'I Make, Therefore I Am': The Effects of Curriculum-Aligned Making on Children's Self-Identity. - Sharon Lynn Chu; Rebecca J. Schlegel; Francis K. H. Quek; Andrew G. Christy; Kaiyuan Chen (CHI, 2017)

Making in the classroom: Longitudinal evidence of increases in self-efficacy and STEM possible selves over time. - Rebecca J. Schlegel; Sharon Lynn Chu; Kaiyuan Chen; Elizabeth Deuermeyer; Andrew G. Christy; Francis K. H. Quek (Comput. Educ., 2019)

Deploying computation-based Making projects in authentic public school classrooms at scale: Lessons learned. - Abhishek Kulkarni; David Magda; Rebecca Ward; Yerika Jimenez; Monica Hernandez; Ting Liu; Christina Gardner-McCune; Francis K. H. Quek; Rebecca J. Schlegel; Sharon Lynn Chu (Int. J. Child Comput. Interact., 2025)

Demystifying authenticity: Behavioral and neurophysiological signatures of self-positivity for authentic and presented selves. - Chengli Huang; Constantine Sedikides; Douglas J. Angus; William E. Davis; James W. Butterworth; Alexiss Jeffers; Rebecca J. Schlegel; Nicholas J. Kelley (NeuroImage, 2025)