Destin, M., Manzo, V.M., & Townsend, S.M. (in press). Thoughts about a successful future encourage action in the face of challenge. Motivation & Emotion.
Destin, M. & Svoboda, R. C. (in press). Costs on the mind: The influence of the financial burden of college on academic performance and cognitive functioning. Research in Higher Education.
Destin, M. (2018). Navigating the challenges of conducting a school-based field experiment. SAGE Research Methods Cases Psychology.
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. 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.
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.