Dave Paunesku studies the motivation to learn and the conditions that are necessary for students to become engaged and effective learners. In 2010, he co-founded PERTS, an applied research center at Stanford University, in order to help educators apply insights from motivation science to inspire their students to learn. Read some of their stories here.
Paunesku's work with academic, industry, and government partners has led to the development of evidence-based resources that have reached millions of learners worldwide. His work has also been published in top academic journals, including Psychological Science and Proceedings of the National Academy of Sciences. His work has received over $10 million from government and philanthropic organizations, including the National Science Foundation, Institute of Education Sciences, Raikes Foundation, Joyce Foundation, Overdeck Foundation, and William and Flora Hewlett Foundation. His work has also been featured in numerous publications, including the New York Times, Wall Street Journal, Education Week, Atlantic, and USA Today. Paunesku serves on the advisory boards of Imagine, The Middle School Kindness Challenge, and EL Education.
Paunesku grew up in Chicago before moving to the San Francisco Bay Area, where he founded PERTS with friends Carissa Romero, Ben Haley, and Chris Macrander. He holds a B.A. from the University of Chicago and a Ph.D. from Stanford University, where his dissertation was supervised by Professors Carol Dweck and Greg Walton. He lives in Oakland, California.
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Okonofua, J.A., Paunesku, D., & Walton, G.M. (2016). A Brief Intervention to Encourage Empathic Discipline Cuts Suspension Rates in Half Among Adolescents. Proceedings of the National Academy of Sciences.
Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., ... & Gomez, E. M. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 201524360. link
Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 201608207. link
Paunesku, D., Walton, G.M., Romero, C.L., Smith, E.N., Yeager, D.S., & Dweck, C.S. (2015). Mindset interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784-93. link
Paunesku, D. (2013). Scaled-up social psychology: Intervening wisely and broadly in education. (Unpublished doctoral dissertation.) Stanford University. link
Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., ... & Trott, J. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374. link
Yeager, D.S., Henderson, H., Paunesku, D., Walton, G.M., D’Mello, S. Spitzer, B.J., & Duckworth, A.L. (2014). Boring but Important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107(4), 559-580. link
Romero, C., Master, A., Paunesku, D., Dweck, C. S., & Gross, J. J. (2014). Academic and emotional functioning in middle school: The role of implicit theories. Emotion, 14(2), 227. link
Smith, E. N., Romero, C., Donovan, B., Herter, R., Paunesku, D., Cohen, G. L., . . . Gross, J. J. (2017). Emotion theories and adolescent well-being: Results of an online intervention. Emotion. Advance online publication. link