In Press/2023
Kalkstein, D. A.*, Hook, C. J.*, Hard, B. M., & Walton, G. M. (2023). Social norms govern what behaviors come to mind--And what do not. Journal of Personality and Social Psychology, 124(6), 1203-1229.
•The first two authors contributed equally to this work.
•Supplementary Material.
Kenthirarajah, D., Camp, N. P., Walton, G. M., Kay, A. C., & Cohen, G. L. (2023). Does "Jamal" receive a harsher sentence than "James"? First-name bias in the criminal sentencing of Black men. Law and Human Behavior, 47, 169-181.
O'Keefe, P. A., Horberg, E. J., Dweck, C. S., & Walton G. M. (in press). A growth theory of interest intervention increases interest in math and science coursework among liberal arts undergraduates. Journal of Educational Psychology.
Schuster, C., Sparkman, G., Walton, G. M., Alles, A., Loschelder, D. D. (2023). Egalitarian norm messaging increases human resource professionals' salary offers to women. Journal of Applied Psychology, 108, 541-552.
•Research Highlight from Nature Reviews Psychology
•Editor's Choice Article, Journal of Applied Psychology
Thomas, C. C., Walton, G. M., Reinhart, E., & Markus, H. R. (2023). Mitigating welfare-related prejudice and partisanship among U.S. conservatives with moral reframing of a Universal Basic Income policy. Journal of Experimental Social Psychology, 105, 104424.
Walton, G. M., Murphy, M. C., Logel, C., Yeager, D. S., Goyer, J. P., Brady, S. T., Emerson, K. T. U., Paunesku, D., Fotuhi, O., Blodorn, A., Boucher, K. L.*, Carter, R. E.*, Gopalan, M.*, Henderson, A.*, Kroeper, K. M.*, Murdock-Perriera, L. A.*, Reeves, S. L.*, Ablorh, T. T.**, Ansari, S.**, Chen, S.**, Fisher, P.**, Galvan, M.**, Gilbertson, M. K.**, Hulleman, C. S.**, Le Forestier, J. M.**, Lok, C.**, Mathias, K.**, Muragishi, G. A.**, Gonzalez, M.**, Ozier, E.**, Smith, E. N.**, Thoman, D. B.**, Williams, H. E.**, Wilmot, M. O.**, Hartzog, C., Li, X. A., & Krol, N. (2023). Where and with whom does a brief social-belonging intervention promote progress in college? Science, 380, 499-505.
•Authors marked with * and with ** contributed equally to this work. They are listed in alphabetical order by last name.
•FAQs
•Supplementary Material
•Commentary by Nicolas A. Bowman, "A brief intervention to improve college success and equity."
Walton, G. M. & Yeager, D. S. (in press). Wise interventions consider the person and the situation together. Behavioral and Brain Sciences.
2022
Kalkstein, D. A., De Lima, F., Brady, S. T., Rozek, C. S., Johnson, E. J., & Walton, G. M. (2022). Defaults are not a panacea: Distinguishing between default effects on choices and on outcomes. Behavioural Public Policy, 1-16. doi:10.1017/bpp.2022.24.
Goldrick-Rab, S., Baker-Smith, C., Bettinger, E., Walton, G., Brady, S., Gill, J., & Looker, E. (2022). Connecting community college students to non-tuition supports during the COVID-19 Pandemic. The Hope Center.
Howe, L. C., Schumann, K., & Walton, G. M. (2022). "Am I not human?": Reasserting humanness in response to group-based dehumanization. Group Processes and Intergroup Relations, 25, 2042-2065.
Okonofua, J. A., Harris, L. T. & Walton, G. M. (2022). Sidelining bias: A situationist approach to reduce the consequences of bias in real-world contexts. Current Directions in Psychological Science.
Okonofua, J. A., Goyer, J. P., Lindsay, C. A., Haugabrook, J., & Walton, G. M. (2022). A scaleable empathic-mindset intervention reduces group disparities in school suspensions. Science Advances, 8, eabj0691.
Sanchez, K. L., Kalkstein, D. A., & Walton, G. M. (2022). A threatening opportunity: The prospect of conversations about race-related experiences between Black and White friends. Journal of Personality and Social Psychology, 122(5), 853-872.
Schumann, K. & Walton, G. M. (2022). Rehumanizing the self after victimization: The roles of forgiveness versus revenge. Journal of Personality and Social Psychology, 122(3), 469-492.
Smith, E. N., Yeager, D. S., Dweck, C. S., & Walton, G. M. (2022). An organizing framework for teaching practices that can "expand" the self and address social identity concerns. Educational Psychology Review, 34, 2197-2219.
Yeager, D. S., Carroll, J. M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R., Muller, C., Murray, J., Mhatre, P., Kersting, N., Hulleman, C., Kudym, M., Murphy, M., Duckworth, A., Walton, G. M., Dweck, C. S. (2022). Teacher mindsets help explain where a growth mindset intervention does and doesn't work. Psychological Science, 33(1), 18-32.
2021
Bauer, C. A., Boemelburg, R., & Walton, G. M. (2021). Resourceful actors, not weak victims: Reframing refugees' stigmatized identity enhances long-term academic engagement. Psychological Science, 32(12), 1896-1906.
Goyer, J. P., Walton, G. M., & Yeager, D. S. (2021). The role of psychological factors and institutional channels in predicting the attainment of postsecondary goals. Developmental Psychology, 57(1), 73-86.
Howe, L. C., Carr, P., & Walton, G. M. (2021). Normative appeals motivate people to contribute to collective action problems more when they invite people to work together toward a common cause. Journal of Personality and Social Psychology, 121, 215-238.
•Supplementary Materials.
Rege, M., Hanselman, P., Solli, I. F., Dweck, C. S., Ludvigsen, S., Bettinger, E., Crosnoe, R., Muller, C., Walton, G. M., Duckworth, A., & Yeager, D. S. (2021). How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries. American Psychologist, 76, 755-767.
Smith, E. N., Rozek, C. S., Manke, K. J., Dweck, C. S., & Walton, G. M. (2021). Teacher- versus researcher-provided affirmation effects on students' task engagement and positive perceptions of teachers. Journal of Social Issues, 77, 751-768.
Sparkman, G., Howe, L., & Walton. G. M. (2021). How social norms are often a barrier to addressing climate change but can be part of the solution. Behavioural Public Policy, 5(4), 528-555. doi:10.1017/bpp.2020.42.
Walton, G. M., Okonofua, J. A., Remington, K. R., Hurst, D., Pinedo, A., Weitz, E., Ospina, J. P., Tate, H., & Eberhardt, J. L. (2021). Lifting the bar: A relationship-orienting intervention reduces recidivism among children reentering school from juvenile detention. Psychological Science, 32(1), 1747-1767.
•Supplementary Material
•Recipient of the 2022 Robert B. Cialdini Prize from the Society for Personality and Social Psychology.
2020
Brady, S. T., Cohen, G. L., Jarvis, S. N., & Walton, G. M. (2020). A brief social-belonging intervention in college improves adult outcomes for Black Americans. Science Advances, 6, eaay3689.
•2-page fact sheet
•Supplementary Materials
Murphy, M. C., Gopalan, M., Carter, E. R., Emerson, T. U., Bottoms, B. L., & Walton, G. M. (2020). A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university. Science Advances, 6, eaba4677.
Sparkman, G., Weitz, E., Robinson, T. N., Malhotra, N., & Walton, G. M. (2020). Developing a scalable dynamic norm menu-based intervention to reduce meat consumption. Sustainability, 12, 2453.
Thomas, C. C., Otis, N. G., Abraham, J., Markus, H. R., & Walton, G. M. (2020). Toward a science of delivering aid with dignity: Experimental evidence and local forecasts from Kenya. Proceedings of the National Academy of Sciences of the United States of America, 117, 15546-15553.
Walton, G. M. (2020). Foreward. In A. Baldwin, B. Bunting, D. Daugherty, L. Lewis, & T. Steenbergh. Promoting Belonging, Growth Mindset, and Resilience to Foster Student Success. National Resource Center for the First-Year Experience.
Walton, G. M. & Brady, S. T. (2020). "Bad" things reconsidered. In J. P. Forgas, K. Fiedler, & W. D. Crano (Eds.) Sydney Symposium of Social Psychology: Applications of Social Psychology. Routledge: New York.
Walton, G. M. & Brady, S. T. (2020). The social-belonging intervention. In G. M. Walton & A. J. Crum (Eds.) Handbook of Wise Interventions: How Social Psychology Can Help People Change, Guilford Press: New York.
Walton, G. M. & Crum, A. J. (Eds.) (2020). Handbook of Wise Interventions: How Social Psychology Can Help People Change. Guilford Press: New York.
•Featured Author Q&A
Walton, G. M. & Yeager, D. S. (2020). Seed and soil: Psychological affordances in contexts help to explain where wise interventions succeed or fail. Current Directions in Psychological Science, 29, 219-226.
2019
Chang, F., Luo, M., Walton, G. M., Aguilar, L., & Bailenson, J. (2019). Stereotype threat in virtual learning environments: Effects of avatar gender and sexist behavior on women’s math learning outcomes. Cyberpsychology, Behavior, and Social Networking, 22, 1-7.
Goyer, J. P., Cohen, G. L., Cook, J. E., Master, A., Apfel, N., Lee, W., Henderson, A. G., Reeves, S. L., Okonofua, J. A., & Walton, G. M. (2019). Targeted identity safety interventions cause lasting reductions in discipline citations among ethnic-minority boys. Journal of Personality and Social Psychology, 117, 229-259.
Haimovitz, K., Dweck, C. S., & Walton, G. M. (2019). Preschoolers find ways to resist temptation after learning that willpower can be energizing. Developmental Science, 23, e12905.
Sparkman, G. & Walton, G. M. (2019). Witnessing change: Dynamic norms help resolve diverse barriers to personal change. Journal of Experimental Social Psychology, 82, 238-252.
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Hooper, S. Y., Carvalho, C., Hahn, R., Gopalan, M., Mhatre, P., Ferguson, R., Duckworth, A. L., & Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573, 364-369.
•Recipient of the 2020 Best Publication Award from the Behavioral Science and Policy Association.
2018
Broda, M., Yun, J., Schneider, B., Yeager, D. S., Walton, G. M., & Diemer, M. (2018). Reducing inequality in academic success for incoming college students. A randomized trial of growth mindset and belonging interventions. Journal of Research on Educational Effectiveness, 11, 317-338.
O’Keefe, P. A., Dweck, C. & Walton, G. (2018). Having a growth mindset makes it easier to develop new interests. Harvard Business Review, September 10.
O’Keefe, P. A., Dweck, C. S. & Walton, G. M. (2018). Implicit theories of interest: Finding your passion or developing it? Psychological Science, 29, 1653-1664.
Walton, G. M. & Wilson, T. D. (2018). Wise interventions: Psychological remedies for social and personal problems. Psychological Review, 125, 617-655.
•Recipient of the 2019 Daniel M. Wegner Theoretical Innovation Prize from the Society for Personality and Social Psychology.
•Research brief from Mindset Scholars Network
•Supplementary Tables (content also available at WiseInterventions.org)
2017
Job, V. & Walton, G. M. (2017). Lay theories of self control. In C. Zedelius, B. C. N. Muller, & J. Schooler (Eds.) The Science of Lay Theories: How Beliefs Shape Our Cognition, Behavior, and Health (pp. 47-69), Springer.
Job, V.,* Nikitin, J.,* Zhang, S. X., Carr, P. B., & Walton, G. M. (2017). Social traces of generic strangers increase the value of everyday objects. Personality and Social Psychology Bulletin, 43, 785-792.
•The first two authors contributed equally to this work.
Master, A.,* Butler, L. P.,* Walton, G. M. (2017). How the subjective relationship between the self, others, and a task drives interest. In P. A. O’Keefe & J. M. Harackiewicz (Eds.) The Psychological Science of Interest (pp. 209-226), Springer.
•The first two authors contributed equally to this work.
Sparkman, G. & Walton, G. M. (2017). Dynamic norms promote sustainable behavior, even if it is counternormative. Psychological Science, 28, 1663-1674.
•Finalist for the 2020 Best Publication Award from the Behavioral Science and Policy Association.
•Supplemental_Material
Walton, G. M. & Brady, S. T. (2017). The many questions of belonging. In A. Elliot, C. Dweck, & D. Yeager (Eds.). Handbook of Competence and Motivation (2nd Edition): Theory and Application (pp. 272-293), Guilford Press: New York.
2016
Bryan, C. J., Walton, G. M., & Dweck, C. S. (2016). Psychologically authentic versus inauthentic replication attempts. Proceedings of the National Academy of Sciences of the United States of America, 113, E6548.
Fassiotto, M., Hamel, E. O., Ku, M. Correll, S., Grewal, D., Lavori, P. Periyakoil, V. J., Reiss, A., Sandborg, C., Walton, G. Winkleby, M. & Valantine, H. (2016). Women in academic medicine: Measuring stereotype threat among junior faculty. Journal of Women’s Health, 25, 292-298.
Okonofua, J. A., Paunesku, D. & Walton, G. M. (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, 5221-5226.
•Recipient of the 2017 Robert B. Cialdini Prize from the Society for Personality and Social Psychology.
•Supplemental Information
Okonofua, J. A., Walton, G. M., & Eberhardt, J. L. (2016). A vicious cycle: A social-psychological account of extreme racial disparities in school discipline. Perspectives on Psychological Science, 11, 381-398.
Yeager, D., Romero, C., Paunesku, D., Hulleman, C., Schneider, B., Hinojosa, C., Lee, H. Y., O'Brien, J., Flint, K., Roberts, A., Trott, J., Greene, D., Walton, G. M., & Dweck, C. (2016). Using design thinking to make psychological interventions ready for scaling: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108, 374-391.
Yeager, D. S.*, Walton, G. M.*, Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., Kamentz, D., Ritter, G., Duckworth, A. L., Urstein, R., Gomez E., Markus, H. R. Cohen, G. L., & Dweck, C. S. (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, 113, E3341-E3348.
•The first two authors contributed equally to this work.
•Supplemental Information.
2015
Brummelman, E. & Walton, G. M. (2015). If you want to understand something, try to change it: Social-psychological interventions to cultivate resilience. Behavioral and Brain Sciences, 38, 24-25.
Erman, S. & Walton, G. M. (2015). Stereotype threat and anti-discrimination law: Affirmative steps to promote meritocracy and racial equality. Southern California Law Review, 88, 307-378.
Job, V., Walton, G. M., Bernecker, K., & Dweck, C. S. (2015). Implicit theories about willpower predict self-regulation and grades in everyday life. Journal of Personality and Social Psychology, 108, 637-647.
Kenthirarajah, D. & Walton, G. M. (2015). How brief social-psychological interventions can cause enduring effects. In R. Scott & S. Kosslyn (Eds.), Emerging Trends in the Social and Behavioral Sciences, Hoboken, NJ: John Wiley and Sons.
Paunesku, D., Walton, G. M., Romero, C. L., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mindset interventions are a scalable treatment for academic underperformance. Psychological Science, 26, 784-793.
•Supplemental Material
Walton, G. M., Logel, C., Peach, J., Spencer, S, & Zanna, M. P. (2015). Two brief interventions to mitigate a “chilly” climate transform women’s experience, relationships, and achievement in engineering. Journal of Educational Psychology, 107, 468-485.
•Supplemental Material
Walton, G. M., Murphy, M. C., & Ryan, A. M. (2015). Stereotype threat in organizations. Implications for equity and performance. Annual Review of Organizational Psychology and Organizational Behavior, 2, 523-550.
•All three authors contributed equally to this work.
2014
Aguilar, L., Walton, G., & Wieman, C. (2014). Psychological insights for improved physics teaching. Physics Today, 67, 43-49.
Brummelman, E., Thomaes, S., Walton, G. M., Poorthuis, A. M. G., Overbeek, G., Castro, B. O., Bushman, B. J. (2014). Unconditional regard buffers children’s negative self-feelings. Pediatrics, 134, 1119-1126.
Bryan, C. J, Master, A., & Walton, G. M. (2014). “Helping” versus “being a helper”: Invoking the self to increase helping in young children. Child Development, 85, 1836-1842.
•The first and second authors contributed equally to this work.
•Supplemental Material
Carr, P. B. & Walton, G. M. (2014). Cues of working together fuel intrinsic motivation. Journal of Experimental Social Psychology, 53, 169-184.
Walton, G. M. (2014). The new science of wise psychological interventions. Current Directions in Psychological Science, 23, 73-82.
•Featured in Teaching Current Directions in Psychological Science.
Yeager, D. S., Henderson, M., D’Mello, S., Paunesku, D. Walton, G. M., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107, 559-580.
2013
Brannon, T. N. & Walton, G. M. (2013). Enacting cultural interests: How intergroup contact reduces prejudice by sparking interest in an out-group’s culture. Psychological Science, 24, 1947-1957.
•Supplemental Material
Butler, L. P. & Walton, G. M. (2013). The opportunity to collaborate increases preschoolers’ motivation for challenging tasks. Journal of Experimental Child Psychology, 116, 953-961.
Finkel, E. J., Slotter, E. B., Luchies, L. B., Walton, G. M., & Gross, J. J. (2013). A brief intervention to promote conflict reappraisal preserves marital quality over time. Psychological Science, 24, 1595-1601.
Job, V. Walton, G. M., Bernecker, K., & Dweck, C. S. (2013). Beliefs about willpower determine the impact of glucose on self-control. Proceedings of the National Academy of the United States of America, 110, 14837-14842.
Master, A. & Walton, G. M. (2013). Membership in a minimal group increases motivation and learning in young children. Child Development, 84, 737-751.
Murphy, M. C. & Walton, G. M (2013). From prejudiced people to prejudiced places: A social-contextual approach to prejudice. In C. Stangor & C. Crandall (Eds.). Frontiers in Social Psychology Series: Stereotyping and Prejudice. Psychology Press: New York, NY.
Salles, A., Nandagopal, K., & Walton, G. (2013). Belonging: A simple, brief intervention decreases burnout. Journal of the American College of Surgeons, 217, S116.
Walton, G. M. (2013). The myth of intelligence: Smartness isn’t like height. In D. Allen & R. Reich (Eds.) Education, Justice, and Democracy (pp. 155-172). Chicago, IL: The University of Chicago Press.
Walton, G. M., Spencer, S. J., & Erman, S. (2013). Affirmative meritocracy. Social Issues and Policy Review, 7, 1-35.
•Policy Summary
Yeager, D. S., Paunesku, D., Walton, G. M., & Dweck, C. S. (2013). How can we instill productive mindsets at scale? A review of the evidence and an initial R&D agenda. White paper prepared for the White House meeting on Excellence in education: The importance of academic mindsets. May 10, 2013.
Yeager, D., Walton, G., & Cohen, G. L. (2013). Addressing achievement gaps with psychological interventions.Phi Delta Kappan, 94, 62-65.
2012
Logel, C., Walton, G. M., Peach, J., Spencer, S. J., & Zanna, M. P. (2012). Unleashing latent ability: Implications of creating stereotype-safe environments for college admissions. Educational Psychologist, 47, 42-50.
Miller, E. M., Walton, G. M., Dweck, C. S., Job, V., Trzesniewski, K. H., & McClure, S. M., (2012). Theories of willpower affect sustained learning. PLoS One, 7, e38680.
Walton, G. M. & Carr, P. B. (2012). Social belonging and the motivation and intellectual achievement of negatively stereotyped students. In M. Inzlicht & T. Schmader (Eds.) Stereotype Threat: Theory, Processes, and Application (pp. 89-106). New York: Oxford University Press.
Walton, G. M., Cohen, G. L., Cwir, D., & Spencer, S. J. (2012). Mere belonging: The power of social connections. Journal of Personality and Social Psychology, 102, 513-532.
Walton, G. M., Paunesku, D., & Dweck, C. S. (2012). Expandable selves. In M. R. Leary & J. P. Tangney (Eds.) Handbook of Self and Identity (pp. 141-154). New York: The Guilford Press.
2011
Akcinar, E. N., Carr, P. B., & Walton, G. M. (2011). Interactions with men and Whites matter too. Psychological Inquiry, 22, 247-251.
Bryan, C. J., Walton, G. M, Rogers, T. & Dweck, C. S. (2011). Motivating voter turnout by invoking the self. Proceedings of the National Academy of Sciences of the United States of America, 108, 12653-12656.
•Supporting information
Cwir, D., Carr, P. B., Walton, G. M., & Spencer, S. J. (2011). Your heart makes my heart move: Cues of social connectedness cause shared emotions and physiological states among strangers. Journal of Experimental Social Psychology, 47, 661-664.
Dweck, C. S., Walton, G. M., & Cohen, G. L. (2011). Academic tenacity. White paper prepared for the Gates Foundation. Seattle, WA.
Purdie-Vaughns, V. & Walton, G. M. (2011). Is multiculturalism bad for African-Americans? Redefining inclusion through lens of identity safety. In L. R. Tropp & R. Mallett (Eds.) Beyond Prejudice Reduction to Positive Intergroup Relations. Washington DC: American Psychological Association.
Taylor, V. J. & Walton, G. M. (2011). Stereotype threat undermines academic learning. Personality and Social Psychology Bulletin, 37, 1055-1067.
Walton, G. M. & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331, 1447-1451.
•Supporting online material
Walton, G. M. & Cohen, G. L. (2011). Sharing motivation. In D. Dunning (Ed.) Social Motivation (pp. 79-101). New York: Psychology Press.
Yeager, D. S. & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267-301.
•Recipient of the 2012 Review of Research Award from the American Education Research Association.
•Recipient of the 2012 Distinguished Research Award from Division E (Human Development) of the American Education Research Association.
2010
Job, V., Dweck, C. S., & Walton, G. M. (2010). Ego depletion--Is it all in your head?: Implicit theories about willpower affect self-regulation . Psychological Science, 21, 1686-1693.
2009
Walton, G. M. & Spencer, S. J. (2009). Latent ability: Grades and test scores systematically underestimate the intellectual ability of negatively stereotyped students. Psychological Science, 20, 1132-1139.
•Recipient of the 2010 Gordon Allport Intergroup Relations Prize as the “best paper or article of the year on intergroup relations” from the Society for the Psychological Study of Social Issues
•Honorable Mention, Inaugural (2011) Smashing Bias Research Prize from the Level Playing Field Institute and the Mitchell Kapor Foundation.
Logel, C., Walton, G. M., Spencer, S. J., Iserman, E. C., von Hippel, W., & Bell, A. (2009). Interacting with sexist men triggers social identity threat among female engineers. Journal of Personality and Social Psychology, 96, 1089-1103.
Walton, G. M. & Dweck, C. S. (2009). Solving social problems like a psychologist. Perspectives on Psychological Science, 4, 101-102
Before 2009
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.
Walton, G. M. & Banaji, M. R. (2004). Being what you say: The effect of essentialist linguistic labels on preferences. Social Cognition, 22, 193-213.
Walton, G. M., & Cohen, G. L. (2003). Stereotype lift. Journal of Experimental Social Psychology, 39, 456-467.
Kalkstein, D. A.*, Hook, C. J.*, Hard, B. M., & Walton, G. M. (2023). Social norms govern what behaviors come to mind--And what do not. Journal of Personality and Social Psychology, 124(6), 1203-1229.
•The first two authors contributed equally to this work.
•Supplementary Material.
Kenthirarajah, D., Camp, N. P., Walton, G. M., Kay, A. C., & Cohen, G. L. (2023). Does "Jamal" receive a harsher sentence than "James"? First-name bias in the criminal sentencing of Black men. Law and Human Behavior, 47, 169-181.
O'Keefe, P. A., Horberg, E. J., Dweck, C. S., & Walton G. M. (in press). A growth theory of interest intervention increases interest in math and science coursework among liberal arts undergraduates. Journal of Educational Psychology.
Schuster, C., Sparkman, G., Walton, G. M., Alles, A., Loschelder, D. D. (2023). Egalitarian norm messaging increases human resource professionals' salary offers to women. Journal of Applied Psychology, 108, 541-552.
•Research Highlight from Nature Reviews Psychology
•Editor's Choice Article, Journal of Applied Psychology
Thomas, C. C., Walton, G. M., Reinhart, E., & Markus, H. R. (2023). Mitigating welfare-related prejudice and partisanship among U.S. conservatives with moral reframing of a Universal Basic Income policy. Journal of Experimental Social Psychology, 105, 104424.
Walton, G. M., Murphy, M. C., Logel, C., Yeager, D. S., Goyer, J. P., Brady, S. T., Emerson, K. T. U., Paunesku, D., Fotuhi, O., Blodorn, A., Boucher, K. L.*, Carter, R. E.*, Gopalan, M.*, Henderson, A.*, Kroeper, K. M.*, Murdock-Perriera, L. A.*, Reeves, S. L.*, Ablorh, T. T.**, Ansari, S.**, Chen, S.**, Fisher, P.**, Galvan, M.**, Gilbertson, M. K.**, Hulleman, C. S.**, Le Forestier, J. M.**, Lok, C.**, Mathias, K.**, Muragishi, G. A.**, Gonzalez, M.**, Ozier, E.**, Smith, E. N.**, Thoman, D. B.**, Williams, H. E.**, Wilmot, M. O.**, Hartzog, C., Li, X. A., & Krol, N. (2023). Where and with whom does a brief social-belonging intervention promote progress in college? Science, 380, 499-505.
•Authors marked with * and with ** contributed equally to this work. They are listed in alphabetical order by last name.
•FAQs
•Supplementary Material
•Commentary by Nicolas A. Bowman, "A brief intervention to improve college success and equity."
Walton, G. M. & Yeager, D. S. (in press). Wise interventions consider the person and the situation together. Behavioral and Brain Sciences.
2022
Kalkstein, D. A., De Lima, F., Brady, S. T., Rozek, C. S., Johnson, E. J., & Walton, G. M. (2022). Defaults are not a panacea: Distinguishing between default effects on choices and on outcomes. Behavioural Public Policy, 1-16. doi:10.1017/bpp.2022.24.
Goldrick-Rab, S., Baker-Smith, C., Bettinger, E., Walton, G., Brady, S., Gill, J., & Looker, E. (2022). Connecting community college students to non-tuition supports during the COVID-19 Pandemic. The Hope Center.
Howe, L. C., Schumann, K., & Walton, G. M. (2022). "Am I not human?": Reasserting humanness in response to group-based dehumanization. Group Processes and Intergroup Relations, 25, 2042-2065.
Okonofua, J. A., Harris, L. T. & Walton, G. M. (2022). Sidelining bias: A situationist approach to reduce the consequences of bias in real-world contexts. Current Directions in Psychological Science.
Okonofua, J. A., Goyer, J. P., Lindsay, C. A., Haugabrook, J., & Walton, G. M. (2022). A scaleable empathic-mindset intervention reduces group disparities in school suspensions. Science Advances, 8, eabj0691.
Sanchez, K. L., Kalkstein, D. A., & Walton, G. M. (2022). A threatening opportunity: The prospect of conversations about race-related experiences between Black and White friends. Journal of Personality and Social Psychology, 122(5), 853-872.
Schumann, K. & Walton, G. M. (2022). Rehumanizing the self after victimization: The roles of forgiveness versus revenge. Journal of Personality and Social Psychology, 122(3), 469-492.
Smith, E. N., Yeager, D. S., Dweck, C. S., & Walton, G. M. (2022). An organizing framework for teaching practices that can "expand" the self and address social identity concerns. Educational Psychology Review, 34, 2197-2219.
Yeager, D. S., Carroll, J. M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R., Muller, C., Murray, J., Mhatre, P., Kersting, N., Hulleman, C., Kudym, M., Murphy, M., Duckworth, A., Walton, G. M., Dweck, C. S. (2022). Teacher mindsets help explain where a growth mindset intervention does and doesn't work. Psychological Science, 33(1), 18-32.
2021
Bauer, C. A., Boemelburg, R., & Walton, G. M. (2021). Resourceful actors, not weak victims: Reframing refugees' stigmatized identity enhances long-term academic engagement. Psychological Science, 32(12), 1896-1906.
Goyer, J. P., Walton, G. M., & Yeager, D. S. (2021). The role of psychological factors and institutional channels in predicting the attainment of postsecondary goals. Developmental Psychology, 57(1), 73-86.
Howe, L. C., Carr, P., & Walton, G. M. (2021). Normative appeals motivate people to contribute to collective action problems more when they invite people to work together toward a common cause. Journal of Personality and Social Psychology, 121, 215-238.
•Supplementary Materials.
Rege, M., Hanselman, P., Solli, I. F., Dweck, C. S., Ludvigsen, S., Bettinger, E., Crosnoe, R., Muller, C., Walton, G. M., Duckworth, A., & Yeager, D. S. (2021). How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries. American Psychologist, 76, 755-767.
Smith, E. N., Rozek, C. S., Manke, K. J., Dweck, C. S., & Walton, G. M. (2021). Teacher- versus researcher-provided affirmation effects on students' task engagement and positive perceptions of teachers. Journal of Social Issues, 77, 751-768.
Sparkman, G., Howe, L., & Walton. G. M. (2021). How social norms are often a barrier to addressing climate change but can be part of the solution. Behavioural Public Policy, 5(4), 528-555. doi:10.1017/bpp.2020.42.
Walton, G. M., Okonofua, J. A., Remington, K. R., Hurst, D., Pinedo, A., Weitz, E., Ospina, J. P., Tate, H., & Eberhardt, J. L. (2021). Lifting the bar: A relationship-orienting intervention reduces recidivism among children reentering school from juvenile detention. Psychological Science, 32(1), 1747-1767.
•Supplementary Material
•Recipient of the 2022 Robert B. Cialdini Prize from the Society for Personality and Social Psychology.
2020
Brady, S. T., Cohen, G. L., Jarvis, S. N., & Walton, G. M. (2020). A brief social-belonging intervention in college improves adult outcomes for Black Americans. Science Advances, 6, eaay3689.
•2-page fact sheet
•Supplementary Materials
Murphy, M. C., Gopalan, M., Carter, E. R., Emerson, T. U., Bottoms, B. L., & Walton, G. M. (2020). A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university. Science Advances, 6, eaba4677.
Sparkman, G., Weitz, E., Robinson, T. N., Malhotra, N., & Walton, G. M. (2020). Developing a scalable dynamic norm menu-based intervention to reduce meat consumption. Sustainability, 12, 2453.
Thomas, C. C., Otis, N. G., Abraham, J., Markus, H. R., & Walton, G. M. (2020). Toward a science of delivering aid with dignity: Experimental evidence and local forecasts from Kenya. Proceedings of the National Academy of Sciences of the United States of America, 117, 15546-15553.
Walton, G. M. (2020). Foreward. In A. Baldwin, B. Bunting, D. Daugherty, L. Lewis, & T. Steenbergh. Promoting Belonging, Growth Mindset, and Resilience to Foster Student Success. National Resource Center for the First-Year Experience.
Walton, G. M. & Brady, S. T. (2020). "Bad" things reconsidered. In J. P. Forgas, K. Fiedler, & W. D. Crano (Eds.) Sydney Symposium of Social Psychology: Applications of Social Psychology. Routledge: New York.
Walton, G. M. & Brady, S. T. (2020). The social-belonging intervention. In G. M. Walton & A. J. Crum (Eds.) Handbook of Wise Interventions: How Social Psychology Can Help People Change, Guilford Press: New York.
Walton, G. M. & Crum, A. J. (Eds.) (2020). Handbook of Wise Interventions: How Social Psychology Can Help People Change. Guilford Press: New York.
•Featured Author Q&A
Walton, G. M. & Yeager, D. S. (2020). Seed and soil: Psychological affordances in contexts help to explain where wise interventions succeed or fail. Current Directions in Psychological Science, 29, 219-226.
2019
Chang, F., Luo, M., Walton, G. M., Aguilar, L., & Bailenson, J. (2019). Stereotype threat in virtual learning environments: Effects of avatar gender and sexist behavior on women’s math learning outcomes. Cyberpsychology, Behavior, and Social Networking, 22, 1-7.
Goyer, J. P., Cohen, G. L., Cook, J. E., Master, A., Apfel, N., Lee, W., Henderson, A. G., Reeves, S. L., Okonofua, J. A., & Walton, G. M. (2019). Targeted identity safety interventions cause lasting reductions in discipline citations among ethnic-minority boys. Journal of Personality and Social Psychology, 117, 229-259.
Haimovitz, K., Dweck, C. S., & Walton, G. M. (2019). Preschoolers find ways to resist temptation after learning that willpower can be energizing. Developmental Science, 23, e12905.
Sparkman, G. & Walton, G. M. (2019). Witnessing change: Dynamic norms help resolve diverse barriers to personal change. Journal of Experimental Social Psychology, 82, 238-252.
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Hooper, S. Y., Carvalho, C., Hahn, R., Gopalan, M., Mhatre, P., Ferguson, R., Duckworth, A. L., & Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573, 364-369.
•Recipient of the 2020 Best Publication Award from the Behavioral Science and Policy Association.
2018
Broda, M., Yun, J., Schneider, B., Yeager, D. S., Walton, G. M., & Diemer, M. (2018). Reducing inequality in academic success for incoming college students. A randomized trial of growth mindset and belonging interventions. Journal of Research on Educational Effectiveness, 11, 317-338.
O’Keefe, P. A., Dweck, C. & Walton, G. (2018). Having a growth mindset makes it easier to develop new interests. Harvard Business Review, September 10.
O’Keefe, P. A., Dweck, C. S. & Walton, G. M. (2018). Implicit theories of interest: Finding your passion or developing it? Psychological Science, 29, 1653-1664.
Walton, G. M. & Wilson, T. D. (2018). Wise interventions: Psychological remedies for social and personal problems. Psychological Review, 125, 617-655.
•Recipient of the 2019 Daniel M. Wegner Theoretical Innovation Prize from the Society for Personality and Social Psychology.
•Research brief from Mindset Scholars Network
•Supplementary Tables (content also available at WiseInterventions.org)
2017
Job, V. & Walton, G. M. (2017). Lay theories of self control. In C. Zedelius, B. C. N. Muller, & J. Schooler (Eds.) The Science of Lay Theories: How Beliefs Shape Our Cognition, Behavior, and Health (pp. 47-69), Springer.
Job, V.,* Nikitin, J.,* Zhang, S. X., Carr, P. B., & Walton, G. M. (2017). Social traces of generic strangers increase the value of everyday objects. Personality and Social Psychology Bulletin, 43, 785-792.
•The first two authors contributed equally to this work.
Master, A.,* Butler, L. P.,* Walton, G. M. (2017). How the subjective relationship between the self, others, and a task drives interest. In P. A. O’Keefe & J. M. Harackiewicz (Eds.) The Psychological Science of Interest (pp. 209-226), Springer.
•The first two authors contributed equally to this work.
Sparkman, G. & Walton, G. M. (2017). Dynamic norms promote sustainable behavior, even if it is counternormative. Psychological Science, 28, 1663-1674.
•Finalist for the 2020 Best Publication Award from the Behavioral Science and Policy Association.
•Supplemental_Material
Walton, G. M. & Brady, S. T. (2017). The many questions of belonging. In A. Elliot, C. Dweck, & D. Yeager (Eds.). Handbook of Competence and Motivation (2nd Edition): Theory and Application (pp. 272-293), Guilford Press: New York.
2016
Bryan, C. J., Walton, G. M., & Dweck, C. S. (2016). Psychologically authentic versus inauthentic replication attempts. Proceedings of the National Academy of Sciences of the United States of America, 113, E6548.
Fassiotto, M., Hamel, E. O., Ku, M. Correll, S., Grewal, D., Lavori, P. Periyakoil, V. J., Reiss, A., Sandborg, C., Walton, G. Winkleby, M. & Valantine, H. (2016). Women in academic medicine: Measuring stereotype threat among junior faculty. Journal of Women’s Health, 25, 292-298.
Okonofua, J. A., Paunesku, D. & Walton, G. M. (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, 5221-5226.
•Recipient of the 2017 Robert B. Cialdini Prize from the Society for Personality and Social Psychology.
•Supplemental Information
Okonofua, J. A., Walton, G. M., & Eberhardt, J. L. (2016). A vicious cycle: A social-psychological account of extreme racial disparities in school discipline. Perspectives on Psychological Science, 11, 381-398.
Yeager, D., Romero, C., Paunesku, D., Hulleman, C., Schneider, B., Hinojosa, C., Lee, H. Y., O'Brien, J., Flint, K., Roberts, A., Trott, J., Greene, D., Walton, G. M., & Dweck, C. (2016). Using design thinking to make psychological interventions ready for scaling: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108, 374-391.
Yeager, D. S.*, Walton, G. M.*, Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., Kamentz, D., Ritter, G., Duckworth, A. L., Urstein, R., Gomez E., Markus, H. R. Cohen, G. L., & Dweck, C. S. (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, 113, E3341-E3348.
•The first two authors contributed equally to this work.
•Supplemental Information.
2015
Brummelman, E. & Walton, G. M. (2015). If you want to understand something, try to change it: Social-psychological interventions to cultivate resilience. Behavioral and Brain Sciences, 38, 24-25.
Erman, S. & Walton, G. M. (2015). Stereotype threat and anti-discrimination law: Affirmative steps to promote meritocracy and racial equality. Southern California Law Review, 88, 307-378.
Job, V., Walton, G. M., Bernecker, K., & Dweck, C. S. (2015). Implicit theories about willpower predict self-regulation and grades in everyday life. Journal of Personality and Social Psychology, 108, 637-647.
Kenthirarajah, D. & Walton, G. M. (2015). How brief social-psychological interventions can cause enduring effects. In R. Scott & S. Kosslyn (Eds.), Emerging Trends in the Social and Behavioral Sciences, Hoboken, NJ: John Wiley and Sons.
Paunesku, D., Walton, G. M., Romero, C. L., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mindset interventions are a scalable treatment for academic underperformance. Psychological Science, 26, 784-793.
•Supplemental Material
Walton, G. M., Logel, C., Peach, J., Spencer, S, & Zanna, M. P. (2015). Two brief interventions to mitigate a “chilly” climate transform women’s experience, relationships, and achievement in engineering. Journal of Educational Psychology, 107, 468-485.
•Supplemental Material
Walton, G. M., Murphy, M. C., & Ryan, A. M. (2015). Stereotype threat in organizations. Implications for equity and performance. Annual Review of Organizational Psychology and Organizational Behavior, 2, 523-550.
•All three authors contributed equally to this work.
2014
Aguilar, L., Walton, G., & Wieman, C. (2014). Psychological insights for improved physics teaching. Physics Today, 67, 43-49.
Brummelman, E., Thomaes, S., Walton, G. M., Poorthuis, A. M. G., Overbeek, G., Castro, B. O., Bushman, B. J. (2014). Unconditional regard buffers children’s negative self-feelings. Pediatrics, 134, 1119-1126.
Bryan, C. J, Master, A., & Walton, G. M. (2014). “Helping” versus “being a helper”: Invoking the self to increase helping in young children. Child Development, 85, 1836-1842.
•The first and second authors contributed equally to this work.
•Supplemental Material
Carr, P. B. & Walton, G. M. (2014). Cues of working together fuel intrinsic motivation. Journal of Experimental Social Psychology, 53, 169-184.
Walton, G. M. (2014). The new science of wise psychological interventions. Current Directions in Psychological Science, 23, 73-82.
•Featured in Teaching Current Directions in Psychological Science.
Yeager, D. S., Henderson, M., D’Mello, S., Paunesku, D. Walton, G. M., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107, 559-580.
2013
Brannon, T. N. & Walton, G. M. (2013). Enacting cultural interests: How intergroup contact reduces prejudice by sparking interest in an out-group’s culture. Psychological Science, 24, 1947-1957.
•Supplemental Material
Butler, L. P. & Walton, G. M. (2013). The opportunity to collaborate increases preschoolers’ motivation for challenging tasks. Journal of Experimental Child Psychology, 116, 953-961.
Finkel, E. J., Slotter, E. B., Luchies, L. B., Walton, G. M., & Gross, J. J. (2013). A brief intervention to promote conflict reappraisal preserves marital quality over time. Psychological Science, 24, 1595-1601.
Job, V. Walton, G. M., Bernecker, K., & Dweck, C. S. (2013). Beliefs about willpower determine the impact of glucose on self-control. Proceedings of the National Academy of the United States of America, 110, 14837-14842.
Master, A. & Walton, G. M. (2013). Membership in a minimal group increases motivation and learning in young children. Child Development, 84, 737-751.
Murphy, M. C. & Walton, G. M (2013). From prejudiced people to prejudiced places: A social-contextual approach to prejudice. In C. Stangor & C. Crandall (Eds.). Frontiers in Social Psychology Series: Stereotyping and Prejudice. Psychology Press: New York, NY.
Salles, A., Nandagopal, K., & Walton, G. (2013). Belonging: A simple, brief intervention decreases burnout. Journal of the American College of Surgeons, 217, S116.
Walton, G. M. (2013). The myth of intelligence: Smartness isn’t like height. In D. Allen & R. Reich (Eds.) Education, Justice, and Democracy (pp. 155-172). Chicago, IL: The University of Chicago Press.
Walton, G. M., Spencer, S. J., & Erman, S. (2013). Affirmative meritocracy. Social Issues and Policy Review, 7, 1-35.
•Policy Summary
Yeager, D. S., Paunesku, D., Walton, G. M., & Dweck, C. S. (2013). How can we instill productive mindsets at scale? A review of the evidence and an initial R&D agenda. White paper prepared for the White House meeting on Excellence in education: The importance of academic mindsets. May 10, 2013.
Yeager, D., Walton, G., & Cohen, G. L. (2013). Addressing achievement gaps with psychological interventions.Phi Delta Kappan, 94, 62-65.
2012
Logel, C., Walton, G. M., Peach, J., Spencer, S. J., & Zanna, M. P. (2012). Unleashing latent ability: Implications of creating stereotype-safe environments for college admissions. Educational Psychologist, 47, 42-50.
Miller, E. M., Walton, G. M., Dweck, C. S., Job, V., Trzesniewski, K. H., & McClure, S. M., (2012). Theories of willpower affect sustained learning. PLoS One, 7, e38680.
Walton, G. M. & Carr, P. B. (2012). Social belonging and the motivation and intellectual achievement of negatively stereotyped students. In M. Inzlicht & T. Schmader (Eds.) Stereotype Threat: Theory, Processes, and Application (pp. 89-106). New York: Oxford University Press.
Walton, G. M., Cohen, G. L., Cwir, D., & Spencer, S. J. (2012). Mere belonging: The power of social connections. Journal of Personality and Social Psychology, 102, 513-532.
Walton, G. M., Paunesku, D., & Dweck, C. S. (2012). Expandable selves. In M. R. Leary & J. P. Tangney (Eds.) Handbook of Self and Identity (pp. 141-154). New York: The Guilford Press.
2011
Akcinar, E. N., Carr, P. B., & Walton, G. M. (2011). Interactions with men and Whites matter too. Psychological Inquiry, 22, 247-251.
Bryan, C. J., Walton, G. M, Rogers, T. & Dweck, C. S. (2011). Motivating voter turnout by invoking the self. Proceedings of the National Academy of Sciences of the United States of America, 108, 12653-12656.
•Supporting information
Cwir, D., Carr, P. B., Walton, G. M., & Spencer, S. J. (2011). Your heart makes my heart move: Cues of social connectedness cause shared emotions and physiological states among strangers. Journal of Experimental Social Psychology, 47, 661-664.
Dweck, C. S., Walton, G. M., & Cohen, G. L. (2011). Academic tenacity. White paper prepared for the Gates Foundation. Seattle, WA.
Purdie-Vaughns, V. & Walton, G. M. (2011). Is multiculturalism bad for African-Americans? Redefining inclusion through lens of identity safety. In L. R. Tropp & R. Mallett (Eds.) Beyond Prejudice Reduction to Positive Intergroup Relations. Washington DC: American Psychological Association.
Taylor, V. J. & Walton, G. M. (2011). Stereotype threat undermines academic learning. Personality and Social Psychology Bulletin, 37, 1055-1067.
Walton, G. M. & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331, 1447-1451.
•Supporting online material
Walton, G. M. & Cohen, G. L. (2011). Sharing motivation. In D. Dunning (Ed.) Social Motivation (pp. 79-101). New York: Psychology Press.
Yeager, D. S. & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267-301.
•Recipient of the 2012 Review of Research Award from the American Education Research Association.
•Recipient of the 2012 Distinguished Research Award from Division E (Human Development) of the American Education Research Association.
2010
Job, V., Dweck, C. S., & Walton, G. M. (2010). Ego depletion--Is it all in your head?: Implicit theories about willpower affect self-regulation . Psychological Science, 21, 1686-1693.
2009
Walton, G. M. & Spencer, S. J. (2009). Latent ability: Grades and test scores systematically underestimate the intellectual ability of negatively stereotyped students. Psychological Science, 20, 1132-1139.
•Recipient of the 2010 Gordon Allport Intergroup Relations Prize as the “best paper or article of the year on intergroup relations” from the Society for the Psychological Study of Social Issues
•Honorable Mention, Inaugural (2011) Smashing Bias Research Prize from the Level Playing Field Institute and the Mitchell Kapor Foundation.
Logel, C., Walton, G. M., Spencer, S. J., Iserman, E. C., von Hippel, W., & Bell, A. (2009). Interacting with sexist men triggers social identity threat among female engineers. Journal of Personality and Social Psychology, 96, 1089-1103.
Walton, G. M. & Dweck, C. S. (2009). Solving social problems like a psychologist. Perspectives on Psychological Science, 4, 101-102
Before 2009
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.
Walton, G. M. & Banaji, M. R. (2004). Being what you say: The effect of essentialist linguistic labels on preferences. Social Cognition, 22, 193-213.
Walton, G. M., & Cohen, G. L. (2003). Stereotype lift. Journal of Experimental Social Psychology, 39, 456-467.
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