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| Walton GM, Murphy MC, Logel C, et al. (2023) Where and with whom does a brief social-belonging intervention promote progress in college? Science (New York, N.Y.). 380: 499-505 |
| Yeager DS, Hanselman P, Walton GM, et al. (2019) A national experiment reveals where a growth mindset improves achievement. Nature |
| Smith EN, Romero C, Donovan B, et al. (2017) Emotion Theories and Adolescent Well-Being: Results of an Online Intervention. Emotion (Washington, D.C.) |
| Claro S, Paunesku D, Dweck CS. (2016) Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences of the United States of America |
| Yeager DS, Walton GM, Brady ST, et al. (2016) Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences of the United States of America |
| Okonofua JA, Paunesku D, Walton GM. (2016) Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents. Proceedings of the National Academy of Sciences of the United States of America. 113: 5221-6 |
| Paunesku D, Walton GM, Romero C, et al. (2015) Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science. 26: 784-93 |
| Yeager DS, Henderson MD, Paunesku D, et al. (2014) Boring but important: a self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology. 107: 559-80 |
| Akhtar O, Paunesku D, Tormala ZL. (2013) Weak > strong: the ironic effect of argument strength on supportive advocacy. Personality & Social Psychology Bulletin. 39: 1214-26 |