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Debra Umberson, Director 305 E. 23rd Street, Stop G1800 78712-1699 • 512-471-5514

David S Yeager

Faculty Research Associate Ph.D., Stanford University

Assistant Professor of Psychology
David S Yeager



Dr. Yeager is interested in understanding the processes shaping adolescent development, especially how social cognitive factors interact with structural and physiological influences 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, he can 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., Henderson, M., Paunesku, D., Walton, G., Spitzer, B.,* D’Mello, S., & Duckworth, A.L. (in press). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology.

Yeager, D.S., Johnson, R., Spitzer, B., Trzesniewski, K., Powers, J.*, & Dweck, C.S. (in press). 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.

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.


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