Destin Lab

Destin, M., Silverman, D. M., & Braslow, M. D. (2022). Future identity as a support for college motivation and success. Frontiers in Education, 7, 901897.

Browman, A. S., Svoboda, R. C., & Destin, M. (2022). A belief in socioeconomic mobility promotes the development of academically motivating identities among low-socioeconomic status youth. Self and Identity, 21(1), 42-60.

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.

Destin, M. & Hernandez, I. A. (2020). The pathways intervention as a model to design broader systems of equitable student support. In G. Walton & A. Crum (Eds.), Handbook of wise interventions. Guilford Press.

Destin, M. & Williams, J. L. (2020). The connection between student identities and outcomes related to academic persistence. Annual Review of Developmental Psychology, 2, 437-460.

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.

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.

Destin, M. (2017). An open path to the future: Perceived financial resources and school motivation. The Journal of Early Adolescence, 37, 1004-1031.

Oyserman, D., Destin, M., & Novin, S. (2015). The context-sensitive future self: Possible selves motivate in context, not otherwise. Self & Identity, 14, 173-188.

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.

Destin, M., & Oyserman, D. (2009). From assets to school outcomes: How finances shape children’s perceived possibilities and intentions. Psychological Science, 20, 414-418.

Silverman, D. M., Rosario, R. J., Wormington, S. V., Hulleman, C. S., Tibbetts, Y., & Destin, M. (in press). Race, achievement, and the issue of inequitable motivational payoff. Nature Human Behaviour.

Destin, M., Debrosse, R., & Silverman, D. M. (2021). An experimental demonstration of the positive consequences of guiding students to conceptualize education as connection. Journal of Adolescence, 92, 30-33.

Hernandez, I. A., Silverman, D. M., & Destin M. (2021). From deficit to benefit: Highlighting lower-SES students’ background-specific strengths increases their academic persistence. Journal of Experimental Social Psychology, 92, 104080.

Jones, B. K. & Destin, M. (2021). Effects of positive versus negative expressive writing activities on adolescent academic achievement. Journal of Applied Social Psychology, 51, 549-559.

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., 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, 5, 1-12.

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.

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., 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.

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.

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., Richman, S., Varner, F., & Mandara, J. (2012). “Feeling” hierarchy: The pathway from subjective social status to achievement. Journal of Adolescence, 35, 1571-1579.

Silverman, D. M., Hernandez, I. A., & Destin, M. (2023). Educators’ beliefs about students’ socioeconomic backgrounds as a pathway for supporting motivation. Personality and Social Psychology Bulletin, 49, 215-232.

Destin, M., Silverman, D. M., & Rogers, L. O. (2022). Expanding the social psychological study of educators through humanizing principles. Social and Personality Psychology Compass, 16(6), e12668.

Chen, E., Debrosse, R., Ham, P., Hoffer, L., Leigh, A., & Destin, M. (2021). Effects of social support in an academic context on low-grade inflammation in high school students. Journal of Behavioral Medicine, 44, 803-810.

Destin, M., Rosario, R. J., & Vossoughi, S. (2021). Elevating the objectives of higher education to effectively serve students from diverse socioeconomic backgrounds. Policy Insights from the Behavioral and Brain Sciences, 8, 59-66.

Destin, M. (2020). Identity research that engages contextual forces to reduce socioeconomic disparities in education. Current Directions in Psychological Science, 29, 161-166.

Destin, M. (2019). A path to advance research on identity and socioeconomic opportunity. American Psychologist, 74, 1071-1079.

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. & 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.

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.

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.

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.

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.

Hernandez, I. A., Silverman, D. M., Rosario, R. J., & Destin, M. (in press). Concern about experiencing socioeconomic mobility generates precarious types of motivation among students of color. Social Psychology of Education.

Destin, M. & Haase, C. M. (in press). Institutional emotion regulation as a support for upward socioeconomic mobility. In J. J. Gross & B. Q. Ford (Eds.), Handbook of emotion regulation (3rd ed.). Guilford Press.

Destin, M., Debrosse, R., Rheinschmidt-Same, M., & Richeson, J. A. (2022). Psychological challenges and social supports that shape the pursuit of socioeconomic mobility. RSF: The Russell Sage Foundation Journal of the Social Sciences, 8, 158-171.

Browman, A. S., Destin, M., & Miele, D. B. (2022). Perception of economic inequality weakens Americans’ beliefs in both upward and downward socioeconomic mobility. Asian Journal of Social Psychology, 25, 35-51.

Destin, M. (2020). The double-edged consequences of beliefs about opportunity and economic mobility. Future of Children, 30, 153-164.

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.

Destin, M. (2019). Socioeconomic mobility, identity, and health: Experiences that influence immunology and implications for intervention. American Psychologist, 74, 207-217.

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.

Destin, M. & Debrosse, R. (2017). Upward social mobility and identity. Current Opinion in Psychology, 18, 99-104.

Destin, M. (2013). Integrating resource-based and person-based approaches to understanding wealth effects on school achievement. Economics of Education Review, 33, 171-178.

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.

Silverman, D. M., Rosario, R. J., Hernandez, I. A., & Destin M. (in press). The ongoing development of strength-based approaches to people who hold systemically marginalized identities. Personality and Social Psychology Review.

Destin, M. (2021). Psychological perspectives on postsecondary education returns. Postsecondary Value Commission.

Murphy, M. C., Mejia, A. F., Mejia, J., Yan, X., Cheryan, S., Dasgupta, N., Destin, M., Fryberg, S. A., Garcia, J. A., Haines, E. L., Harackiewicz, J. M., Ledgerwood, A., Moss-Racusin, C. A., Park, L. E., Perry, S. P., Ratliff, K. A., Rattan, A., Sanchez, D. T., Savani, K., … Pestilli, F. (2020). Open science, communal culture, and women’s participation in the movement to improve science. Proceedings of the National Academy of Sciences, 17, 24154-24164.

Committee on the neurobiological and socio-behavioral science of adolescent development and its applications (2019). The promise of adolescence: Realizing opportunity for all youth. The National Academies of Sciences, Engineering, & Mathematics.

Destin, M. (2019). Exploring opportunities for a broader impact during the early-mid career phase. Perspectives on Psychological Science, 14, 81-84.

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. & 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). Promoting inclusion and identity safety to support college success.The Century Foundation.