APA (2007). Stress a Major Health Problem in the U.S., Warns APA. American Psychological Association. Retrieved from: https://www.apa.org/news/press/releases/2007/10/stress
APA (2014). American Psychological Association Survey Shows Teen Stress Rivals That of Adults. American Psychological Association. Retrieved from: https://www.apa.org/news/press/releases/2014/02/teen-stress
APA (2020). Stress in America 2020 Survey Signals a Growing National Mental Health Crisis. American Psychological Association. Retrieved from: https://www.apa.org/news/press/releases/2020/10/stress-mental-health-crisis
APA (2021). APA: U.S. Adults Report Highest Stress Level Since Early Days of the COVID-19 Pandemic. American Psychological Association. Retrieved from: https://www.apa.org/news/press/releases/2021/02/adults-stress-pandemic
Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does High Self-Esteem Cause Better Performance, Interpersonal Success, Happiness, or Healthier Lifestyles? Psychological Science in the Public Interest, 4(1), 1–44.
Beaty, R. E., Thakral, P. P., Madore, K. P., Benedek, M., & Schacter, D. L. (2018). Core Network Contributions to Remembering the Past, Imagining the Future, and Thinking Creatively. Journal of Cognitive Neuroscience, 30(12), 1939–1951.
Black, A. E. & Deci, E. L. (2000). The effects of student self-regulation and instructor autonomy support on learning in a college-level natural science course: a self-determination theory perspective. Science Education, 84, 740–756.
Cleary, T. J. & Zimmerman, B. J. (2018). A Cyclical Self-Regulatory Account of Student Engagement: Theoretical Foundations and Applications. Handbook of Research on Student Engagement, 237–257. Doi: 10.1007/978-1-4614-2018-7_11
Conway, M. A. & Pleydell-Pearce, C. W. (2000). The Construction of Autobiographical Memories in the Self-Memory System. Psychological Review, 107(2), 261–288.
Conway, M. A. & Loveday, C. (2014). Remembering, imagining, false memories and personal meanings. Consciousness and Cognition, 33, 574–581.
Deci, E. L. & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination Behavior. Psychological Inquiry, 11(4), 227–268.
Ditta, A. S. & Storm, B. C. (2018). A Consideration of the Seven Sins of Memory in the Context of Creative Cognition. Creativity Research Journal, 30(4), 402–417.
Dweck, C. S. & Yeager, D. S. (2019). Mindsets: A View From Two Eras. Perspectives on Psychological Science, 14(3), 481–496.
Goldstein, B. E. (2019). Cognitive psychology: Connecting Mind, Research and Everyday Experience, 5th edition. Boston, MA: Centrage Learning Inc.
Holas, P. & Jankowski, T. (2013). A cognitive perspective on mindfulness. International Journal of Psychology, 48(3), 232–243. http://dx.doi.org/10.1080/00207594.2012.658056
Jankowski, T. & Holas, P. (2014). Metacognitive model of mindfulness. Consciousness and Cognition, (28), 64–80.
Markus, H. & Ruvolo, A. (1989). Possible selves: Personalized representations of goals. In L. A. Pervin (Ed.), Goal concepts in personality and social psychology (pp. 211-242). Hillsdale, NJ: Erlbaum.
Miller, G. A. (1969). Psychology as a means of promoting human welfare. American Psychologist, 24(12), 1063–1075. https://doi.org/10.1037/h0028988
National Center for Education Statistics (2018). Dropout rates. Institute of Education Sciences. Retrieved from: https://nces.ed.gov/fastfacts/display.asp?id=16
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement. Psychological Science, 26(6), 784–793.
Pennebaker, J. W. (2018). Expressive Writing in Psychological Science. Perspectives on Psychological Science, 13(2), 226–229.
Pennebaker, J. W. & Graybeal, A. (2001). Patterns of Natural Language Use: Disclosure, Personality, and Social Integration. Current Directions in Psychological Science, 10(3), 90–93.
Portnoy, L. (2019). How can cognitive science improve the future of education? (Video). Yes. Every kid. https://yeseverykid.com/innovation/how-can-cognitive-science-inform-the-future-of-education/
Rubin, D. C. (2015). A Basic-Systems Approach to Autobiographical Memory. Current Directions in Psychological Science, 14(2), 79–83.
Schamel, C. (2020). The self of self-help books is adrift from social and economic facts. Psyche. Retrieved from: https://psyche.co/ideas/the-self-of-self-help-books-is-adrift-from-social-and-economic-facts?fbclid=IwAR3sfiagFPQY1z8TBpB–AIxuiC67AZRgqy93RpzzMv8t0uPmQljvqVJzNA
Stanford CEPA (2021). The Educational Opportunity Monitoring Project: Racial and Ethnic Achievement Gaps. Stanford Center for Education Policy Analysis. Retrieved from: https://cepa.stanford.edu/educational-opportunity-monitoring-project/achievement-gaps/race/
Sweller, J. (2020). Cognitive load theory and educational technology. Education Tech Research Dev, (68), 1–16.
Thibodeau, P. H., Hendricks, R. K., & Boroditsky, L. (2017). How Linguistic Metaphor Scaffolds Reasoning. Trends in Cognitive Sciences, 21(11), 852–863.
Walton, G. M. (2014). The New Science of Wise Psychological Interventions. Current Directions in Psychological Science, 23(1), 73–82.
Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes among minority students. Science, 331, 1447–1451.
Walton, G. M. & Wilson, T. D. (2018). Wise Interventions: Psychological Remedies for Social and Personal Problems. American Psychological Association, 125(5), 617–655.
Yeager, D. S., Dahl, R. E., & Dweck, C. S. (2018). Why Interventions to Influence Adolescent Behavior Often Fail But Could Succeed. Perspectives on Psychological Science, 13(1), 101–122.