"publications","status":"publish","type":"page","link":"https:\/\/sites.marsal.umich.edu\/adolescent-transitions-lab\/research\/publications\/","title":{"rendered":"Recent and Select Publications"},"content":{"rendered":"

2024<\/h2>\n

Lorjin, S. J., Laninga-Wijnen, L., & Ryan, A. M. (2024). How Peer Status and Ability Track Shape
\nBehavioral Disengagement over the Transition from Primary to Secondary School.\u00a0Journal of Research on Adolescence<\/em>, 17. https:\/\/doi.org\/10.1111\/jora.13006<\/span><\/a><\/p>\n

Kilday, J. E., & Ryan, A. M. (2024). The Intermediary Role of Peer Relationships between Teachers
\nand Students\u2019 Classroom Engagement.\u202f Journal of Applied Developmental Psychology<\/em>, 92. https:\/\/doi.org\/10.1016\/j.appdev.2024.101649<\/a><\/p>\n

2023<\/h2>\n
\n

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<\/em>. https:\/\/doi.org\/10.1177\/02724316221124784 <\/a><\/p>\n<\/div>\n

Bukowski, W. B. & Ryan, A. M. (2024). Peer Relationships and social issues: A call to action.\u00a0Journal of Applied Developmental Psychology<\/em>, 87, https:\/\/doi.org\/10.1016\/j.appdev.2023.101545<\/a><\/p>\n

\n

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.<\/em><\/p>\n<\/div>\n

2022<\/h2>\n

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\u2019 social adjustment. Developmental Psychology<\/em>. https:\/\/doi.org\/10.1037\/dev0001328<\/a><\/p>\n

Kilday, J. E., Brass, N. R., Ferguson, S., Ryan, A. M., & Pearson, M. I. (2022). Teachers\u2019 management of peer relations: Associations with fifth grade classroom peer ecologies. The Journal of Experimental Education<\/em>, 0<\/em>(0), 1\u201320. https:\/\/doi.org\/10.1080\/00220973.2022.2039890<\/a><\/p>\n

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<\/em>. https:\/\/doi.org\/10.1007\/s10648-022-09712-2<\/a><\/p>\n

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.<\/em><\/p>\n

2021<\/h2>\n

Brass, N. R., & Ryan, A. M. (2021). Changes in behavioral correlates of social status during early adolescence: Does school context matter? Developmental Psychology<\/em>, 57<\/em>(7), 1136\u20131148. https:\/\/doi.org\/10.1037\/dev0000957<\/a><\/p>\n

McKellar, S. E., Ryan, A. M., Messman, E. A., Brass, N. R., & Laninga-Wijnen, L. (2021). Teachers\u2019 emphasis on mastery goals moderates the behavioral correlates of coolness in early adolescent classrooms. Merrill-Palmer Quarterly<\/em>, 67<\/em>(2), 203\u2013235. https:\/\/www.muse.jhu.edu\/article\/801649<\/a><\/p>\n

2020<\/h2>\n

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<\/em>, 1-11. 10.1016\/j.tate.2019.102936<\/a><\/p>\n

2019<\/h2>\n

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)<\/em>, 341-358. 10.1007\/s10964-018-0970-y<\/a><\/p>\n

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<\/em>, 163-174. 10.1016\/j.cedpsych.2019.03.006<\/a><\/p>\n

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<\/em>. 10.1007\/s10964-018-0949-8<\/a><\/p>\n

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<\/em> (pp. 73-86).<\/p>\n

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<\/em>(2), 232-263. https:\/\/www.muse.jhu.edu\/article\/725834<\/a><\/p>\n

2018<\/h2>\n

Brass, N., McKellar, S. E., North, E. A., & Ryan, A. M. (2018). Early adolescents\u2019 adjustment at school: A fresh look at grade and gender differences. The Journal of Early Adolescence<\/em>, 0272431618791291. https:\/\/doi.org\/10.1177\/0272431618791291<\/a><\/p>\n

Laninga-Wijnen, L., Ryan, A. M., Harakeh, Z., Shin, H., & Vollebergh, W. A. M. (2018). The moderating role of popular peers\u2019 achievement goals in 5th- and 6th-graders\u2019 achievement-related friendships: A social network analysis. Journal of Educational Psychology<\/em>, 110<\/em>(2), 289\u2013307. https:\/\/doi.org\/10.1037\/edu0000210<\/a><\/p>\n

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<\/em> (pp. 637\u2013656). New York, NY: Guilford Press.<\/p>\n

2017<\/h2>\n

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<\/em>, 0272431617692441. https:\/\/doi.org\/10.1177\/0272431617692441<\/a><\/p>\n

Shin, H., & Ryan, A. M. (2017). Friend influence on early adolescent disruptive behavior in the classroom: Teacher emotional support matters. Developmental Psychology<\/em>, 53<\/em>(1), 114\u2013125. https:\/\/doi.org\/10.1037\/dev0000250<\/a><\/p>\n

Select Publications<\/h2>\n

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. <\/span>Contemporary Educational Psychology, 41, 147-156.<\/span><\/i><\/p>\n

Shin, H. & Ryan, A. M. (2014). Early adolescent friendships and academic adjustment: Examining selection and influence processes with longitudinal social network analysis. <\/span>Developmental Psychology<\/span><\/i>, 50, 2462-2472<\/span>.<\/span><\/i> \u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/p>\n

Wilson, T., Rodkin, P. & Ryan, A.M. (2014). The company they keep and avoid: Social goal orientation as a predictor of children\u2019s ethnic segregation. <\/span>Developmental Psychology, 50 (4), <\/span><\/i>1116-1124. <\/span><\/p>\n

Ryan, A. M., Shim, S. S., Makara, K. (2013). Changes in academic adjustment and relational self-worth across the transition to middle school. \u00a0\u00a0<\/span>Journal of Youth and Adolescence, 42, <\/span><\/i>1372-1384.<\/span><\/p>\n

Ryan, A.M. & Shim, S. S. \u00a0(2012). Changes in help seeking from peers during early adolescence: Associations with changes in achievement and perceptions of teachers. \u00a0<\/span>Journal of Educational Psychology, 104,<\/span><\/i> 1122- 1134. \u00a0\u00a0\u00a0\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

2024 Lorjin, S. J., Laninga-Wijnen, L., & Ryan, A. M. (2024). How Peer Status and Ability Track Shape Behavioral Disengagement over the Transition from Primary to Secondary School.\u00a0Journal of Research on Adolescence, 17. https:\/\/doi.org\/10.1111\/jora.13006 Kilday, J. E., & Ryan, A. M. (2024). The Intermediary Role of Peer Relationships between Teachers and Students\u2019 Classroom Engagement.\u202f Journal […]<\/p>\n","protected":false},"author":16,"featured_media":0,"parent":14,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_kadence_starter_templates_imported_post":false,"footnotes":""},"class_list":["post-113","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/sites.marsal.umich.edu\/adolescent-transitions-lab\/wp-json\/wp\/v2\/pages\/113","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.marsal.umich.edu\/adolescent-transitions-lab\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.marsal.umich.edu\/adolescent-transitions-lab\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.marsal.umich.edu\/adolescent-transitions-lab\/wp-json\/wp\/v2\/users\/16"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.marsal.umich.edu\/adolescent-transitions-lab\/wp-json\/wp\/v2\/comments?post=113"}],"version-history":[{"count":16,"href":"https:\/\/sites.marsal.umich.edu\/adolescent-transitions-lab\/wp-json\/wp\/v2\/pages\/113\/revisions"}],"predecessor-version":[{"id":456,"href":"https:\/\/sites.marsal.umich.edu\/adolescent-transitions-lab\/wp-json\/wp\/v2\/pages\/113\/revisions\/456"}],"up":[{"embeddable":true,"href":"https:\/\/sites.marsal.umich.edu\/adolescent-transitions-lab\/wp-json\/wp\/v2\/pages\/14"}],"wp:attachment":[{"href":"https:\/\/sites.marsal.umich.edu\/adolescent-transitions-lab\/wp-json\/wp\/v2\/media?parent=113"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}