Measurement

Southwick, D. A., Liu, Z. V., Baldwin, C., Quirk, A. L., Ungar, L. H., Tsay, C. J., & Duckworth, A. L. (2023). The trouble with talent: Semantic ambiguity in the workplace. Organizational Behavior and Human Decision Processes, 174, 104223. https://doi.org/10.1016/j.obhdp.2022.104223.
Duckworth, A. L., & Milkman, K. L. (2022). A guide to megastudies. PNAS Nexus, 1(5), pgac214. https://doi.org/10.1093/pnasnexus/pgac214.
Lira, B., O’Brien, J. M., Peña, P. A. Galla, B. M., D’Mello, S., Yeager, D. S., Defnet, A., Kautz, T., Munkacsy, K., & Duckworth, A. L. (2022). Large studies reveal how reference bias limits policy applications of self-report measures. Scientific Reports, 12, 19189. https://doi.org/10.1038/s41598-022-23373-9.
Gardner, M., Hutt, S. J., Kamentz, D., Duckworth, A. L., & D’Mello, S. K. (2020). How does high school extracurricular participation predict bachelor’s degree attainment? It is complicated. Journal of Research on Adolescence, 30(3), 753-768. https://doi.org/10.1111/jora.12557.
Porter, T., Molina, D. C., Blackwell, L., Roberts, S., Quirk, A., Duckworth, A. L., & Trzesniewski, K. (2020). Measuring mastery behaviors at scale: The Persistence, Effort, Resilience and Challenge-Seeking task (PERC). Journal of Learning Analytics, 7(1), 5-18. https://doi.org/10.18608/jla.2020.71.2.
Spann, C. A., Yu, A., Galla, B. M., Duckworth, A. L., & D’Mello, S. K. (2020). Is academic diligence domain-specific or domain-general? An investigation of the math, verbal, and spatial Academic Diligence Tasks with middle schoolers. Learning and Individual Differences. 80, 101870 https://doi.org/10.1016/j.lindif.2020.101870.
Duckworth, A. L. (2019). Self-reports spur self-reflection. MIT Sloan Management Review.
Galla, B. M., Shulman, E. P., Plummer, B. D., Gardner, M., Hutt, S. J., Goyer, J. P., Lejuez, C. W., Mello, S. K., & Duckworth, A. L. (2019). Why high school grades are better predictors of on-time college graduation than are admissions test scores: The roles of self-regulation and cognitive ability. American Educational Research Journal, 56(6), 2077-2115. https://doi.org/10.3102/0002831219843292.
Grenell, A., White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2019). Experimental paradigm for measuring the effects of self-distancing in young children. Journal of Visualized Experiments, 145, e59056. https://doi.org/10.3791/59056.
Hutt, S. J., Gardner, M., Duckworth, A. L., & D’Mello, S. K. (2019). Evaluating fairness and generalizability in models predicting on-time graduation from college applications. In C. F. Lynch, A. Merceron, M. Desmarais, & R. Nkambou (Eds.), Proceedings of the 12th International Conference on Educational Data Mining (EDM 2019) (pp. 79-88).
Hutt, S., Gardner, M., Kamentz, D., Duckworth, A. L., & D’Mello, S. K. (2018). Prospectively predicting 4-year college graduation from student applications. In S. Buckingham Shum, R. Ferguson, A. Merceron & X Ochoa (Eds.). Proceedings of the 8th International Learning Analytics and Knowledge Conference (LAK’18).
Meindl, P., Yu, A., Galla, B. M., Quirk, A., Haeck, C., Goyer, J. P., Lejuez, C. W., Mello, S. K., & Duckworth, A. L. (2018). A brief behavioral measure of frustration tolerance predicts academic achievement immediately and two years later. Emotion, 19(6), 1081-1092. https://doi.org/10.1037/emo0000492.
D’Mello, S. K., Dieterle, E., & Duckworth, A. L. (2017). Advanced, Analytic, Automated (AAA) measurement of engagement during learning. Educational Psychologist, 52(2), 104–123. https://doi.org/10.1080/00461520.2017.1281747.
Park, D., Tsukayama, E., Goodwin, G. P., Patrick, S., & Duckworth, A. L. (2017). A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children. Contemporary Educational Psychology, 48, 16-27. https://doi.org/10.1016/j.cedpsych.2016.08.001.
Eskreis-Winkler, L., Shulman, E. P., Young, V., Tsukayama, E., Brunwasser, S. M., & Duckworth, A. L. (2016). Using wise interventions to motivate deliberate practice. Journal of Personality and Social Psychology, 111(5), 728-744. https://doi.org/10.1037/pspp0000074.
Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237-251. https://doi.org/10.3102/0013189X15584327.
West, M. R., Kraft, M. A., Finn, A. S., Martin, R., Duckworth, A. L., Gabrieli, C. F. O., & Gabrieli. J. D. E. (2015). Promise and paradox: Measuring students’ non-cognitive skills and the impact of schooling. Educational Evaluation and Policy Analysis, 38(1), 148-170.
Galla, B. M., Plummer, B. D., White, R., Meketon, D., D'Mello, S. K., & Duckworth, A. L. (2014). The Academic Diligence Task (ADT): Assessing individual differences in effort on tedious but important schoolwork. Contemporary Educational Psychology, 39(4), 314-325. https://doi.org/10.1016/j.cedpsych.2014.08.001.
Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record, 116(3), 1-27. https://doi.org/10.1177/016146811411600306.
Duckworth, A. L., Tsukayama, E., & Kirby, T. A. (2013). Is it really self-control? Examining the predictive power of the delay of gratification task. Personality and Social Psychology Bulletin, 39(7), 843-855. https://doi.org/10.1177/0146167213482589.
Tsukayama, E., Duckworth, A. L., & Kim, B. (2013). Domain-specific impulsivity in school-age children. Developmental Science, 16(6), 879-893. https://doi.org/10.1111/desc.12067.
Duckworth, A. L., Quinn, P., & Tsukayama, E. (2012). What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104(2), 439-451. https://doi.org/10.1037/a0026280.
Tsukayama, E., Duckworth, A. L., & Kim, B. (2012). Resisting everything except temptation: Evidence and an explanation for domain-specific impulsivity. European Journal of Personality, 26(3), 318-334. https://doi.org/10.1002/per.841.
Duckworth, A. L., & Kern, M. L. (2011). A meta-analysis of the convergent validity of self-control measures. Journal of Research in Personality, 45(3), 259-268. https://doi.org/10.1016/j.jrp.2011.02.004.
Duckworth, A. L., Quinn, P. D., Lynam, D. R., Loeber, R., & Stouthamer-Loeber, M. (2011). Role of test motivation in intelligence testing. Proceedings of the National Academy of Sciences, 108(19), 7716-7720. https://doi.org/10.1073/pnas.1018601108.
Roberts, B., Jackson, J., Duckworth, A. L., & Von Culin, K. (2011). Personality measurement and assessment in large panel surveys. Forum for Health Economics & Policy, 14(2), 1-32, 0000102202155895441268. https://doi.org/10.2202/1558-9544.1268.
Duckworth, A. L. (2009). (Over and) beyond high-stakes testing. American Psychologist, 64(4), 279-280.
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174. https://doi.org/10.1080/00223890802634290.
MacCann, C., Duckworth, A. L., & Roberts, R. (2009). Empirical identification of the major facets of conscientiousness. Learning and Individual Differences, 19(4), 451-458. https://doi.org/10.1016/j.lindif.2009.03.007.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087.

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Southwick, D. A., Liu, Z. V., Baldwin, C., Quirk, A. L., Ungar, L. H., Tsay, C. J., & Duckworth, A. L. (2023). The trouble with talent: Semantic ambiguity in the workplace. Organizational Behavior and Human Decision Processes, 174, 104223. https://doi.org/10.1016/j.obhdp.2022.104223.

Duckworth, A. L., & Milkman, K. L. (2022). A guide to megastudies. PNAS Nexus, 1(5), pgac214. https://doi.org/10.1093/pnasnexus/pgac214.

Gardner, M., Hutt, S. J., Kamentz, D., Duckworth, A. L., & D’Mello, S. K. (2020). How does high school extracurricular participation predict bachelor’s degree attainment? It is complicated. Journal of Research on Adolescence, 30(3), 753-768. https://doi.org/10.1111/jora.12557.

Duckworth, A. L. (2019). Self-reports spur self-reflection. MIT Sloan Management Review.

Grenell, A., White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2019). Experimental paradigm for measuring the effects of self-distancing in young children. Journal of Visualized Experiments, 145, e59056. https://doi.org/10.3791/59056.

D’Mello, S. K., Dieterle, E., & Duckworth, A. L. (2017). Advanced, Analytic, Automated (AAA) measurement of engagement during learning. Educational Psychologist, 52(2), 104–123. https://doi.org/10.1080/00461520.2017.1281747.

Park, D., Tsukayama, E., Goodwin, G. P., Patrick, S., & Duckworth, A. L. (2017). A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children. Contemporary Educational Psychology, 48, 16-27. https://doi.org/10.1016/j.cedpsych.2016.08.001.

Eskreis-Winkler, L., Shulman, E. P., Young, V., Tsukayama, E., Brunwasser, S. M., & Duckworth, A. L. (2016). Using wise interventions to motivate deliberate practice. Journal of Personality and Social Psychology, 111(5), 728-744. https://doi.org/10.1037/pspp0000074.

Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237-251. https://doi.org/10.3102/0013189X15584327.

West, M. R., Kraft, M. A., Finn, A. S., Martin, R., Duckworth, A. L., Gabrieli, C. F. O., & Gabrieli. J. D. E. (2015). Promise and paradox: Measuring students’ non-cognitive skills and the impact of schooling. Educational Evaluation and Policy Analysis, 38(1), 148-170.

Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record, 116(3), 1-27. https://doi.org/10.1177/016146811411600306.

Duckworth, A. L., Tsukayama, E., & Kirby, T. A. (2013). Is it really self-control? Examining the predictive power of the delay of gratification task. Personality and Social Psychology Bulletin, 39(7), 843-855. https://doi.org/10.1177/0146167213482589.

Tsukayama, E., Duckworth, A. L., & Kim, B. (2013). Domain-specific impulsivity in school-age children. Developmental Science, 16(6), 879-893. https://doi.org/10.1111/desc.12067.

Duckworth, A. L., Quinn, P., & Tsukayama, E. (2012). What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104(2), 439-451. https://doi.org/10.1037/a0026280.

Tsukayama, E., Duckworth, A. L., & Kim, B. (2012). Resisting everything except temptation: Evidence and an explanation for domain-specific impulsivity. European Journal of Personality, 26(3), 318-334. https://doi.org/10.1002/per.841.

Duckworth, A. L., & Kern, M. L. (2011). A meta-analysis of the convergent validity of self-control measures. Journal of Research in Personality, 45(3), 259-268. https://doi.org/10.1016/j.jrp.2011.02.004.

Duckworth, A. L., Quinn, P. D., Lynam, D. R., Loeber, R., & Stouthamer-Loeber, M. (2011). Role of test motivation in intelligence testing. Proceedings of the National Academy of Sciences, 108(19), 7716-7720. https://doi.org/10.1073/pnas.1018601108.

Roberts, B., Jackson, J., Duckworth, A. L., & Von Culin, K. (2011). Personality measurement and assessment in large panel surveys. Forum for Health Economics & Policy, 14(2), 1-32, 0000102202155895441268. https://doi.org/10.2202/1558-9544.1268.

Duckworth, A. L. (2009). (Over and) beyond high-stakes testing. American Psychologist, 64(4), 279-280.

Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174. https://doi.org/10.1080/00223890802634290.

MacCann, C., Duckworth, A. L., & Roberts, R. (2009). Empirical identification of the major facets of conscientiousness. Learning and Individual Differences, 19(4), 451-458. https://doi.org/10.1016/j.lindif.2009.03.007.

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087.