- Improvement Research Carried Out Through Networked Communities: Accelerating Learning about Practices that Support More Productive Student Mindsets (white paper)
- Pathways to Improvement: Using Psychological Strategies to Help College Students Master Developmental Math (report)
- Productive Persistence Practical Framework
- Driver Diagram primer
Motivation and Engagement
Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research.
Shechtman, N., DeBarger, A.H., Dornsife, C., Rosier, S., & Yarnall, L. (2013). Promoting grit, tenacity, and perseverance: Critical factors for success in the 21st century. U.S. Department of Education.
Snipes, J., Fancsali, C., & Stoker, G. (2012). Student academic mindset interventions: A review of the current landscape. San Francisco: The Stupski Foundation.
Yeager, D.S., & Walton, G.M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 87, 267-301.
Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263.
Haynes, T. L., Perry, R. P., Stupnisky, R. H., & Daniels, L. M. (2009). A review of attributional retraining treatments: Fostering engagement and persistence in vulnerable college students. In Higher Education: Handbook of Theory and Research (pp. 227–271). The Netherlands: Springer.
Wilson, T. D., Damiani, M., & Shelton, N. (2002). Improving the academic performance of college students with brief attributional interventions. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education, 88-108. San Diego, CA: Academic Press.
Jamieson, J., Mendes, W. B., Blackstock, E., & Schmader, T. (2009). Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE. Journal of Experimental Social Psychology, 46, 208-212.
Ramirez, G., & Beilock, S. L. (2011). Writing About Testing Worries Boosts Exam Performance in the Classroom. Science, 331, 211-213.
Social Ties/Belonging/Stereotype Threat
Aronson, J., Fried, C. B., Good, & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113-12
Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82-96.
Oyserman, D., Bybee, D., and Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91, 188 - 204.
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy-support. Journal of Personality and Social Psychology, 87, 246-260.