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. Preprint available at: https://psyarxiv.com/eybn2/ 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: https://psyarxiv.com/ch43n/
Warren, M. T., Galla, B. M., & Grund, A. (in press). Using Whole Trait Theory to unite trait and state mindfulness. Journal of Research in Personality, 104, 104372. Supplement OSF1 OSF2
Roeser, R. W., Greenberg, M. T., Frazier, T., Galla, B. M., Semenov, A., & Warren, M. T. (2023). Beyond all splits: Envisioning the next generation of science on mindfulness and compassion in schools for students. Mindfulness, 14(2), 239-254.
Roeser, R. W., Schussler, D., Baelen, R. N., & Galla, B. M. (2023). Mindfulness for students in pre-k to secondary school settings: Current findings, future directions. Mindfulness, 14(2), 233-238.
Lira, B., O’Brien, J. M., Pena, P. A., Galla, B. M., D’Mello, S., Yeager, D. S., Defnet, A., Kautz, T., Munkacsy, K., & Duckworth, A. L. (2022). Large studies reveal how reference bias distorts policy applications of popular psychological measures. Scientific Reports, 12, 19189. Supplement
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(2), 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.