Thanks for visiting.  Here you’ll find a

description of some of my research interests, publications, information about classes I teach, links to recent news coverage, and information about some of my friends and collaborators.

For more about me, read this bio or see the Rising Star interview from the Association for Psychological Science.

Please feel free to contact me. I look forward to hearing from you!


Who gets to graduate? May 15, 2014, New York Times.

Brief social-belonging and affirmation-training interventions eliminate gender differences in achievement in engineering (Walton, Logel, Peach, Spencer, & Zanna, in press, Journal of Educational Psychology)

A purpose-for-learning fosters academic self-regulation (Yeager, Henderson, D’Mello, Paunesku, Walton, Spitzer, & Duckworth, in press, Journal of Personality and Social Psychology)

Implicit theories about willpower predict self-regulation and grades in everyday life (Job, Walton, Bernecker, & Dweck, in press, Journal of Personality and Social Psychology)

Cues of working together fuel intrinsic motivation (Carr & Walton, 2014 Journal of Experimental Social Psychology)

Taking part in a cultural activity reduces implicit prejudice, improves intergroup attitudes up to 6-months later (Brannon & Walton, 2013 Psychological Science)

Beliefs about willpower determine the impact of glucose on self-control (Job, Walton, Bernecker, & Dweck, 2013, Proceedings of the National Academy of Science

A 21-minute writing exercise improves marriages (Finkel, Slotter, Luchies, Walton, Gross, 2013, Psychological Science)

Gregory M. Walton

  1. -Assistant Professor

  2. -Department of Psychology

  3. -Stanford University

Contact Information

  1. -(650) 498-4284

  2. -gwalton(at)stanford.edu

Curriculum Vita

Learn More About Psychological Interventions


-- The new science of wise interventions (Walton, 2014, Current Directions in Psychological Science)

-- Psychological insights for improved physics teaching (Aguilar, Walton, & Weiman, 2014, Physics Today)

-- Addressing achievement gaps with psychological interventions. (Yeager, Walton, & Cohen, 2013, Phi Delta Kappan)

-- How can we instill productive mindsets at scale? A review of the evidence and an initial R&D agenda. (Yeager, Paunesku, Walton, & Dweck, 2013, White paper prepared for the White House meeting on Excellence in Education: The importance of academic mindsets, May 10, 2013)

-- 1-page guide on ways to reduce stereotype threat (Walton, Cohen, & Steele, 2012)

-- Social-psychological interventions in education: They’re not magic (Yeager & Walton, 2011, Review of Educational Research)

-- Academic tenacity (Dweck, Walton, & Cohen, 2011, White paper prepared for the Gates Foundation).


-- Short interviews on the social-belonging intervention and talks on interventions on the Resources page.

Find a solution

-- Check out the SPARQ Solutions Catalog!

-- Participate in PERTS: Free, research-based techniques to change how students think and feel in school in ways that raise their motivation and achievement.

Popular writings
-- Willpower: It’s in your head. November 26, 2011, New York Times.

Interested in the College Transition Consortium?

Click here!

Implications of Stereotype Threat for Affirmative Action

Legal scholars Stuart Banner (UCLA), Jerry Kang (UCLA), and Rachel Godsil (Seton Hall), and Steve Spencer and I led a group of social psychologists to prepare an amicus brief for the Supreme Court in Fisher v. Texas on the implications of stereotype threat for affirmative action. The brief was signed by almost all leading stereotype-threat researchers (95 in total). Click here for the brief. Click here for a policy paper.