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}
}