Dawn DeLay

Assistant Professor
Faculty
TEMPE Campus
Mailcode
3701

Biography

Dr. Dawn DeLay’s research is on social relationships, with a specific focus on how similarities and differences in individual identity during childhood and adolescence affect relationship processes and outcomes. She has a related interest in understanding how and why bias is present in statistical methods and analyses. She teaches on the use of appropriate methodologies and statistical techniques, with a specific interest and expertise in the use and application of longitudinal social network methods and analyses.

Research projects on which Dr. DeLay is currently a principal investigator include:

(1) The APPLE Project designed to support healthy teacher-child and peer relationships in classrooms and to promote gender integration that may reshape gender stereotypes and provide the possibility of more cross-gender peer interactions in public elementary schools.

(2) The Fostering Adolescent School Transitions (FAST) Study which examines the interplay between peer relationships, gender identity, and adjustment outcomes during middle school. 

Dr. DeLay collaborates on national and international research teams. Collaboration allows her research to expand across cultural and national contexts, as well as into areas of intervention and prevention science.

Dr. DeLay is accepting new doctoral students for Fall 2021.

 

Education

  • Ph.D. Developmental Psychology, Florida Atlantic University 2013
  • M.A. Developmental Psychology, Florida Atlantic University 2011
  • B.A. Psychology, Pittsburg State University, 2006                                                        

 

Google Scholar

Research Interests

Dr. Dawn DeLays research is on social relationships, with a specific focus on how similarities and differences in individual identity during childhood and adolescence affect relationship processes and outcomes. She has a related interest in how and why bias is present in research methods and statistical analyses, as well as how adjustments can be made to eliminate these forms of bias. 

Research Group

Research Groups

Fostering Gender Integration During Elementary School (APPPLE)

Fostering Adolescent School Transitions (FAST)

Children's Attitudes Relationships and Education (CARE)

Fostering Helathy Lives of Youth (LIVES)

Measurement and Statistical Analysis (MASA)

Research Collaborations

Longitudinal Social Network Analysis and Intervention Design

Longitudinal Social Network Analysis Across Cultural Contexts

Publications

Bukowski, W. M. & DeLay, D. (2020). Studying the Same-Gender Preference as a Defining Feature of Cultural Contexts. Frontiers Psychology, 11, 1-6doi: 10:3389/fpsyg.2020.01863.

Nielson, M. G.*, DeLay, D., Flannery, K. M.*, Martin, C. L. & Hanish, L. D. (2020). Does gender-bending help or hinder friending? The roles of gender and gender similarity in friendship dissolution. Developmental Psychology, 56, 1157-1169doi: 10.1037/dev0000930.

Valiente, C., Swanson, J., DeLay, D., Fraser, A. M.*, & Parker, J. H. (2020). Emotion-related socialization in the classroom: Considering the roles of teachers and peers. Developmental Psychology, 56, 578-594. doi: 10.1037/dev0000863

Cook, R. E.*, Nielson, M. G.*, Martin, C. L., & DeLay, D. (2019) Early adolescent gender development: The differential effects of felt pressure from parents, peers, and the self. Journal of Youth and Adolescence, 48, 1912-1923. doi: 10.1007/s10964-019-01122-y

Cugmas, M.*, DeLay, D., Žiberna A., & Ferligoj, A. (2019). Symmetric core-cohesive blockmodel in preschool children’s interaction networks. PLOS ONE15, 1-14. https://doi.org/10.1371/journal.pone.0226801

Andrews, N. C. Z.*, Hanish, L. D., Updegraff, K. A., DeLay, D., Martin, & C. L. (2019). Dyadic peer interactions: The impact of aggression on impression formation with new peers. Journal of Abnormal Child Psychology,47, 839-850doi: 10.1007/s10802-018-0490-y

Fabes, R. A., Martin, C. L., Hanish, L. D., & DeLay, D. (2018). Gender integration in coeducational classrooms: Advancing educational research and practice. School Psychology Quarterly, 33(2), 182-190. http://dx.doi.org/10.1037/spq0000266

Andrews, N. C. Z.*, Hanish, L. D., DeLay, D., Martin, C. L., & Updegraff, K. A. (2018). Relations between close friendships and adolescent aggression: Structural and behavioral friendship features. Social Development, 27(2), 293-307doi: 10.1111/sode.12277

DeLay, D., Martin, C. L., Cook, R. E.*, & Hanish, L. D. (2018). The influence of peers during adolescence: Does homophobic name calling by peers change gender identity? Journal of Youth and Adolescence, 47(3), 636-649. doi: 10.1007/s10964-017-0749-6

Kiuru, N., DeLay, D., Laursen, B., Burk, W. J., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2017). Peer selection and influence on children’s reading skills in early primary grades: A social network approach. Reading and Writing, 30, 1473-1500doi: 10.1007/s11145-017-9733-5

DeLay, D., Hanish, L. D., Zhang, L.*, Martin, C. L. (2017). Assessing the impact of homophobic name calling on early adolescent mental health: A longitudinal social network analysis of competing peer influence effects. Journal of Youth and Adolescence, 46, 955-969doi: 10.1007/s10964-016-0598-8

Rogers, A. A.*, DeLay, D., & Martin, C. L. (2017). Traditional masculinity during the middle school transition: Associations with depressive symptoms and academic engagement. Journal of Youth and Adolescence, 46,.709-724. doi: 10.1007/s10964-016-0545-8

DeLay, D., Laursen, B., Kiuru, N., Poikkeus, A.-M., Aunola, K., & Nurmi, J.-E. (2016). Friend influence and susceptibility to influence: Changes in mathematical reasoning as a function of relative peer acceptance and interest in mathematics. Merrill-Palmer Quarterly, 62, 306-333. 

DeLay, D., Zhang, L.*, Hanish, L. D., Miller, C., Fabes, R. A., Martin, C. L., Updegraff, K., & Kochel, K. P. (2016). Peer influence on academic performance: A social network analysis of social-emotional intervention effects. Prevention Science, 17, 903-913.doi: 10.1007/s11121-016-0678-8

DeLay, D., Hanish, L. D., Martin, C. L., & Fabes, R. A. (2016). Peer effects on Head Start children’s preschool competency. Developmental Psychology, 52, 58-70. doi: 10.1037/dev0000066

DeLay, D., Laursen, B., Bukowski, W. M., & Stattin, H. (2016). Adolescent friend similarity on alcohol abuse as a function of participation in romantic relationships: Sometimes a new love comes between old friends. Developmental Psychology52, 117-129. doi: 10.1037/a0039882

Van Ryzin, M., DeLay, D., & Dishion, T. (2016). Being well-liked predicts increased use of alcohol but not tobacco in early adolescence. Addictive Behaviors, 53, 168-174. doi: 10.1016/j.addbeh.2015.10.017

DeLay, D., Ha, T., Van Ryzin, M., Winter, C., & Dishion, T. (2016). Changing friend selection in middle school: A social network analysis of a randomized intervention study designed to prevent adolescent problem behavior. Prevention Science, 17, 285-294. doi: 10.1007/s11121-015-0605-4

Laursen, B., DeLay, D., Richmond, A.*, & Rubin, K. H. (2016). Youth negative affect attenuates associations between compromise and mother-adolescent conflict outcomes. Journal of Child and Family Studies, 25, 1110-1118. doi: 10.1007/s10826-015-0288-2

DeLay, D., Laursen, B., Kiuru, N., Poikkeus, A.-M., Aunola, K., & Nurmi, J.-E. (2015). Stable friendships with higher achieving partners promote mathematical reasoning in lower achieving primary school children. British Journal of Developmental Psychology, 33, 519-532. doi: 10.1111/bjdp.12117

Hartl, A. C.*, DeLay, D., Denner, J, & Laursen, B. (2015). Dyadic instruction for middle school students: Liking promotes learning. Learning and Individual Differences, 44, 33-39. doi: 10.1016/j.lindif.2015.11.002

DeLay, D., Hartl, A. C.*, Laursen, B., Denner, J., Werner, L., Campe, S., & Ortiz, E.* (2014). Learning from friends: Measuring influence in a dyadic computer instructional setting. International Journal of Research and Method in Education, 37, 190-205. doi: 10.1080/1743727X.2013.784961

Dirghangi, S.*, Laursen, B., Puder, J.*, Bjorklund, D., & DeLay, D. (2014). Self-reported rates of interpersonal conflict vary as a function of questionnaire format: Why age-related trends in disagreement may not be what they seem. Journal of Adolescence, 37, 965-972. doi: 10.1016/j.adolescence.2014.07.003

DeLay, D., Laursen, B., Kiuru, N., Salmela-Aro, K., & Nurmi, J.-E. (2013). Selecting and retaining friends on the basis of cigarette smoking similarity. Journal of Research on Adolescence, 23, 464-473. doi:10.1111/jora.12017.

Werner, L., Denner, J., Campe, S., Ortiz, E.*, DeLay, D., Hartl, A.C.*, & Laursen, B. (2013). Pair programming for middle school students: Does friendship influence academic outcomes? Proceedings of the 44th ACM Technical Symposium on Computer Science Education of the Special Interest Group on Computer Science Education (SIGCSE). doi: 10.1145/2445196.2445322

DeLay, D., Hafen, C. A., Cunha, J. M., Weber, L., & Laursen, B. (2013). Perceptions of parent support buffer against depression for Brazilian youth with interpersonal difficulties. International Journal of Behavioral Development, 37, 29-34. doi: 10.1177/0165025412454031

Laursen, B., DeLay, D., & Adams, R. E. (2010). Trajectories of perceived support in mother-adolescent relationships: The poor (quality) keep getting poorer. Developmental Psychology46, 1792-1798. doi: 10.1037/a0020679.

Wood, J. C., Heiskell, K. D., DeLay, D.  Jongeling, J. A. S., &, Perry, D. (2009). Teachers' preferences for interventions for ethnically diverse learners with attention-deficit hyperactivity disorder. Adolescence, 44,273 – 288. doi: 0001-8449.

Research Activity

The Relation of Gender-Integrated Classroom Climate to Students' Academic Outcomes. Funded by the Institute of Education Sciences (Goal 1 in Social and Behavioral Context for Learning). 2018 - 2022.              

The Arizona Youth Agreement. Study designed to promote the safety and health of Arizona public schools. Funded by the Arizona Criminal Justice Commission. 2016 - 2017.

Courses

Fall 2020
Course Number Course Title
FAS 592 Research
Spring 2020
Course Number Course Title
FAS 592 Research
FAS 792 Research
FAS 799 Dissertation
Fall 2019
Course Number Course Title
CDE 592 Research
FAS 598 Special Topics
Spring 2019
Course Number Course Title
SOC 390 Social Statistics I
FAS 390 Supervised Research Experience
Fall 2018
Course Number Course Title
FAS 390 Supervised Research Experience
FAS 505 Applied Regression Analysis
Spring 2018
Course Number Course Title
SOC 390 Social Statistics I
FAS 390 Supervised Research Experience
Fall 2017
Course Number Course Title
FAS 390 Supervised Research Experience
CDE 598 Special Topics
Spring 2017
Course Number Course Title
SOC 390 Social Statistics I
FAS 390 Supervised Research Experience
Fall 2016
Course Number Course Title
SOC 390 Social Statistics I
FAS 390 Supervised Research Experience
Spring 2016
Course Number Course Title
SOC 390 Social Statistics I
FAS 390 Supervised Research Experience