Molly Dawes

Assistant Professor of Educational Psychology

University of South Carolina

United States

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Dr. Molly Dawes is an Assistant Professor of Educational Psychology at the University of South Carolina, USA. Her research focuses on the dynamics of bullying and teasing in educational settings, exploring preservice teachers' attitudes, intervention strategies, and classroom management. Recent publications include investigations into the associations of developmental knowledge with beliefs about social dynamics and systematic reviews on bullying and teasing behaviors.

Articles (15)

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2025

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2020

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2020

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2020

Collaborators (1)

Angela Starrett

Assistant Professor

University of South Carolina

UNITED STATES

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Molly Dawes

Research Interests

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Articles (15)

Preservice teachers’ developmental knowledge and preparation: associations with beliefs about social dynamics management

“I Laughed Along for Years But Hated It Inside:” Understanding Nuance in Peer Teasing Experiences Using a Thematic Analysis

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

How Do Preservice Teachers Plan to Respond to Perpetrators and Victims of Bullying? A Qualitative Investigation

Teachers’ Attitudes Toward Bullying and Intervention Responses: A Systematic and Meta-analytic Review

Using retrospective reports to develop profiles of harmful versus playful teasing experiences

Enhancing Teachers' Capacity to Manage Classroom Behavior as a Means to Reduce Burnout: Directed Consultation, Supported Professionalism, and the BASE Model

Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims

Preservice Teachers’ Knowledge and Attitudes Toward Bullying: A Systematic Review

Measure Development and Validation: Perceived Motives for School-Based Bullying

Preservice Teachers’ Bullying Attitudes and Intervention Likelihood: Differences by Form of Bullying

Teachers’ perceptions of middle schoolers’ social concerns: strategies and barriers to supporting students’ social success

Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology

Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention

No One is Safe: Victimization Experiences of High-Status Youth

Collaborators (1)

Angela Starrett

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