©2019 by Rachael D. Reavis.

Publications

Dr. Reavis was trained in the area of friendship and peer victimization. Earlham has allowed her and her students to pursue a wide variety of interests in social development, health, and other areas. She also publishes work about pedagogy (teaching). If the full-text work is not linked, please contact Dr. Reavis and she will email it to you, free of charge.

Indiana Must Address Its Foster Care Crisis

April 28, 2019

An opinion piece that brings attention to Indiana's safety net as a factor in its exploding population of children in foster care. Published in Palladium-Item, p. B1.

Building a Scaffolded Research Experience for Undergraduates

Dr. Reavis and Earlham colleague Dr. Maggie Thomas offer a framework for conducting research with undergraduate students that leads to publication. We discuss each of our labs as examples. Published in Frontiers in Psychology, 10, 524. doi: 10.3389/fpsyg.2019.00524

2019

Laboratory Exercises for Abnormal Psychology

2018

The Society for the Teaching of Psychology creates e-books for educators. This chapter, co-written with Welle & Alston, provides high school teachers with hands-on labs to help their students understand topics in abnormal psychology. The e-book was edited by R. Miller and is called Promoting Psychological Science: A Compendium of Laboratory Exercises for Teachers of High School Psychology.

Effort as Person-Focused Praise: "Hard Worker" Has Negative Effects for Adults After a Failure.

In this study, we found adults who were praised for being a "hard worker" were more likely to attribute their subsequent failures to lack of intelligence. They also reported lower perceived success and enjoyment. Earlham undergraduates Jordyn Grimes and Abou-Nica Fomukong co-authored, along with University of Mississippi collaborator Stephanie Miller. Published in the Journal of Genetic Psychology, 179(3), 117-122. doi: 10.1080/00221325.2018.14411801

2018

Associations Between Theory of Mind, Executive Function, and Friendship Quality in Middle Childhood

2018

Dr. Reavis and University of Mississippi collaborator Stephanie Miller conducted the Thoughtful Friends Study, which examined theory of mind, executive functioning skills, and friendship quality. In this manuscript, we (along with Dr. Miller's student, Brittany Nielsen) show that girls with better developed theory of mind actually have lower quality friendships. Published in Merrill-Palmer Quarterly64(3), 397-426. doi: 10.13110/merrpalmquar1982.64.3.0397

A Self-Affirmation Exercise Does Not Improve Intentions to Vaccinate Among Parents With Negative Vaccine Attitudes 

2017

Our study was inspired by Brendan Nyhan's work and by Mariah Sage's senior project. We hoped that self-affirmation exercises would increase intentions to vaccinate, but we found that the exercise actually decreased intent among parents with negative attitudes toward vaccination. This study adds to the body of literature showing how challenging it is to change parents' vaccine attitudes once they are established. Earlham undergraduates Jacob Ebbs, Adaobi Onunkwo, and L. Mariah Sage co-authored. Published in PLoS ONE, 12(7), e0181368.

Friendship, Negative Peer Experiences, and Daily Positive and Negative Mood

2015

We used a daily diary method to understand how negative peer experiences were related to children's daily mood. Children responded to questions every school day for seven days. We found that negative peer experiences were associated with negative mood, but having a friend who was generally helpful lessened the association. Earlham undergraduates Laura Donohue and Mikayla Upchurch co-authored. Published in Social Development, 24(4), 833-851. doi: 10.1111/sode.12123

Trajectories of Peer Victimization: The Role of Multiple Relationships

2010

Using data from the Right Track longitudinal study, we assessed changes in peer victimization from Kindergarten to 5th grade. We found that maternal directiveness predicted higher levels of peer victimization in kindergarten and that children with friends experienced a steeper decline in peer victimization than those without. Susan Keane and Susan Calkins were co-authors. Published in Merrill-Palmer Quarterly, 56(3), 303-332. doi: 10.1353/mpw.0.0055

The Role of Emotion Regulation and the Student-Teacher Relationship in Children's Academic Success

Lead author Paulo Graziano, Dr. Reavis, and Susan Keane showed that children's emotional regulation skills and their relationship with their kindergarten teachers predicted their academic outcomes. Children were participants in the Right Track longitudinal study. Published in Journal of School Psychology, 45, 3-19. doi: 10.1016/j.jsp.2006.09.002

2007

Are Home-Schooled Children Socially
At-Risk or Socially Protected?

2005

Dr. Reavis completed this study as part of her honor's thesis at Connecticut College under the direction of Dr. Audrey Zakriski. We found that the peer experiences of home-schooled and traditionally schooled children were quite similar. Although home-schooled children reported being exposed to peer victimization as frequently as traditionally schooled children, the home-schooled children were less upset by the experiences.

See my lab website or faculty profile for a full list of publications and presentations.