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This study is designed to assess how the way students think about the future influences their educational decisions

This survey is designed to help adolescents reflect on their attitudes and behaviors about reciprocity as well as their gratitude, kindness, cooperation, and prosociality.

This study will investigate how students' perceptions influence their behaviors.

This study examines how students respond to different types of career and educational advice.

This study seeks to understand how students react to different kinds of written feedback from teachers.

This study examines how youth balance helping others with striving for their own success.

By having students reflect on how their identities may uniquely equip them to take on and overcome academic challenges, we aim to support students from diverse backgrounds to see themselves as the types of students who can excel in education.

This study is designed to examine how students' career aspiration and educational expectation would influence college-going behavior.

This study is designed to help students motivate themselves.

The researchers in this study want to know about the types of support you receive from your teachers, family, and peers.

Character Lab Research Network seeks to close the gap between science and practice by determining the most impactful ways to cultivate the strengths students need to thrive. The Student Thriving Index was developed to provide a comprehensive “snapshot” of student social, emotional, academic, and physical thriving at the beginning, middle, and end of the school year. We deliver this data back to our school partners using interactive dashboards so they can best understand how their students are doing and tailor their educational practices accordingly.

This study will examine whether students can harness the immediate pain of school work - the felt difficulty and struggle - to increase persistence in school work.

This study is designed to assess how changing the framing of students' grade at the beginning of term or on each assignment before they have done anything influences motivation, persistence, and achievement.

This study examines whether time pressure contributes to gender differences in standardized test performance in mathematics.

This study is designed to collect students' beliefs about various activities relevant for their academic success.

This study is designed to better understand the costs and benefits of digital versus face-to-face social interactions in teens.

We have been developing novel mobile-device-based measures of each of these constituents of well-being. These include measures from three primary sources: questionnaires, experience sampling and neuroscientifically-grounded behavioral tasks.

This study evaluates the impact of a violence prevention curriculum designed to reduce student delinquency.

This study investigates how middle-schoolers make decisions in different contexts.

This study aims at supporting students in attaining their high-incentive goals.

This study aims at supporting students in taking responsibility when interpersonal problems arise.

Character Lab Research Network seeks to close the gap between science and practice by determining the most impactful ways to cultivate the strengths students need to thrive. The Student Thriving Index was developed to provide a comprehensive “snapshot” of student social, emotional, academic, and physical thriving at the beginning, middle, and end of the school year. We deliver this data back to our school partners using interactive dashboards so they can best understand how their students are doing and tailor their educational practices accordingly.

This survey will give students a short set of questions in English and math, provide some feedback about performance, and ask some other background questions.

This study is designed to identify the optimal number of "blessings"; that students should count in a gratitude intervention.

This study will examine how social media use and appearance-related stereotypes about math affect adolescents' motivation to succeed in math.

This study will help us understand how students' responses to the Student Subjective Wellbeing Questionnaire relate to and predict their actual school outcomes over time, including academic, behavioral, emotional, and social success.

This study is designed to assess how students feel about a new activity program where they work together in groups.

This study will help us understand what teachers can say and do in the classroom to increase students' motivation and academic performance.

This study is designed to assess the role of positive character strengths in young people's lives.

The purpose of the present session is to bring students to reflect on and internalize their communities' strengths in order to foster resilience when facing obstacles.

The 25 minute activity is designed to help youth reflect on their attitudes about others in the world and their own happiness and emotional health.

This study is designed to assess how participation in the GBG impacts social connectedness and prosocial behavior of students.

See Toolbox materials (teacher script for administering measures is available)

This study is about learning how students make sense of school.

This study is designed to assess how students' perceptions of their 'subjective age' maps on to their performance at school.

This study is designed to better understand social and academic types of belonging experienced by students in school.

Beyond hospitals and businesses, mindfulness training has made its way into the school system, potentially reaching millions of youth. In a special section in Developmental Psychology, Roeser and Eccles (2015) made an appeal to understand mindfulness from an explicitly developmental perspective. Five years later, the field has yet to make significant progress toward this goal. For example, little is known about adolescents' attitudes and beliefs about mindfulness (and meditation) and whether such practices are perceived as being useful or desirable. Without this basic knowledge, it is challenging to determine developmentally-appropriate best practices. Mindfulness interventions that lack grounding in developmental science may show reduced effectiveness for adolescents if such interventions are perceived as violating important values (e.g., autonomy) (Yeager, Dahl, & Dweck, 2018). This project can advance theory and practice by contributing to a developmentally-grounded understanding of mindfulness with youth.

The study explores how students think about parent involvement in their education.

This project is designed to assess the degree to which having inspiring role models shapes moral character.

This study is designed to assess what influences student expectations and how those expectations influence student performance.

This study tests a measure of many social, emotional, and behavioral skills that research has linked with student success in school, work, and life.

This activity is designed to share stories and strategies that help students build positive relationships.

This study is designed to learn how students' think about academic adversity.

This study is designed to assess how reading impacts the way students think.

Which social contexts are more likely to elicit intellectual humility (Zachry, Phan, Blackie, & Jayawickreme, 2018). Typically, empirical research on intellectual humility has conceptualized it as a stable, trait-like virtue. Based on this, some people are typically more or less humble than others. However, although it is indeed likely that individuals differ in their characteristic levels of intellectual humility, there is also reason to believe that this virtue can be manifested in response to specific situations. If we begin from the premise that some situations are more likely to promote intellectual humility than others, then what are the situational contingencies that promote intellectual humility in adolescents?

This activity is designed to explore how exposure to a role model may benefit students' motivation to pursue a scientific career.