A Latent Class Analysis Approach to the Identification of Doctoral Students at Risk of Attrition
Stevens, S.M., Ruberton, P.M., Smyth, J.M., Cohen, G.L., Purdie Greenaway, V., & *Cook, J.E. (2023). PLOS ONE, 18(1), e0280325.
Investigating Cortisol in a STEM Classroom: The Association Between Cortisol and Academic Performance
Park, H.J., *Turetsky, K.M., Dahl, J.L., Pasek, M.H., *Germano, A.L., Harper, J.O., Purdie-Greenaway, V., Cohen, G.L. & Cook, J.E. (2023). Personality and Social Psychology Bulletin, 1-17.
Securing Self-Integrity Over Time: Self-Affirmation Disrupts a Negative Cycle Between Psychological Threat and Academic Performance
Binning, K.R., Cook, J.E., Purdie-Greenaway, V., Garcia, J., Apfel, N., & Sherman, D.K. Journal of Social Issues. 2021; 77: 801–823.
A Psychological Intervention Strengthens Students’ Peer Social Networks and Promotes Persistence in STEM
*Turetsky, K.M., Purdie-Greenaway, V., Cook, J.E., Curley, J.P., & Cohen, G.L. (2020). Science Advances, 6(45).
Bolstering Trust and Reducing Discipline Incidents at a Diverse Middle School: How Self-Affirmation Affects Behavioral Conduct During the Transition to Adolescence
Binning, K.R., Cook, J.E., Purdie-Greenaway, V., Garcia, J., Chen, S., Apfel, N., & Cohen, G.L. (2019). Journal of School Psychology, 75, 74-88.
Self-Affirmation Facilitates Minority Middle Schoolers’ Progress Along College Trajectories
Goyer, J.P., Garcia, J., Purdie-Vaughns, V., Binning, K.R., Cook, J.E., Reeves, S.L., & Cohen, G.L. (2017). Proceedings of the National Academy of Sciences, 114(29), 7594-7599.
Loss of Institutional Trust Among Racial and Ethnic Minority Adolescents: A Consequence of Procedural Injustice and a Cause of Life-Span Outcomes
Yeager, D.S., Purdie-Vaughns, V., *Yang, S., & Cohen, G.L. (2017). Child Development, 88(2), 658-676.
The Psychology of the Affirmed Learner: Spontaneous Self-Affirmation in the Face of Stress
Brady, S.T., Reeves, S.L., Garcia, J., Purdie-Vaughns, V., Cook, J.E., Taborsky-Barba, S., Tomasetti, S., Davis, E.M., & Cohen, G.L. (2016). Journal of Educational Psychology, 108(3), 353-373.
Mining a Written Values Affirmation Intervention to Identify the Unique Linguistic Features of Stigmatized Groups
*Riddle, T.A., Bhagavatula, S., Guo, W., Muresan, S., Cohen, G.L, Cook, J.E., & Purdie-Vaughns, V. (2015). Proceedings of the International Conference on Educational Data Mining (EDM 2015). Madrid, Spain.
Demystifying Values-Affirmation Interventions: Writing About Social Belonging Is a Key to Buffering
*Shnabel, N., Purdie-Vaughns, V., *Cook, J.E. , Garcia, J., & Cohen, G.L. (2013). Personality and Social Psychology Bulletin, 39(5), 663-676.
An Identity Threat Perspective on Intervention
Cohen, G.L., Purdie-Vaughns, V., & Garcia, J. (2012). In M. Inzlicht & T. Schmader (Eds.), Stereotype Threat: Theory, Process, and Application (pp. 280- 296). New York, NY: Oxford University Press.
Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap
Cohen, G.L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009). Science, 324(5925), 400-403.
Improving Minority Academic Performance: How a Values-Affirmation Intervention Works
Purdie-Vaughns, V., Cohen, G.L., Garcia, J., *Sumner, R., Cook, J.E., & Apfel, N.H. (2009). Teachers College Record, September 23, 2009.
Sensitivity to Status-Based Rejection: Implications for African American Students’ College Experience
Mendoza-Denton, R., Downey, G., Purdie, V., & Davis, A. (2002). Journal of Personality and Social Psychology, 83(4), 896-918.