(* postdoc, graduate student, or research assistant; † corresponding author)
†Warren, M. T., Galla, B. M., & Grund, A. (2022). Is mindfulness a trait? Examining state distributions of mindfulness. Manuscript under review at Journal of Research in Personality. Preprint available at: https://psyarxiv.com/vfw2u/ 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: 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/
†Roeser, R. W., Greenberg, M. T., Frazier, T., Galla, B. M., Semenov, A., & Warren, M. T. (2022). Beyond all splits: Envisioning the next generation of science on mindfulness and compassion in schools for students. Mindfulness, advance online publication.
†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.
†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.