Molly Dawes

763 total citations
38 papers, 537 citations indexed

About

Molly Dawes is a scholar working on Social Psychology, Education and Safety Research. According to data from OpenAlex, Molly Dawes has authored 38 papers receiving a total of 537 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Social Psychology, 22 papers in Education and 16 papers in Safety Research. Recurrent topics in Molly Dawes's work include Bullying, Victimization, and Aggression (25 papers), Youth Development and Social Support (16 papers) and Child Development and Digital Technology (12 papers). Molly Dawes is often cited by papers focused on Bullying, Victimization, and Aggression (25 papers), Youth Development and Social Support (16 papers) and Child Development and Digital Technology (12 papers). Molly Dawes collaborates with scholars based in United States, Canada and Finland. Molly Dawes's co-authors include Hongling Xie, Thomas W. Farmer, Jill V. Hamm, Sarah T. Malamut, Jennifer Riedl Cross, Debbie S. Brooks, Chin‐Chih Chen, Kate E. Norwalk, David Lee and Angela Starrett and has published in prestigious journals such as Developmental Psychology, Review of Educational Research and Educational Psychologist.

In The Last Decade

Molly Dawes

35 papers receiving 527 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Molly Dawes United States	13	306	300	178	168	105	38	537
Lydia Laninga‐Wijnen Netherlands	17	441 1.4×	268 0.9×	307 1.7×	156 0.9×	136 1.3×	38	679
Rowell Huesmann United States	7	384 1.3×	209 0.7×	310 1.7×	109 0.6×	152 1.4×	8	615
Diana J. Meter United States	15	442 1.4×	268 0.9×	248 1.4×	91 0.5×	209 2.0×	39	676
Laura J. Lambe Canada	11	346 1.1×	124 0.4×	241 1.4×	96 0.6×	101 1.0×	25	492
Matty Van der Meulen Netherlands	10	627 2.0×	216 0.7×	358 2.0×	139 0.8×	152 1.4×	14	702
Tirza H. J. van Noorden Netherlands	11	428 1.4×	161 0.5×	283 1.6×	72 0.4×	112 1.1×	14	558
Elisabeth A. Aleva Netherlands	5	306 1.0×	126 0.4×	174 1.0×	77 0.5×	71 0.7×	6	355
Jina S. Yoon United States	7	504 1.6×	400 1.3×	237 1.3×	130 0.8×	94 0.9×	10	763
Claudia San Miguel United States	7	371 1.2×	199 0.7×	220 1.2×	80 0.5×	219 2.1×	13	584
Meghan McAuliffe Lines United States	5	204 0.7×	307 1.0×	173 1.0×	87 0.5×	60 0.6×	7	453

Countries citing papers authored by Molly Dawes

Since Specialization

Citations

This map shows the geographic impact of Molly Dawes's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Molly Dawes with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Molly Dawes more than expected).

Fields of papers citing papers by Molly Dawes

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Molly Dawes. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Molly Dawes. The network helps show where Molly Dawes may publish in the future.

Co-authorship network of co-authors of Molly Dawes

This figure shows the co-authorship network connecting the top 25 collaborators of Molly Dawes. A scholar is included among the top collaborators of Molly Dawes based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Molly Dawes. Molly Dawes is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Andrews, Naomi C. Z., et al.. (2025). Does It Hurt More To Be Called “Gay” or “Pizza Face”?: Gender Differences in Teasing Content and Associated Harm. Archives of Sexual Behavior. 54(10). 4045–4060.

Andrews, Naomi C. Z. & Molly Dawes. (2025). “I Laughed Along for Years But Hated It Inside:” Understanding Nuance in Peer Teasing Experiences Using a Thematic Analysis. Journal of Adolescence. 97(8). 2198–2211.

Dawes, Molly & Naomi C. Z. Andrews. (2025). What are the Features of Playful and Harmful Teasing and When Does it Cross the Line? A Systematic Review and Meta-synthesis of Qualitative Research on Peer Teasing. Adolescent Research Review. 10(4). 515–544. 1 indexed citations

Dawes, Molly, et al.. (2025). How Do Preservice Teachers Plan to Respond to Perpetrators and Victims of Bullying? A Qualitative Investigation. International Journal of Bullying Prevention. 1 indexed citations

Dawes, Molly, et al.. (2024). Teachers’ Attitudes Toward Bullying and Intervention Responses: A Systematic and Meta-analytic Review. Educational Psychology Review. 36(4). 2 indexed citations

Andrews, Naomi C. Z., et al.. (2024). Is teasing meant to be mean or nice? Retrospective reports of adolescent social experiences and teasing attitudes. Personal Relationships. 31(4). 1027–1046. 2 indexed citations

Andrews, Naomi C. Z. & Molly Dawes. (2024). Using retrospective reports to develop profiles of harmful versus playful teasing experiences. Journal of Adolescence. 96(7). 1512–1526. 6 indexed citations

Dawes, Molly, et al.. (2022). Relationships among peer- relatedness, self-confidence, peer victimization, social anxiety and school satisfaction in American high school students. Physical Education and Sport Pedagogy. 29(6). 573–587. 3 indexed citations

Malamut, Sarah T., Molly Dawes, Tessa A. M. Lansu, Yvonne H. M. van den Berg, & Antonius H. N. Cillessen. (2022). Differences in Aggression and Alcohol Use among Youth with Varying Levels of Victimization and Popularity Status. Journal of Youth and Adolescence. 51(10). 1914–1925. 3 indexed citations

10.

Norwalk, Kate E., Helen M. Milojevich, Molly Dawes, Jill V. Hamm, & Thomas W. Farmer. (2021). Heterogeneity of Social Marginalization in Early Adolescence: Longitudinal Associations with Behavioral and Social Adjustment. Journal of Youth and Adolescence. 50(11). 2123–2135. 2 indexed citations

11.

Malamut, Sarah T., Molly Dawes, Yvonne H. M. van den Berg, et al.. (2021). Adolescent Victim Types Across the Popularity Status Hierarchy: Differences in Internalizing Symptoms. Journal of Youth and Adolescence. 50(12). 2444–2455. 17 indexed citations

12.

Hall, Cristin M., Molly Dawes, & Thomas W. Farmer. (2021). Social Networks in Fifth Grade Classrooms: Who Reports being in a Group and Who Does Not?. Journal of Child and Family Studies. 30(3). 808–823. 1 indexed citations

13.

Norwalk, Kate E., Molly Dawes, Jill V. Hamm, & Thomas W. Farmer. (2020). Improving Middle School Teachers’ Self-reported Use of Social Dynamics Management Practices. Journal of Applied School Psychology. 37(2). 109–126. 3 indexed citations

14.

Dawes, Molly, Thomas W. Farmer, Jill V. Hamm, et al.. (2019). Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention. Journal of Youth and Adolescence. 49(7). 1447–1463. 22 indexed citations

15.

Farmer, Thomas W., et al.. (2018). Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education.. Grantee Submission.

16.

Dawes, Molly, Chin‐Chih Chen, Thomas W. Farmer, & Jill V. Hamm. (2017). Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology. Journal of Youth and Adolescence. 46(11). 2273–2288. 20 indexed citations

17.

Farmer, Thomas W., et al.. (2017). Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education. Remedial and Special Education. 39(3). 177–192. 59 indexed citations

18.

Dawes, Molly & Hongling Xie. (2016). The Trajectory of Popularity Goal During the Transition to Middle School. The Journal of Early Adolescence. 37(6). 852–883. 40 indexed citations

19.

Dawes, Molly & Hongling Xie. (2013). The role of popularity goal in early adolescents’ behaviors and popularity status.. Developmental Psychology. 50(2). 489–497. 63 indexed citations

20.

Xie, Hongling, et al.. (2013). Aggression, academic behaviors, and popularity perceptions among boys of color during the transition to middle school.. American Journal of Orthopsychiatry. 83(2-3). 265–277. 4 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

Explore authors with similar magnitude of impact