Browman, A. S., Svoboda, R. C., & Destin, M. (in press). A belief in socioeconomic mobility promotes the development of academically motivating identities among low-socioeconomic status youth. Self and Identity.
Destin, M. (in press). Identity research that engages contextual forces to reduce socioeconomic disparities in education. Current Directions in Psychological Science.
Debrosse, R., Destin, M., Rossignac-Milon, M., Taylor, D., & Rogers, L. (2020). Immigrant adolescents’ roots and dreams: Perceived mismatches between ethnic identities and aspirational selves predict engagement. Self and Identity, 20, 1-15.
Browman, A. S., Destin, M., Kearney, M. S., & Levine, P. B. (2019). How economic inequality shapes mobility expectations and behavior in disadvantaged youth. Nature Human Behaviour, 3, 214-220.
Castillo-Lavergne, C. M. & Destin, M. (2019). How the intersections of ethnic and socioeconomic identities are associated with well-being during college. Journal of Social Issues, 75, 1116-1138.
Destin, M. (2019). A path to advance research on identity and socioeconomic opportunity. American Psychologist, 74, 1071-1079.
Destin, M. (2019). Exploring opportunities for a broader impact during the early-mid career phase. Perspectives on Psychological Science, 14, 81-84.
Destin, M. (2019). Socioeconomic mobility, identity, and health: Experiences that influence immunology and implications for intervention. American Psychologist, 74, 207-217.
Destin, M., Hanselman, P., Buontempo, J., Tipton, E., & Yeager, D. S. (2019). Do student mindsets differ by socioeconomic status and explain disparities in academic achievement in the United States? AERA Open.
Destin, M., Rheinschmidt-Same, M., & Richeson, J. A. (2019). Implications of intersecting socioeconomic and racial-ethnic identities for academic achievement and well-being. Advances in Child Development and Behavior, 57, 149-167.
Debrosse, R., Rossignac-Milon, M., Taylor, D. M., & Destin, M. (2018). Can identity conflicts impede minority students’ success? The role of discrepancies between ethnic minority students’ ethnic and ideal selves. Personality and Social Psychology Bulletin, 44, 1725–1738.
Destin, M. (2018). Leveraging psychological factors: A necessary component to improving student outcomes. American Enterprise Institute & Third Way.
Destin, M. (2018). Navigating the challenges of conducting a school-based field experiment. SAGE Research Methods Cases Psychology.
Destin, M., Castillo, C. M., Meissner, L. (2018). A field experiment demonstrates near peer mentorship as an effective support for student persistence. Basic and Applied Social Psychology, 40, 269–278.
Destin, M., Manzo, V. M., & Townsend, S. M. (2018). Thoughts about a successful future encourage action in the face of challenge. Motivation & Emotion, 42, 321-333.
Destin, M. & Svoboda, R. C. (2018). Costs on the mind: The influence of the financial burden of college on academic performance and cognitive functioning. Research in Higher Education, 59, 302-324.
Jones, B. K., Destin, M., & McAdams, D.P (2018). Telling better stories: Competence-building narrative themes increase adolescent persistence and academic achievement. Journal of Experimental Social Psychology, 76, 76-80.
Browman, A. S., Destin, M., Carswell, K. L., & Svoboda, R. C. (2017). Perceptions of socioeconomic mobility influence academic persistence among low socioeconomic status students. Journal of Experimental Social Psychology, 72, 45-52.
Browman, A. S., Destin, M., & Molden, D. C. (2017). Identity-specific motivation: How distinct identities direct the pursuit of distinct goals. Journal of Personality and Social Psychology, 113, 835-857.
Destin, M. (2017). An open path to the future: Perceived financial resources and school motivation. The Journal of Early Adolescence, 37, 1004-1031.
Destin, M. & Debrosse, R. (2017). Upward social mobility and identity. Current Opinion in Psychology, 18, 99-104.
Destin, M., Rheinschmidt-Same, M., & Richeson, J. R. (2017). Status-based identity: A conceptual framework integrating the social psychological study of socioeconomic status and identity. Perspectives on Psychological Science, 12, 270-289.
Destin, M. & Svoboda, R. C. (2017). A brief randomized controlled intervention targeting parents improves grades during middle school. Journal of Adolescence, 56, 157-161.
Browman, A. S. & Destin, M. (2016). The effects of a warm or chilly climate toward socioeconomic diversity on academic motivation and self-concept. Personality and Social Psychology Bulletin, 42, 172-187.
Destin, M. & Kosko, M. J. (2016). Motivating disadvantaged students toward the possibility of college. Phi Delta Kappan, 97, 8-12.
Geronimus, A., James, S. A., Destin, M., Graham, L. A., Hatzenbuehler, M., Murphy, M., Pearson, J. A., Omari, A., Thompson, J. P. (2016). Jedi public health: Co-creating an identity-safe culture to promote health equity. Social Science and Medicine – Population Health, 2, 105-116.
Murphy, M.C. & Destin, M. (2016). Social psychological approaches to supporting the college success of low income, first-generation and racial and ethnic minority students. The Century Foundation.
Svoboda, R. C., Rozek, C., Hyde, J.S., Harackiewicz, J.M., & Destin, M. (2016). Understanding the relationship between parental education and STEM course-taking through identity-based and expectancy-value theories of motivation. AERA Open, 2, 1-13.
Stephens, N. M., Townsend, S. M., Hamedani, M. G., Destin, M., & Manzo, V. (2015). A difference-education intervention equips first-generation college students to thrive in the face of stressful college situations. Psychological Science, 26, 1556-1566.
Oyserman, D., Destin, M., & Novin, S. (2015). The context-sensitive future self: Possible selves motivate in context, not otherwise. Self & Identity, 14, 173-188.
Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social class achievement gap: A diversity education intervention improves first-generation students’ academic performance and all students’ college transition. Psychological Science, 25, 943-953.
Destin, M. (2013). Integrating resource-based and person-based approaches to understanding wealth effects on school achievement. Economics of Education Review, 33, 171-178.
Destin, M., Richman, S., Varner, F., & Mandara, J. (2012). “Feeling” hierarchy: The pathway from subjective social status to achievement. Journal of Adolescence, 35, 1571-1579.
Elliott, W., Destin, M., & Friedline, T. (2011). Taking stock of ten years of research on the relationship between assets and children’s educational outcomes: Implications for theory, policy, and intervention. Children and Youth Services Review, 33, 2312-2328.
Elliott, W., Choi, E., Destin, M., & Kim, K. (2011). The age old question, which comes first? A simultaneous test of children’s savings and children’s college-bound identity. Children and Youth Services Review, 33, 1101-1111.
Destin, M., & Oyserman, D. (2010). Incentivizing education: Seeing schoolwork as an investment, not a chore. Journal of Experimental Social Psychology, 46, 846-849.
Oyserman, D., & Destin, M. (2010). Identity-based motivation: Implications for intervention. The Counseling Psychologist, 38, 1001-1043.
Williams Shanks, T., Kim, Y., Loke, V., Destin, M. (2010). Assets and child well-being in economically developed countries. Children & Youth Services Review, 32, 1488-1496.
Destin, M., & Oyserman, D. (2009). From assets to school outcomes: How finances shape children’s perceived possibilities and intentions. Psychological Science, 20, 414-418.
Williams Shanks, T., & Destin, M. (2009). Parental expectations and educational outcomes for young African American adults: Do household assets matter? Race and Social Problems, 1, 27-35.