Working Papers

†Warren, M. T., Galla, B. M., & Grund, A. (2022). Is mindfulness a trait? Examining state distributions of mindfulness. Manuscript under review at Personality and Social Psychology Bulletin. Preprint available at: OSF1 OSF2

†*Baelen, R. N., Galla, B. M., & Maynard, R. A. (2022). Using self-compassion to bolster adaptive mindsets, beliefs, and orientations during the transition to teaching: A randomized field experiment with first-year classroom teachers. Manuscript under review at Teaching and Teacher Education. Preprint available at: OSF

†Galla, B. M., *Baelen, R. L., *Fiore, H. M., Hutt, S., & Shenhav, A. (2018). Social media desire and impulsiveness: Intensified by self-immersion, reduced by mindfulness. Preprint available at:


†*Tumminia, M. J., *DeVlieger, S. E., Colvin, S., Akiva, T., & Galla, B. M. (2022). Adolescents’ experiences of distress and well-being during intensive mindfulness practice: A mixed-methods study. Mindfulness, 13, 1971-1983. Supplement OSF

†Grund, A., Galla, B. M., & Fries, S. (2022). Achievement motivation in students’ everyday life: Its relation to momentary positive and negative activation and the moderating role of mindfulness. Learning and Individual Differences, 97, 102176.

†Park, D., Tsukayama, E., & Galla, B. M. (2022). Peer reports of self-control predict academic growth and popularity in adolescents. Journal of Adolescence, 94(3), 477-487.


†Milyavskaya, M., Galla, B. M., Inzlicht, M., & Duckworth, A. L. (2021) More effort, less fatigue: The role of interest in increasing effort and reducing mental fatigue. Frontiers in Psychology, 12(5310). OSF

*†Abujaradeh, H., Viswanathan, P., Galla, B. M., Sereika, S., DiNardo, M., Feeley, C., & Charron-Prochownik, D. (2021). Trait mindfulness and mindfulness practices in adolescents with type 1 diabetes: Descriptive and comparative study. Journal of Pediatric Health Care, 35(6), 592-600.

†Grund, A., Senker, K., Dietrich, J., Fries, S., & Galla, B. M. (2021). The comprehensive mindfulness experience: A typological approach to the potential benefits of mindfulness for dealing with motivational conflicts. Motivation Science, 7(4), 410-423. OSF

†Maheux, A. J., Nesi, J., Roberts, S. R., Galla, B. M., & Choukas-Bradley, S. (2021). #Grateful: Longitudinal associations between adolescents’ social media use and gratitude during the COVID-19 pandemic. Journal of Research on Adolescence, 31(3), 734-747.

†Galla, B. M., Choukas-Bradley, S., *Fiore, H. M., & *Esposito, M. V. (2021). Values-alignment messaging boosts adolescents’ motivation to control their social media use. Child Development, 92(5), 1717-1734. Supplement OSF


*†Tumminia, M. J., Colaianne, B. A., Roeser, R. W., & †Galla, B. M. (2020). How is mindfulness linked to negative and positive affect? Rumination as an explanatory process in a prospective longitudinal study of adolescents. Journal of Youth and Adolescence, 49, 2136-2148. Supplement OSF

†Galla, B. M., *Esposito, M. V., & *Fiore, H. M. (2020). Mindfulness predicts academic diligence in the face of boredom. Learning and Individual Differences, 81, 101864. OSF

Spann, C. A., Yu, A., Galla, B. M., Duckworth, A. L., & †D’Mello, S. K. (2020). Is academic diligence domain-specific or domain-general? An investigation of the math, verbal, and spatial Academic Diligence Tasks with middle schoolers. Learning and Individual Differences, 80, 101870.

†Choukas-Bradley, S., Nesi, J., Widman, L., & Galla, B. M. (2020). The Appearance-Related Social Media Consciousness Scale: Development and validation with adolescents. Body Image, 33, 164-174. Supplement

†Galla, B. M., Tsukayama, E., Yu, A., Park, D., & Duckworth, A. L. (2020). The mindful adolescent: Developmental changes in nonreactivity to inner experiences and its associations with emotional well-being. Developmental Psychology, 56(2), 350-363. Supplement

Colaianne, B., Galla, B. M., & †Roeser, R. W. (2020). Perceptions of mindful teaching are associated with longitudinal change in adolescents’ mindfulness and self-compassion. International Journal of Behavioral Development, 44, 41-50.

*Abujaradeh, H., Colaianne, B., Roeser, R. W., Tsukayama, E. & †Galla, B. M. (2020). Evaluating a short-form Five Facet Mindfulness Questionnaire in adolescents: Evidence for a four-factor structure and invariance by time, age, and gender. International Journal of Behavioral Development, 44, 20-30. Supplement


†Galla, B. M., Shulman, E. P., Plummer, B. D., Gardner, M., Hutt, S. J., Goyer, J. P., Finn, A. S., D’Mello, S. K., & Duckworth, A. L. (2019). 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. American Educational Research Journal, 56, 2077-2115. Supplement

†Meindl, P., Yu, A., Galla, B. M., Quirk, A., Haeck, C., Goyer, P., Lejuez, C. W., D’Mello, S. K., & Duckworth, A. L. (2019). A brief behavioral measure of frustration tolerance predicts academic achievement immediately and two years later. Emotion, 19(6), 1081-1092. Supplement

*Kirk-Johnson, A., Galla, B. M., & †Fraundorf, S. (2019). Perceiving effort as poor learning: The misinterpreted-effort hypothesis of how experienced effort and judgments of learning relate to study strategy choice. Cognitive Psychology, 115, 101237.

†Hentges, R. F., Galla, B. M., & Wang, M.-T. (2019). Economic disadvantage and math achievement: The significance of perceived cost from an evolutionary perspective. British Journal of Educational Psychology, 89, 343-358.

†Duckworth, A. L., Taxer, J., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual Review of Psychology, 70, 373-399. Supplement


†Galla, B. M., *Amemiya, J., & Wang, M.-T. (2018). Using expectancy-value theory to understand academic self-control. Learning and Instruction, 58, 22-33. Supplement


†Galla, B. M. (2017). “Safe in my own mind:” Supporting healthy adolescent development through meditation retreats. Journal of Applied Developmental Psychology, 53, 96-107. Supplement


†Galla, B. M., *Baelen, R. N., Duckworth, A. L., & Baime, M. (2016). Mindfulness, meet self-regulation: Boosting out-of-class meditation practice with brief action plans. Motivation Science, 2(4), 220-237. Supplement

†Galla, B. M. (2016). Within-person changes in mindfulness and self-compassion predict enhanced emotional well-being in healthy, but stressed adolescents. Journal of Adolescence, 49, 204-217. Supplement


Galla, B. M., O’Reilly, G., Kitil, J., Smalley, S. L., & †Black, D. S. (2015). Community-based mindfulness program for disease prevention and health promotion: Targeting stress reduction. American Journal of Health Promotion, 30, 36-41.

†Galla, B. M. & Duckworth, A. L. (2015). More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes. Journal of Personality and Social Psychology, 109(3), 508-525.

†Galla, B. M., & Wood, J. J. (2015). Trait self-control predicts adolescents’ exposure and reactivity to daily stressful events. Journal of Personality, 83(1), 69-83.


†Galla, B. M., Plummer, B. D., White, R. E., Meketon, D., D’Mello, S. K., & Duckworth, A. L. (2014). The Academic Diligence Task (ADT): Assessing individual differences in effort on tedious but important schoolwork. Contemporary Educational Psychology, 39, 314-325.

†Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W., & Langer, D. A. (2014). A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology, 52, 295-308.

Plummer, B. D., Galla, B. M., Finn, A. S., Patrick, S. D., Meketon, D., Leonard, J., Goetz, C., Fernandez-Vina, E., Bartolino, S., White, R. E., & †Duckworth, A. L. (2014). A behind-the-scenes guide to school-based research. Mind, Brain, and Education, 8(1), 15-20.

2013 and earlier

†Chiu, A. W., Langer, D. A., McLeod, B., Har, K., Drahota, A., Galla, B. M., Jacobs, J., Ifekwunigwe, M., & Wood, J. J. (2013). Effectiveness of modular cognitive behavioral therapy for child anxiety in elementary schools. School Psychology Quarterly, 28(2), 141-153.

†Galla, B. M., Hale, T. S., Shrestha, A., Loo, S. K., & Smalley, S. L. (2012). The disciplined mind: Associations between the Kentucky Inventory of Mindfulness Skills and attention control. Mindfulness, 3, 95-103.

†Galla, B. M., †Wood, J. J., Chiu, A. W., Langer, D. A., Jacobs, J., Ifekwunigwe, M., & Larkins, C. (2012). One year follow-up to modular cognitive behavioral therapy for treatment of child anxiety disorders in elementary school settings. Child Psychiatry & Human Development, 43, 219-226.

†Galla, B. M. & Wood, J. J. (2012). Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth. Personality and Individual Differences, 52, 118-122.

Flook, L., †Smalley, S. L., Kitil, J., Galla, B. M., Kaiser-Greenland, S., Locke, J., Ishijima, E., & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26, 70–95.