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Psychology

D-Index
53
Citations
26490
World Ranking
4695
National Ranking
2602

Overview

Gregory M. Walton is affiliated with Stanford University in the United States. Their research primarily spans the fields of Psychology and Social Sciences, with numerous publications contributing to a deeper understanding of social and behavioral phenomena. The scientist's work includes significant focus on subfields such as Social Psychology, Sociology and Political Science, Education, Clinical Psychology, and Experimental and Cognitive Psychology.

Research topics addressed by Walton cover a range of areas including Social and Intergroup Psychology, Behavioral Health and Interventions, Education, Achievement, and Giftedness, Cultural Differences and Values, COVID-19 and Mental Health, Grit, Self-Efficacy, and Motivation, as well as Psychological Well-being and Life Satisfaction.

Among recent publications are:

  • Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn't Work, 2021, Psychological Science
  • Seed and Soil: Psychological Affordances in Contexts Help to Explain Where Wise Interventions Succeed or Fail, 2020, Current Directions in Psychological Science
  • A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university, 2020, Science Advances
  • A brief social-belonging intervention in college improves adult outcomes for black Americans, 2020, Science Advances
  • How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries., 2020, American Psychologist

Frequent co-authors of Walton include:

  • David S. Yeager
  • Carol S. Dweck
  • Catherine Thomas
  • Maithreyi Gopalan
  • Katherine T. U. Emerson

Walton's research findings have been published repeatedly in several prominent journals, notably:

  • Journal of Personality and Social Psychology
  • Psychological Science
  • Science Advances
  • Current Directions in Psychological Science
  • Proceedings of the National Academy of Sciences

The scientist has contributed to book publications as well, with a recent work titled How Culturally Wise Psychological Interventions Help Reduce Poverty published by Washington, DC: World Bank eBooks in 2024.

Best Publications

  • A question of belonging: race, social fit, and achievement.

    Gregory M. Walton;Geoffrey L. Cohen

  • A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students

    Gregory M. Walton;Geoffrey L. Cohen

  • Social-Psychological Interventions in Education: They’re Not Magic

    David Scott Yeager;Gregory M. Walton

  • A national experiment reveals where a growth mindset improves achievement.

    David S. Yeager;Paul Hanselman;Gregory M. Walton;Jared S. Murray

  • Ego Depletion—Is It All in Your Head? Implicit Theories About Willpower Affect Self-Regulation

    Veronika Job;Carol S. Dweck;Gregory M. Walton

  • Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement

    David Paunesku;Gregory M. Walton;Carissa Romero;Eric N. Smith

  • Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset during the Transition to High School.

    David S. Yeager;Carissa Romero;Dave Paunesku;Christopher S. Hulleman

  • The New Science of Wise Psychological Interventions

    Gregory M. Walton

  • Mere belonging: The power of social connections.

    Gregory M. Walton;Geoffrey L. Cohen;David Cwir;Steven J. Spencer

  • Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning.

    Carol S. Dweck;Gregory M. Walton;Geoffrey L. Cohen

  • Boring but important: A self-transcendent purpose for learning fosters academic self-regulation.

    David Scott Yeager;Marlone Deshaun Henderson;David Paunesku;Gregory M. Walton

  • Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering.

    Gregory M. Walton;Christine Logel;Jennifer M. Peach;Steven J. Spencer

  • Wise interventions: Psychological remedies for social and personal problems.

    Gregory M Walton;Timothy D Wilson

  • Dynamic Norms Promote Sustainable Behavior, Even if It Is Counternormative:

    Gregg Sparkman;Gregory M. Walton

  • Latent ability: grades and test scores systematically underestimate the intellectual ability of negatively stereotyped students.

    Gregory M. Walton;Steven J. Spencer

  • Teaching a lay theory before college narrows achievement gaps at scale.

    David S. Yeager;Gregory M. Walton;Shannon T. Brady;Ezgi N. Akcinar

  • Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents.

    Jason A. Okonofua;David Paunesku;Gregory M. Walton

  • Interacting with sexist men triggers social identity threat among female engineers.

    Christine Logel;Gregory M. Walton;Steven J. Spencer;Emma C. Iserman

  • Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn’t Work

    Unknown

  • Motivating voter turnout by invoking the self

    Christopher J. Bryan;Gregory M. Walton;Todd Rogers;Carol S. Dweck

  • A Brief Intervention to Promote Conflict Reappraisal Preserves Marital Quality Over Time

    Eli J. Finkel;Erica B. Slotter;Laura B. Luchies;Gregory M. Walton

Frequent Co-Authors

Carol S. Dweck
Carol S. Dweck Stanford University
David S. Yeager
David S. Yeager The University of Texas at Austin
Geoffrey L. Cohen
Geoffrey L. Cohen Stanford University
Steven J. Spencer
Steven J. Spencer The Ohio State University
Barbara Schneider
Barbara Schneider Michigan State University
Angela L. Duckworth
Angela L. Duckworth University of Pennsylvania
Sidney K. D'Mello
Sidney K. D'Mello University of Colorado Boulder
Robert Crosnoe
Robert Crosnoe The University of Texas at Austin
Hazel Rose Markus
Hazel Rose Markus Stanford University
Mark P. Zanna
Mark P. Zanna University of Waterloo

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