Angela L Duckworth

Dados Biográficos

ID1936672
NOMEAngela L Duckworth
PRENOMESAngela L
SOBRENOMEDuckworth
ASSINATURADUCKWORTH A L
AFILIAÇÕESUniversity of Pennsylvania
ORCID0000-0002-2644-3729
VERIFICADOSim
TOTAL DE OBRAS57
TOTAL DE CITAÇÕES480
TOTAL COMO AUTOR57
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO1912
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H10

  • The Adolescent Necessities Index

    Open AccessAndrew T Jebb, Maya Brown‐Hunt et al.ARTICLEJournal of Research on Adolescence2026Referências: 6

    Healthy development depends on adequate material and social resources, but measures of these affordances are often limited or absent from psychological research. Conventional measures of socioeconomic status, such as household income or parental education, are difficult for adolescents to accurately report and are distal proxies for the resources that directly impact functioning (e.g., nutrition, safety). As a more proximal measure of environment…

  • Open-mindedness predicts racial, political, and socioeconomic diversity of real-world friendship networks

    Open AccessYeji Park, Kate M Turetsky et al.ARTICLEGroup Processes & Intergroup…2025Referências: 10

    Even in environments offering ample opportunities to interact with people from diverse backgrounds, people differ in their tendency to form intergroup friendships. Whereas some develop intergroup friendships, others prefer befriending ingroup members, contributing to prejudice and polarization. We identify open-mindedness—an inclination to engage with and understand different perspectives—as an individual difference predicting the racial, politic…

  • Keeping It Together

    Open AccessAndrew Koepp, Elizabeth Thompson Gershoff et al.ARTICLEDevelopmental Psychology2024

    Though theoretical accounts describe self-regulation as dynamic, empirical studies typically rely on static measures that fail to capture changes in self-regulation from day to day or moment to moment. As a result, little is known about how or why children’s self-regulation may vary within-person, despite clear relevance for educators. In this paper, we capitalized on repeated observations from wearable devices to test the idea that daily increas…

  • Sparking Virtuous Cycles

    Open AccessTingdan Zhang, Daeun Park et al.ARTICLEJournal of Youth and Adolescence2024Citada por: 1Referências: 81

  • Parental intrusive homework support and math achievement

    Open AccessDaeun Park, Elizabeth A Gunderson et al.ARTICLEDevelopmental Psychology2023Citada por: 2Referências: 8

    Prior research shows that when parents monitor, check, and assist in completing homework without an invitation, their children's motivation and academic achievement often decline. We propose that intrusive support from parents might also send the message that children are incompetent, especially if they believe their intelligence is fixed. We tested whether children's mindsets moderate the negative link between parents' intrusive homework support…

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

    Open AccessDavid S Yeager, Jamie M Carroll et al.ARTICLEPsychological Science2022

    A growth-mindset intervention teaches the belief that intellectual abilities can be developed. Where does the intervention work best? Prior research examined school-level moderators using data from the National Study of Learning Mindsets (NSLM), which delivered a short growth-mindset intervention during the first year of high school. In the present research, we used data from the NSLM to examine moderation by teachers’ mindsets and answer a new q…

  • Daily fluctuations in young children’s persistence

    Open AccessJulia A Leonard, David M Lydon-Staley et al.ARTICLEChild Development2022

    Children's behavior changes from day to day, but the factors that contribute to its variability are understudied. We developed a novel repeated measures paradigm to study children's persistence by capitalizing on a task that children complete every day: toothbrushing (N = 81; 48% female; 36–47 months; 80% white, 14% Multiracial, 10% Hispanic, 2% Asian, 1% Black; 1195 observations collected between January 2019 and March 2020). Children brushed lo…

  • A citywide experiment testing the impact of geographically targeted, high-pay-off vaccine lotteries

    Open AccessKatherine L Milkman, Linnea Gandhi et al.ARTICLENature Human Behaviour2022Citada por: 1Referências: 38

  • The Future of Women in Psychological Science

    Open AccessJune Gruber, Jane Mendle et al.ARTICLEPerspectives on Psychological…2021

    There has been extensive discussion about gender gaps in representation and career advancement in the sciences. However, psychological science itself has yet to be the focus of discussion or systematic review, despite our field’s investment in questions of equity, status, well-being, gender bias, and gender disparities. In the present article, we consider 10 topics relevant for women’s career advancement in psychological science. We focus on issu…

  • Revisiting the Factor Structure of Grit

    Angela L Duckworth, Patrick D Quinn et al.ARTICLEJournal of Personality Assessment2021

    This commentary addresses debate over the factor structure of the Grit Scale in both its original and short forms. Commonly (and in our own work), factor solutions are used to establish dimensionality of the construct being measured. For example, a two-factor hierarchical model was proposed for the Short Grit Scale. It has since been pointed out, correctly, that the specified model cannot be distinguished from a model with two correlated subfacto…

  • Students Attending School Remotely Suffer Socially, Emotionally, and Academically

    Open AccessAngela L Duckworth, Tim Kautz et al.ARTICLEEducational Researcher2021Citada por: 6Referências: 5

    What is the social, emotional, and academic impact of attending school remotely rather than in person? We address this issue using survey data collected from N = 6,576 high school students in a large, diverse school district that allowed families to choose either format in fall 2020. Controlling for baseline measures of well-being collected 1 month before the onset of the COVID-19 pandemic as well as demographics, high school students who attende…

  • The development of grit and growth mindset during adolescence

    Open AccessDaeun Park, Eli Tsukayama et al.ARTICLEJournal of Experimental Child…2020

  • How Does High School Extracurricular Participation Predict Bachelor’s Degree Attainment? It is Complicated

    Open AccessMargo Gardner, Stephen Hutt et al.ARTICLEJournal of Research on Adolescence2020Referências: 13

    This study answered novel questions about the connection between high school extracurricular dosage (number of activities and participation duration) and the attainment of a bachelor's degree. Using data from the Common Application and the National Student Clearinghouse (N = 311,308), we found that greater extracurricular participation positively predicted bachelor's degree attainment. However, among students who ultimately earned a bachelor's de…

  • The mindful adolescent

    Brian M Galla, Eli Tsukayama et al.ARTICLEDevelopmental Psychology2020Citada por: 3Referências: 2

    Little is known about the naturalistic development of mindfulness in adolescence and how it relates to changes in emotional well-being. The current longitudinal study examined the development of one dimension of mindfulness, nonreactivity to difficult inner experience (or in more colloquial terms, being able to notice, but "take a step back" from distressing thoughts), in a racially and socioeconomically diverse sample ( N = 1,657) during the tra…

  • How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries

    Open AccessMari Rege, Paul Hanselman et al.ARTICLEAmerican Psychologist2020Citada por: 14Referências: 8

    Here we evaluate the potential for growth mindset interventions (that teach students that intellectual abilities can be developed) to inspire adolescents to be "learners"-that is, to seek out challenging learning experiences. In a previous analysis, the U.S. National Study of Learning Mindsets (NSLM) showed that a growth mindset could improve the grades of lower-achieving adolescents, and, in an exploratory analysis, increase enrollment in advanc…

  • Self-Control and Academic Achievement

    Angela L Duckworth, Jamie L Taxer et al.ARTICLEAnnual Review of Psychology2019

    Self-control refers to the alignment of thoughts, feelings, and actions with enduringly valued goals in the face of momentarily more alluring alternatives. In this review, we examine the role of self-control in academic achievement. We begin by defining self-control and distinguishing it from related constructs. Next, we summarize evidence that nearly all students experience conflict between academic goals that they value in the long run and nona…

  • The mixed effects of online diversity training

    Open AccessEdward H Chang, Katherine L Milkman et al.ARTICLEProceedings of the National…2019

    Significance Although diversity training is commonplace in organizations, the relative scarcity of field experiments testing its effectiveness leaves ambiguity about whether diversity training improves attitudes and behaviors toward women and racial minorities. We present the results of a large field experiment with an international organization testing whether a short online diversity training can affect attitudes and workplace behaviors. Althou…

  • A national experiment reveals where a growth mindset improves achievement

    Open AccessDavid S Yeager, Paul Hanselman et al.ARTICLENature2019

    A global priority for the behavioural sciences is to develop cost-effective, scalable interventions that could improve the academic outcomes of adolescents at a population level, but no such interventions have so far been evaluated in a population-generalizable sample. Here we show that a short (less than one hour), online growth mindset intervention—which teaches that intellectual abilities can be developed—improved grades among lower-achieving …

  • Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores

    Open AccessBrian M Galla, Elizabeth P Shulman et al.ARTICLEAmerican Educational Research…2019Citada por: 5Referências: 82

    Compared with admissions test scores, why are high school grades better at predicting college graduation? We argue that success in college requires not only cognitive ability but also self-regulatory competencies that are better indexed by high school grades. In a national sample of 47,303 students who applied to college for the 2009/2010 academic year, Study 1 affirmed that high school grades out-predicted test scores for 4-year college graduati…

  • Beyond Willpower

    Open AccessAngela L Duckworth, Katherine L Milkman et al.ARTICLEPsychological Science in the…2018

    Almost everyone struggles to act in their individual and collective best interests, particularly when doing so requires forgoing a more immediately enjoyable alternative. Other than exhorting decision makers to “do the right thing,” what can policymakers do to reduce overeating, undersaving, procrastination, and other self-defeating behaviors that feel good now but generate larger delayed costs? In this review, we synthesize contemporary research…

  • Too much of a good thing? Exploring the inverted‐U relationship between self‐control and happiness

    Open AccessChristopher W Wiese, Louis Tay et al.ARTICLEJournal of Personality2018

    Objective Can having too much self‐control make people unhappy? Researchers have increasingly questioned the unilateral goodness of self‐control and proposed that it is beneficial only up to a certain point, after which it becomes detrimental. The little empirical research on the issue shows mixed results. Hence, we tested whether a curvilinear relationship between self‐control and subjective well‐being exists. Method We used multiple metrics (qu…

  • A brief behavioral measure of frustration tolerance predicts academic achievement immediately and two years later

    Peter Meindl, Alisa Yu et al.ARTICLEEmotion2018

    Achieving important goals is widely assumed to require confronting obstacles, failing repeatedly, and persisting in the face of frustration. Yet empirical evidence linking achievement and frustration tolerance is lacking. To facilitate work on this important topic, we developed and validated a novel behavioral measure of frustration tolerance: the Mirror Tracing Frustration Task (MTFT). In this 5-min task, participants allocate time between a dif…

  • Focusing on the future from afar

    Rachel E White, Maya M Kuehn et al.ARTICLEEmotion2018

    Prior research indicates that visual self-distancing enhances adaptive self-reflection about negative past events (Kross & Ayduk, 2011). However, whether this process is similarly useful when people reflect on anxiety-provoking future negative experiences, and if so, whether a similar set of mechanisms underlie its benefits in this context, is unknown. Here we addressed these questions using a combination of experimental and individual difference…

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

    Open AccessDavid S Yeager, Gary M Walton et al.ARTICLEProceedings of the National…2016

    Significance In the United States, large, persistent gaps exist in the rates at which racial, ethnic, and socioeconomic groups complete postsecondary education, even when groups are equated on prior preparation. We test a method for preventing some of those gaps by providing individuals with a lay theory about the meaning of commonplace difficulties before college matriculation. Across three experiments, lay theory interventions delivered to over…

  • Promise and Paradox

    Open AccessMartin R West, Matthew A Kraft et al.ARTICLEEducational Evaluation and Policy…2016

    We used self-report surveys to gather information on a broad set of non-cognitive skills from 1,368 eighth graders. At the student level, scales measuring conscientiousness, self-control, grit, and growth mindset are positively correlated with attendance, behavior, and test-score gains between fourth grade and eighth grade. Conscientiousness, self-control, and grit are unrelated to test-score gains at the school level, however, and students atten…