Year |
Citation |
Score |
2023 |
Walton GM, Murphy MC, Logel C, Yeager DS, Goyer JP, Brady ST, Emerson KTU, Paunesku D, Fotuhi O, Blodorn A, Boucher KL, Carter ER, Gopalan M, Henderson A, Kroeper KM, et al. Where and with whom does a brief social-belonging intervention promote progress in college? Science (New York, N.Y.). 380: 499-505. PMID 37141344 DOI: 10.1126/science.ade4420 |
0.717 |
|
2019 |
Yeager DS, Hanselman P, Walton GM, Murray JS, Crosnoe R, Muller C, Tipton E, Schneider B, Hulleman CS, Hinojosa CP, Paunesku D, Romero C, Flint K, Roberts A, Trott J, et al. A national experiment reveals where a growth mindset improves achievement. Nature. PMID 31391586 DOI: 10.1038/S41586-019-1466-Y |
0.67 |
|
2017 |
Smith EN, Romero C, Donovan B, Herter R, Paunesku D, Cohen GL, Dweck CS, Gross JJ. Emotion Theories and Adolescent Well-Being: Results of an Online Intervention. Emotion (Washington, D.C.). PMID 29265838 DOI: 10.1037/Emo0000379 |
0.606 |
|
2016 |
Claro S, Paunesku D, Dweck CS. Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences of the United States of America. PMID 27432947 DOI: 10.1073/Pnas.1608207113 |
0.574 |
|
2016 |
Yeager DS, Walton GM, Brady ST, Akcinar EN, Paunesku D, Keane L, Kamentz D, Ritter G, Duckworth AL, Urstein R, Gomez EM, Markus HR, Cohen GL, Dweck CS. Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences of the United States of America. PMID 27247409 DOI: 10.1073/Pnas.1524360113 |
0.618 |
|
2016 |
Okonofua JA, Paunesku D, Walton GM. 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. PMID 27114516 DOI: 10.1073/Pnas.1523698113 |
0.698 |
|
2015 |
Paunesku D, Walton GM, Romero C, Smith EN, Yeager DS, Dweck CS. Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science. 26: 784-93. PMID 25862544 DOI: 10.1177/0956797615571017 |
0.722 |
|
2014 |
Yeager DS, Henderson MD, Paunesku D, Walton GM, D'Mello S, Spitzer BJ, Duckworth AL. Boring but important: a self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology. 107: 559-80. PMID 25222648 DOI: 10.1037/A0037637 |
0.491 |
|
2013 |
Akhtar O, Paunesku D, Tormala ZL. Weak > strong: the ironic effect of argument strength on supportive advocacy. Personality & Social Psychology Bulletin. 39: 1214-26. PMID 23798375 DOI: 10.1177/0146167213492430 |
0.301 |
|
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