His primary areas of study are Social psychology, Academic achievement, Developmental psychology, Psychological intervention and Self-concept. All of his Social psychology and Social identity theory and Prejudice investigations are sub-components of the entire Social psychology study. He studied Academic achievement and Social isolation that intersect with Construal level theory, Clinical psychology, Brief intervention and Randomized controlled trial.
Stereotype threat is the focus of his Developmental psychology research. His Psychological intervention study also includes fields such as
Gregory M. Walton spends much of his time researching Social psychology, Psychological intervention, Intervention, Developmental psychology and Academic achievement. Stereotype threat, Self-concept, Social identity theory, Self and Self-control are the primary areas of interest in his Social psychology study. His Psychological intervention research incorporates themes from Social psychology, Pedagogy and Mathematics education.
His work in Intervention addresses subjects such as Medical education, which are connected to disciplines such as Educational psychology. His research in Developmental psychology intersects with topics in Feeling and Social group. Gregory M. Walton usually deals with Academic achievement and limits it to topics linked to Test and Meaning.
Gregory M. Walton mainly focuses on Intervention, Social psychology, Psychological intervention, Mindset and PsycINFO. The various areas that Gregory M. Walton examines in his Intervention study include Medical education and Mentorship. He interconnects Feeling and Sample in the investigation of issues within Medical education.
His Social psychology study frequently draws parallels with other fields, such as Intervention implementation. Gregory M. Walton works mostly in the field of Psychological intervention, limiting it down to topics relating to Affordance and, in certain cases, Construal level theory, Key and Mathematics education, as a part of the same area of interest. Gregory M. Walton combines subjects such as Virtual learning environment, Stereotype threat, Face and Avatar with his study of Social identity theory.
His primary scientific interests are in Intervention, Psychological intervention, Social psychology, Cognitive psychology and Work. His Intervention research incorporates themes from Secondary education, Sample, Behavioural sciences and Medical education. His work on Clinical psychology expands to the thematically related Psychological intervention.
In his research, he undertakes multidisciplinary study on Social psychology and Discipline. The study incorporates disciplines such as Construal level theory and Key in addition to Cognitive psychology.
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A question of belonging: race, social fit, and achievement.
Gregory M. Walton;Geoffrey L. Cohen.
Journal of Personality and Social Psychology (2007)
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.
Review of Educational Research (2011)
Ego Depletion—Is It All in Your Head? Implicit Theories About Willpower Affect Self-Regulation
Veronika Job;Carol S. Dweck;Gregory M. Walton.
Psychological Science (2010)
Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement
David Paunesku;Gregory M. Walton;Carissa Romero;Eric N. Smith.
Psychological Science (2015)
The New Science of Wise Psychological Interventions
Gregory M. Walton.
Current Directions in Psychological Science (2014)
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.
Journal of Educational Psychology (2016)
Mere belonging: The power of social connections.
Gregory M. Walton;Geoffrey L. Cohen;David Cwir;Steven J. Spencer.
Journal of Personality and Social Psychology (2012)
Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning.
Carol S. Dweck;Gregory M. Walton;Geoffrey L. Cohen.
Bill & Melinda Gates Foundation (2014)
A national experiment reveals where a growth mindset improves achievement.
David S. Yeager;Paul Hanselman;Gregory M. Walton;Jared S. Murray.
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