Dixson, D. D. (in press). Is grit worth the investment: How grit compares to other psychosocial factors in predicting achievement. Current Psychology. doi:10.1007/s12144-019-00246-5

Dixson, D. D., Anderson, C., & Keltner, D. (2019). Measuring positive emotions: An examination of the reliability and structural validity of scores on the Seven Dispositional Positive Emotions Scales. Journal of Well-Being Assessment. Advance online publication. doi:10.1007/s41543-019-00015-y

Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual Review of Psychology, 70, 551–576. doi:10.1146/annurev-psych-010418-102846

Dixson, D. D. & Stevens, D. (2018). A potential avenue for academic success: Hope predicts an achievement-oriented psychosocial profile in African American adolescents. Journal of Black Psychology44, 532–561. doi:10.1177/0095798418805644

Worrell, F. C., & Dixson, D. D. (2018). Recruiting and retaining underrepresented gifted students. In S. Pfeiffer (Ed.), Handbook of giftedness in children: Psycho-educational theory, research, and best practices (2nd ed.). New York, NY: Springer Publishing Company.

Dixson, D. D., Worrell, F. C., & Mello, Z. (2017). Profiles of hope: How clusters of hope relate to school variables. Learning and Individual Differences, 59, 55–64. doi:10.1016/j.lindif.2017.08.011

Dixson, D. D. (2017). Hope across achievement: Examining psychometric properties of the Children’s Hope Scale across the range of achievement. SAGE Open, 7, 1–11. doi:10.1177/2158244017717304

Dixson, D. D., Keltner, D., Worrell, F. C., & Mello, Z. (2017). The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement. The Journal of Educational Research. Advance online publication. 1–9. doi:10.1080/00220671.2017.1302915

Dixson, D. D., Roberson, C. C. B., & Worrell, F. C. (2017). Psychosocial keys to African American achievement? Examining the relationship between achievement and psychosocial variables in high achieving African Americans. Journal of Advanced Academics, 28, 120–140. doi:10.1177/1932202X17701734

Dixson, D. D., Worrell, F. C., Olszewski-Kubilius, P., & Subotnik, R. F. (2016). Beyond perceived ability: The contribution of psychosocial factors to academic performance. Annals of the New York Academy of Sciences, 1377, 67–77. doi:10.1111/nyas.13210

Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory Into Practice, 55, 153–159. doi:10.1080/00405841.2016.1148989

Dixson, D. D., & Worrell, F. C. (2016). Identity development in gifted children. In M. Neihart, S. Pfeiffer, & T. L. Cross (Eds.), The social and emotional development of gifted children: What do we know (2nd ed.)? Waco, TX: Prufrock Press.

Worrell, F. C., & Dixson, D. D. (2016). Racial/ethnic and gender identity in gifted classrooms. In C. Hudley (Ed.), Adolescent identity and schooling (pp. 92–106). New York, NY: Routledge.

Worrell, F. C., & Educational Research Seminar. (2015). Culture and identity in school psychology research and practice: Fact versus fiction. School Psychology Forum: Research in Practice, 9, 105–120.

Andretta, J. R., Worrell, F. C., Mello, Z. R., Dixson, D. D., & Baik, S. H. (2013). Demographic group differences in adolescents’ time attitudes. Journal of Adolescence, 36, 289–301. doi:10.1016/j.adolescence.2012.11.005