Brian M Galla
Biographic Data
| ID | 2748312 |
|---|---|
| NAME | Brian M Galla |
| GIVEN NAMES | Brian M |
| FAMILY NAME | Galla |
| SIGNATURE | GALLA B M |
| AFFILIATIONS | University of Pittsburgh |
| ORCID | 0000-0003-4895-6311 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 40 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
From Retreat to Reality: A Qualitative Study of How Adolescents Apply Mindfulness One Month After a Weeklong Retreat
Using Whole Trait Theory to unite trait and state mindfulness
Friends know you: Peer nomination of self‐control predict changes in academic achievement and friendship among adolescents
INTRODUCTION: Self-control predicts academic achievement and social outcomes in adolescents. Despite the increased role of peers in the lives of adolescents, little is known about whether peers' views of an individual's self-control have predictive validity for academic and social outcomes. METHOD: = 13.74), we examined whether peer nomination of self-control provides incremental predictive validity over and above self-reports for rank-order chan…
Values-Alignment Messaging Boosts Adolescents’ Motivation to Control Social Media Use
Two preregistered experiments with 2,733 U.S. high school students (age range = 13–19 years) compared the impact of different messages on adolescents’ motivation to control social media use (SMU). A traditional message emphasized the benefits of avoiding SMU, whereas a values-alignment message framed controlling SMU as being consistent with autonomy and social justice. Compared to no message or a traditional message, in both studies, a values-ali…
Grateful: Longitudinal Associations Between Adolescents’ Social Media Use and Gratitude During the Covid‐19 Pandemic
During the COVID-19 pandemic, some ways of using social media-such as directly communicating with friends-may have helped adolescents thrive. We examined longitudinal associations between high school adolescents' social media use and gratitude across a 15-month period before and during the pandemic (n = 704, M age = 15.10; 52% girls). The trajectories of gratitude and the importance of social media for meaningful conversations with friends-but no…
How is Mindfulness Linked to Negative and Positive Affect? Rumination as an Explanatory Process in a Prospective Longitudinal Study of Adolescents
The mindful adolescent: Developmental changes in nonreactivity to inner experiences and its association with emotional well-being
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…
Self-Control and Academic Achievement
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…
Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability
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…
Economic disadvantage and math achievement: The significance of perceived cost from an evolutionary perspective
BackgroundChildren growing up in poverty tend to perform worse in school than their more economically advantaged peers.AimsThe current study integrates an educational theory of motivation and an evolutionary theory of life history strategies to examine how economic disadvantage predicts children's mathematics achievement through their academic beliefs and values.SampleParticipants were 1,536 students (Mage = 12.88) in a large metropolitan city in…
A brief behavioral measure of frustration tolerance predicts academic achievement immediately and two years later
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…
Trait Self‐Control Predicts Adolescents’ Exposure and Reactivity to Daily Stressful Events
The current study used an influence model of personality and stress processes to examine the association between individual differences in trait self‐control and daily stress exposure and reactivity in adolescent youth. A total of 129 adolescents ( M age = 14.7 years, 59% female) completed individual difference measures of self‐control, neuroticism, and measures of responses to stress. Participants then reported on daily stressful events, stress …
More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes
Why does self-control predict such a wide array of positive life outcomes? Conventional wisdom holds that self-control is used to effortfully inhibit maladaptive impulses, yet this view conflicts with emerging evidence that self-control is associated with less inhibition in daily life. We propose that one of the reasons individuals with better self-control use less effortful inhibition, yet make better progress on their goals is that they rely on…
One Year Follow-up to Modular Cognitive Behavioral Therapy for the Treatment of Pediatric Anxiety Disorders in an Elementary School Setting
Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children
A school-based program of mindful awareness practices (MAPs) was evaluated in a randomized control study of 64 second- and third-grade children ages 7–9 years. The program was delivered for 30 minutes, twice per week, for 8 weeks. Teachers and parents completed questionnaires assessing children's executive function immediately before and following the 8-week period. Multivariate analysis of covariance on teacher and parent reports of executive fu…
More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes
Why does self-control predict such a wide array of positive life outcomes? Conventional wisdom holds that self-control is used to effortfully inhibit maladaptive impulses, yet this view conflicts with emerging evidence that self-control is associated with less inhibition in daily life. We propose that one of the reasons individuals with better self-control use less effortful inhibition, yet make better progress on their goals is that they rely on…
How is Mindfulness Linked to Negative and Positive Affect? Rumination as an Explanatory Process in a Prospective Longitudinal Study of Adolescents
Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability
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…
The mindful adolescent: Developmental changes in nonreactivity to inner experiences and its association with emotional well-being
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…
Using Whole Trait Theory to unite trait and state mindfulness
Economic disadvantage and math achievement: The significance of perceived cost from an evolutionary perspective
BackgroundChildren growing up in poverty tend to perform worse in school than their more economically advantaged peers.AimsThe current study integrates an educational theory of motivation and an evolutionary theory of life history strategies to examine how economic disadvantage predicts children's mathematics achievement through their academic beliefs and values.SampleParticipants were 1,536 students (Mage = 12.88) in a large metropolitan city in…
Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children
A school-based program of mindful awareness practices (MAPs) was evaluated in a randomized control study of 64 second- and third-grade children ages 7–9 years. The program was delivered for 30 minutes, twice per week, for 8 weeks. Teachers and parents completed questionnaires assessing children's executive function immediately before and following the 8-week period. Multivariate analysis of covariance on teacher and parent reports of executive fu…
One Year Follow-up to Modular Cognitive Behavioral Therapy for the Treatment of Pediatric Anxiety Disorders in an Elementary School Setting
Trait Self‐Control Predicts Adolescents’ Exposure and Reactivity to Daily Stressful Events
The current study used an influence model of personality and stress processes to examine the association between individual differences in trait self‐control and daily stress exposure and reactivity in adolescent youth. A total of 129 adolescents ( M age = 14.7 years, 59% female) completed individual difference measures of self‐control, neuroticism, and measures of responses to stress. Participants then reported on daily stressful events, stress …
More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes
Why does self-control predict such a wide array of positive life outcomes? Conventional wisdom holds that self-control is used to effortfully inhibit maladaptive impulses, yet this view conflicts with emerging evidence that self-control is associated with less inhibition in daily life. We propose that one of the reasons individuals with better self-control use less effortful inhibition, yet make better progress on their goals is that they rely on…
A brief behavioral measure of frustration tolerance predicts academic achievement immediately and two years later
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…
Self-Control and Academic Achievement
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…
Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability
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…
Economic disadvantage and math achievement: The significance of perceived cost from an evolutionary perspective
BackgroundChildren growing up in poverty tend to perform worse in school than their more economically advantaged peers.AimsThe current study integrates an educational theory of motivation and an evolutionary theory of life history strategies to examine how economic disadvantage predicts children's mathematics achievement through their academic beliefs and values.SampleParticipants were 1,536 students (Mage = 12.88) in a large metropolitan city in…
How is Mindfulness Linked to Negative and Positive Affect? Rumination as an Explanatory Process in a Prospective Longitudinal Study of Adolescents
The mindful adolescent: Developmental changes in nonreactivity to inner experiences and its association with emotional well-being
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…
Values-Alignment Messaging Boosts Adolescents’ Motivation to Control Social Media Use
Two preregistered experiments with 2,733 U.S. high school students (age range = 13–19 years) compared the impact of different messages on adolescents’ motivation to control social media use (SMU). A traditional message emphasized the benefits of avoiding SMU, whereas a values-alignment message framed controlling SMU as being consistent with autonomy and social justice. Compared to no message or a traditional message, in both studies, a values-ali…
Grateful: Longitudinal Associations Between Adolescents’ Social Media Use and Gratitude During the Covid‐19 Pandemic
During the COVID-19 pandemic, some ways of using social media-such as directly communicating with friends-may have helped adolescents thrive. We examined longitudinal associations between high school adolescents' social media use and gratitude across a 15-month period before and during the pandemic (n = 704, M age = 15.10; 52% girls). The trajectories of gratitude and the importance of social media for meaningful conversations with friends-but no…
Friends know you: Peer nomination of self‐control predict changes in academic achievement and friendship among adolescents
INTRODUCTION: Self-control predicts academic achievement and social outcomes in adolescents. Despite the increased role of peers in the lives of adolescents, little is known about whether peers' views of an individual's self-control have predictive validity for academic and social outcomes. METHOD: = 13.74), we examined whether peer nomination of self-control provides incremental predictive validity over and above self-reports for rank-order chan…
Using Whole Trait Theory to unite trait and state mindfulness
From Retreat to Reality: A Qualitative Study of How Adolescents Apply Mindfulness One Month After a Weeklong Retreat
Psychology (14 works) · Developmental psychology (12 works) · Clinical Psychology (9 works) · Social Psychology (9 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Clinical Psychology (5 works) · Cognition (5 works) · Medicine (5 works) · Mental Health Research Topics (5 works) · Mindfulness (5 works)