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| Publications of Molly Weeks :chronological alphabetical combined listing:%% Chapters in Books @misc{fds376036, Author = {Cerda-Smith, J and Yust, PKS and Weeks, MS and Asher, SR and Mulvey, KL}, Title = {A Novel Approach for Evaluating a Schoolwide Antiracist Curriculum Intervention}, Journal = {AERA Open}, Volume = {10}, Publisher = {SAGE Publications}, Year = {2024}, Month = {January}, url = {http://dx.doi.org/10.1177/23328584231223476}, Abstract = {This manuscript describes our effort to apply a novel approach to understanding student outcomes associated with a schoolwide antiracist intervention. We report a multimethod quantitative approach to evaluate a 10-week antiracist intervention designed and implemented by school staff by examining patterns of student intervention engagement and measures of key constructs that connect to antiracism, psychological well-being, and school connectedness. Our novel approach combines schoolwide surveys with smaller samples of daily diary participants, documenting variation in intervention engagement and examining postintervention outcomes. Our findings are limited by high attrition rates, small sample size, and data collection during the COVID-19 pandemic; however, our methods offer a promising transferable approach to evaluate school-based antiracist interventions by examining patterns and predictors of intervention engagement, as well as daily fluctuations in student experience throughout the intervention period.}, Doi = {10.1177/23328584231223476}, Key = {fds376036} } @misc{fds371265, Author = {Yust, PKS and Weeks, MS and Williams, GA and Asher, SR}, Title = {Social relationship provisions and loneliness in school: Child- and classroom-level effects.}, Journal = {Journal of school psychology}, Volume = {99}, Pages = {101218}, Publisher = {Elsevier BV}, Year = {2023}, Month = {August}, url = {http://dx.doi.org/10.1016/j.jsp.2023.05.001}, Abstract = {Building on social needs theory (Weiss, 1974), this study introduces the construct of classroom provision richness and examines the association between the exchange of social provisions among children in classrooms and children's feelings of loneliness in school. We examined the receipt of provisions from reciprocally nominated friends versus unilateral (one-sided) and non-friend classmates and examined associations between social provisions and loneliness at the child and classroom levels. Participants were 998 third- through fifth-grade children (468 girls, 530 boys; 88.5% White) in 38 classrooms who indicated which classmates they played with, helped, validated, and provided opportunities for self-disclosure. In addition to the social provisions nomination measure, children responded to (a) a measure of loneliness that avoided content overlapping with social provisions, (b) a rating-scale sociometric measure of peer acceptance, and (c) a measure that asked them to indicate which classmates engaged in prosocial, aggressive, or withdrawn-type behaviors. Multilevel analyses indicated that social provisions received from reciprocal friends and from unilateral-received friends were associated with children's feelings of loneliness in school. Furthermore, a measure of the provision richness of classrooms moderated the association between child-level provisions received and feelings of loneliness, such that children who received fewer provisions were less lonely in classrooms that were more provision-rich. Classroom provision richness was also associated with the general level of prosocial behavior and peer acceptance in the classroom. Together, findings suggest that efforts to foster the exchange of social provisions in classrooms could reduce loneliness and facilitate a more caring classroom environment.}, Doi = {10.1016/j.jsp.2023.05.001}, Key = {fds371265} } @misc{fds359968, Author = {Weeks, MS and Zeveney, AS}, Title = {Changes in Depressive Symptoms in Response to a Significant Stressor in College}, Journal = {International Journal of Community Well-Being}, Volume = {4}, Number = {4}, Pages = {525-547}, Publisher = {Springer Science and Business Media LLC}, Year = {2021}, Month = {December}, url = {http://dx.doi.org/10.1007/s42413-021-00129-3}, Abstract = {Changes in depressive symptoms in response to the experience of a first high-impact stressor (i.e., a stressor rated as both very upsetting and very disruptive) in college were examined as an indicator of student resilience. Participants were 953 college undergraduates from four institutions participating in a larger longitudinal study of student resilience and well-being; 703 of these students reported experiencing at least one high-impact stressor during their time in college. Using piecewise growth modeling analyses with timepoints (n = 8) nested within individuals (n = 703), findings showed that, on average, students reported increased depressive symptoms when experiencing a “high-impact” stressor and showed a pattern of recovery over time, whereby depressive symptoms decreased gradually following the stressor. Self-compassion moderated the effect of experiencing a high-impact stressor such that students higher in self-compassion showed a muted pattern of stress response and recovery. Experiencing subsequent high-impact stressors was associated with increased depressive symptoms and slower recovery. Indicators of availability and quality of social support were negatively associated with depressive symptoms but did not moderate stress response or recovery. Previous exposure to stress and self-reported resilience predicted neither level of depressive symptoms nor stress response or recovery. Implications for efforts to promote community well-being in higher education are discussed.}, Doi = {10.1007/s42413-021-00129-3}, Key = {fds359968} } @misc{fds359982, Author = {Hoyle, RH and Weeks, MS and The Student Resilience and Well-Bei}, Title = {The Student Resilience and Well-Being Project: Opportunities, Challenges, and Lessons Learned}, Journal = {International Journal of Community Well-Being}, Volume = {4}, Number = {4}, Pages = {669-690}, Publisher = {Springer Science and Business Media LLC}, Year = {2021}, Month = {December}, url = {http://dx.doi.org/10.1007/s42413-021-00138-2}, Doi = {10.1007/s42413-021-00138-2}, Key = {fds359982} } @misc{fds360006, Author = {Hoyle, RH and Weeks, MS and Stutts, LA and Asher, SR and Leary, MR and Strauman, TJ and Blomquist, KIK and Pontari, BA and Stetler, CA and Terrell, DF}, Title = {Correction to: The Student Resilience and Well-Being Project: Opportunities, Challenges, and Lessons Learned (International Journal of Community Well-Being, (2021), 4, 4, (669-690), 10.1007/s42413-021-00138-2)}, Journal = {International Journal of Community Well-Being}, Volume = {4}, Number = {4}, Pages = {691}, Publisher = {Springer Science and Business Media LLC}, Year = {2021}, Month = {December}, url = {http://dx.doi.org/10.1007/s42413-021-00143-5}, Abstract = {In this article The Student Resilience and Well-Being Project Research Group3 members are (in alphabetical order by institution and last name) Lauren A. Stutts (Department of Health and Human Values, Davidson College); Steven R. Asher, Rick H. Hoyle, Mark R. Leary, Timothy J. Strauman, and Molly S. Weeks (Department of Psychology & Neuroscience, Duke University); Kerstin K. Blomquist, Beth A. Pontari, and Cinnamon A. Stetler (Department of Psychology, Furman University); and Debra F. Terrell (Department of Social and Behavioral Sciences, Johnson C. Smith University) The original article has been updated.}, Doi = {10.1007/s42413-021-00143-5}, Key = {fds360006} } @misc{fds359043, Author = {Jenkins, A and Weeks, MS and Hard, BM}, Title = {General and specific stress mindsets: Links with college student health and academic performance.}, Journal = {PloS one}, Volume = {16}, Number = {9}, Pages = {e0256351}, Year = {2021}, Month = {January}, url = {http://dx.doi.org/10.1371/journal.pone.0256351}, Abstract = {The goal of this cross-sectional, correlational study was to evaluate (a) whether beliefs about stress as enhancing versus debilitating (i.e., stress mindsets) vary across sources of stress that differ in duration (acute vs. chronic) and controllability, and (b) how general and source-specific stress mindsets relate to health and academic performance. College students (n = 498) self-reported their general and source-specific stress mindsets, perceived distress, health, coping, and GPA. Stress mindsets varied as a function of duration and controllability, and general stress mindsets were only weakly associated with source-specific mindsets. Consistent with previous research, general stress mindsets were associated with health, but some source-specific mindsets were more predictive of health than others-viewing stress from chronic controllable sources as debilitating was most predictive of poor mental and physical health. Measures of stress were also associated with health, and this association was moderated by stress mindsets, suggesting that viewing stress as enhancing can provide a psychological "buffer" against the negative effects of stress. Approach coping and perceived distress were examined as potential mediators of the links between stress mindset and health. Viewing stress as enhancing was related to greater use of approach coping and lower perceived distress, which in turn was related to better health. This research suggests that stress mindset interventions may benefit students' health, and that interventions targeting mindsets for chronic controllable sources of stress may be more effective than general stress mindset interventions.}, Doi = {10.1371/journal.pone.0256351}, Key = {fds359043} } @misc{fds367656, Author = {Asher, SR and Weeks, MS}, Title = {Friendships in Childhood}, Pages = {119-134}, Booktitle = {The Cambridge Handbook of Personal Relationships, Second Edition}, Year = {2018}, Month = {January}, ISBN = {9781107130265}, url = {http://dx.doi.org/10.1017/9781316417867.011}, Doi = {10.1017/9781316417867.011}, Key = {fds367656} } @misc{fds325999, Author = {Vanhalst, J and Soenens, B and Luyckx, K and Petegem, SV and Weeks, MS and Asher, SR}, Title = {Why do the chronically lonely stay lonely? Chronically lonely children and adolescents attributions and emotions in situations of social inclusion and exclusion.}, Journal = {Journal of Personality and Social Psychology}, Volume = {109}, Number = {5}, Pages = {932-948}, Publisher = {American Psychological Association}, Year = {2015}, Month = {November}, url = {http://dx.doi.org/10.1037/pspp0000051}, Abstract = {The goal of this study was to identify mechanisms associated with chronic loneliness by examining the effect of adolescents' accumulated history of loneliness on responses to new social situations. Specifically, this study investigated whether attributions and emotions in situations of social inclusion and exclusion differ between chronically lonely adolescents and adolescents with a different loneliness history. A total of 730 adolescents (Mage at Wave 1 = 15.43 years) participated in a 4-wave longitudinal study with annual loneliness assessments. A chronic loneliness trajectory was identified, in addition to low-stable, moderate-stable, moderate-increasing, and high-decreasing loneliness trajectories. At Wave 4, vignettes depicting social inclusion and exclusion were presented, and participants rated a set of attributions and emotions following each vignette. Compared with individuals following other trajectories, chronically lonely adolescents were characterized by hypersensitivity to social exclusion (i.e., higher levels of negative emotions) and hyposensitivity to social inclusion (i.e., lower levels of enthusiasm). Further, chronically lonely adolescents had a stronger tendency to attribute social inclusion to circumstantial factors and social exclusion to internal and stable characteristics. This maladaptive attribution style partially mediated their emotional experiences. Together, results indicate that chronically lonely individuals respond to social situations in ways that may perpetuate rather than reduce their loneliness.}, Doi = {10.1037/pspp0000051}, Key = {fds325999} } @misc{fds326000, Author = {Asher, SR and Weeks, MS}, Title = {Loneliness and belongingness in the college years}, Pages = {283-301}, Booktitle = {Wiley-Blackwell handbook of solitude: Psychological perspectives on social isolation, social withdrawal, and being alone}, Publisher = {Wiley-Blackwell}, Editor = {Coplan, RJ and Bowker, JC}, Year = {2014}, Key = {fds326000} } @misc{fds355758, Author = {Weeks, MS and Asher, SR}, Title = {Loneliness in childhood: toward the next generation of assessment and research.}, Journal = {Adv Child Dev Behav}, Volume = {42}, Pages = {1-39}, Year = {2012}, url = {http://dx.doi.org/10.1016/b978-0-12-394388-0.00001-0}, Abstract = {Loneliness is a sad, even painful emotional experience that is thought to result from deficiencies in the quantity or quality of one's social relationships. Assessments of loneliness have evolved to typically include diverse item content that assesses the causes of loneliness as well as the emotional experience of loneliness itself. This embedding of hypothesized causes in the assessment of loneliness creates pervasive problems in drawing valid conclusions from empirical research on loneliness. In this chapter, we review major historical and contemporary perspectives on loneliness and then describe how widely used assessments have led to the development of a literature in which key questions about the causes of loneliness, the influence of gender on the experience of loneliness, and the developmental course of loneliness remain unanswered. We argue for the use of loneliness assessments that focus purely on the emotional experience of loneliness without including hypothesized causes.}, Doi = {10.1016/b978-0-12-394388-0.00001-0}, Key = {fds355758} } @misc{fds326001, Author = {Weeks, MS and Asher, SR}, Title = {Loneliness in childhood: Toward the next generation of assessment and research}, Volume = {42}, Pages = {1-39}, Booktitle = {Advances in Child Development and Behavior}, Publisher = {Academic Press}, Editor = {Benson, JB}, Year = {2012}, Key = {fds326001} } @misc{fds326002, Author = {MacEvoy, JP and Weeks, MS and Asher, SR}, Title = {Loneliness}, Volume = {2}, Pages = {178-187}, Booktitle = {Encyclopedia of adolescence,}, Publisher = {Academic Press}, Year = {2011}, url = {http://dx.doi.org/10.1016/B978-0-12-373951-3.00116-2}, Abstract = {This article reviews theory and empirical research on loneliness with an emphasis on late childhood through late adolescence and early adulthood. The authors first discuss theoretical perspectives on loneliness from various intellectual traditions - with a particular focus on social needs perspectives on loneliness - and then briefly review different loneliness assessments that may be used with children and adolescents. Next, the authors present an overview of the developmental and contextual factors that may influence the degree of loneliness that is experienced during adolescence. Finally, the authors review research on the link between loneliness and peer and family relationships, and examine what is known about the behavioral and cognitive styles of lonely youth. © 2011 Elsevier Inc. All rights reserved.}, Doi = {10.1016/B978-0-12-373951-3.00116-2}, Key = {fds326002} } | |
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