David S Yeager

Faculty Research AssociatePh.D., Stanford University

Assistant Professor of Psychology
David S Yeager



Social-cognitive development, Motivation, Aggression, Adolescence, Research methodology, and Psychological interventions


Dr. Yeager is interested in understanding the processes shaping adolescent development, especially how social cognitive factors interact with structural and physiological factors to create positive or negative trajectories for youth.  He is also interested in learning how to influence these psychological processes, so as to improve developmental and educational outcomes for youth.  He primarily conducts randomized experiments in school settings because he believes, as Bronfenbrenner and Lewin did, that a good way to understand the system of forces affecting behavior and development is to try to change it.  In addition, in the process of designing experiments, we may create interventions that, with some adaptation, may be useful for addressing important problems facing society. 

Representative Publications (See lab site for full list of publications)

Yeager, D.S., Purdie-Vaughns, V., Yang, S., & Cohen, G.L. (in press). Declining institutional trust among racial and ethnic minority adolescents: Consequence of procedural injustice, cause of behavioral disengagement. Child Development.

Yeager, D.S., Romero, C., Paunesku, D., Hulleman, C., Schneider, B., Hinojosa, C., Lee, H.Y., O’Brien, J., Flint, K., Roberts, A., Trott, J., Walton, G.M. & Dweck, C.S. (in press). Using design thinking to make psychological interventions ready for scaling: The case of the growth mindset during the transition to high school. Journal of Educational Psychology. 

Miu, A. & Yeager, D.S. (2015). Preventing symptoms of depression by teaching adolescents that people can change:  Effects of a brief incremental theory of personality intervention at 9-month follow-up.  Clinical Psychological Science, 3, 726-743. 

Duckworth, A.L., & Yeager, D.S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability. Educational Researcher, 44, 237-251.

Yeager, D.S., Henderson, M., Paunesku, D., Walton, G., Spitzer, B., D’Mello, S., & Duckworth, A.L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107, 559-580.

Yeager, D.S., Johnson, R., Spitzer, B., Trzesniewski, K., Powers, J., & Dweck, C.S. (2014). The far-reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence.  Journal of Personality and Social Psychology, 106, 867-884

Yeager, D.S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Pebley, P., Master, A., Hessert, W., Williams, M. & Cohen, G.L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General143, 804-824.

Yeager, D.S., Miu, A.*, Powers, J., & Dweck, C.S. (2013). Implicit theories of personality and attributions of hostile intent: A meta-analysis, an experiment, and a longitudinal intervention. Child Development, 84, 1651-1667.

Yeager, D.S., Trzesniewski, K., & Dweck, C.S. (2013).  An implicit theories of personality intervention reduces adolescent aggression in response to victimization and exclusion. Child Development, 84, 970-988.

Yeager, D.S. & Dweck, C.S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 1-13.

Yeager, D.S., Bundick, M.J. & Johnson, B. (2012). The role of future work goal motives in adolescent identity development: A longitudinal mixed-methods investigation. Contemporary Educational Psychology, 37, 206-217.

Yeager, D.S. & Krosnick, J. (2011).  Does mentioning “some people” and “other people” in a survey question increase the accuracy of adolescents’ self-reports? Developmental Psychology, 47, 1674-1679.

Yeager, D.S., Trzesniewski, K., Tirri, K., Nokelainen, P., & Dweck, C.S. (2011). Adolescents’ implicit theories predict desire for vengeance: Correlational and experimental evidence. Developmental Psychology, 47, 1090-1107.

Yeager, D.S. & Walton, G. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267-301.

Yeager, D.S., Krosnick, J., Chang, L-C., Javitz, H., Levendusky, M., Simpser, A. & Wang, R. (2011). Comparing the accuracy of RDD telephone surveys and Internet surveys conducted with probability and non-probability samples. Public Opinion Quarterly, 75, 709-747.

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