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Journal Articles

Yeager, D. S., Carroll, J. M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R., Muller, C., Murray, J., Mhatre, P., Kersting, N., Hulleman, C., Kudym, M., Murphy, M., Duckworth, A., Walton, G. M., & Dweck, C. S. (in press). Teacher mindsets help explain where a growth mindset intervention does and doesn’t work. Psychological Science.

Bryan, C.J., Tipton, E., & Yeager, D. S. (2021). Behavioural science is unlikely to change the world without a heterogeneity revolution. Nature Human Behaviour, 5, 980-989. doi:10.1038/s41562-021-01143-3.

Seo, E., Lee, H. Y., Jamieson, J. P., Reis, H. T., Beevers, C. G., & Yeager, D. S. (2021). Trait attributions and threat appraisals explain the relation between implicit theories of personality and internalizing symptoms during adolescence. Development and Psychopathology. doi:10.1017/S0954579420001832

Yeager, D. S.  & Dweck, C. S. (2021). What can be learned from growth mindset controversies? American Psychologist, 75(9):1269-1284    doi:10.1037/amp0000794

Goyer, J. P., Walton, G. M., & Yeager, D. S. (2021). The role of psychological factors and institutional channels in predicting the attainment of postsecondary goals. Developmental Psychology, 57(1), 73-86.

Chafkin, J., Yeager, D., O’Brien, J., Lee, H., McAfee, C., & Josephs, R. (2021).  Gonadal and adrenal hormones interact with pubertal maturation to predict depressive symptoms in a group of high school females. Development and Psychology. doi:10.1017/S0954579420001935

ten Brink, M., Lee, H. Y., Manber, R., Gross, J. J., & Yeager, D. S. (2020). Stress, sleep, and coping self-efficacy in adolescents. Journal of Youth and Adolescence. 50:485-505.

DeBell M, Krosnick JA, Gera K, Yeager D. S., McDonald MP. (2020). The turnout gap in surveys: Explanations and solutions. Sociological Methods & Research. 49(4):1133-1162. doi:10.1177/0049124118769085

Reeves, S. L., Henderson, M. D., Cohen, G. L., Steingut, R., Hirschi, Q., & Yeager, D. S. (2021). Psychological affordances help explain where a self-transcendent purpose intervention improves performance. Journal of Personality and Social Psychology. 120(1):1-15. doi:10.1037/pspa0000246

Kaufman, T. M. L., Lee, H. Y., Benner, A. D., & Yeager, D. S. (2020). How school contexts shape the relations among adolescents’ beliefs, peer victimization, and depressive symptoms.  Journal of Research on Adolescence. 30(3):769-186. doi:10.1111/jora.12558

Rege, M., Hanselman, P., … Yeager, D. S. (in press). How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries. American Psychologist. 76(5):755-757. doi:10.1037/amp0000647

Lee, H.Y., Jamieson, J.P., Beevers, C.G., Josephs, R.A., Reis, H.T., & Yeager, D.S. (2020). Getting fewer “likes” than others on social media elicits emotional distress among victimized adolescents. Child Development. 91:2141-2159

Walton, G.M. & Yeager, D.S. (2020). Seed and soil: Psychological affordances in contexts help explain where wise interventions succeed or fail. Current Directions in Psychological Science. 29(3):219-226.

Talaifar, S., Ashokkumar, A., Pennebaker, J.W., Medrano, F.N., Yeager, D.S., Swann, W.B. (2020). A new pathway to university retention? Identity fusion with university predicts retention independently of grades. Social Psychological and Personality Science. 112(1):108-117. 

Lee, H.Y., & Yeager, D.S. (2020. Adolescents with an entity theory of personality use relational aggression to maintain social status. Social Development. 29:273-289.

Bailey, D. H., Duncan, G., Cunha, F., Foorman, B. R., & Yeager, D. S. (2019). Fadeout and persistence of educational intervention effects. Psychological Science in the Public Interest. 21(2):55-97.

Bryan, C., Yeager, D. S., & O’Brien, J. (2019). Replicator degrees of freedom allow publication of misleading “failures to replicate.” Proceedings of the National Academy of Sciences of the United States of America. 116(51), 25535-25545.

Yeager, D. S., Hanselman, P., Walton, G. M., Crosnoe, R., Muller, C. L., Tipton, E., … Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature. 573(7774), 364-369.

Destin, M., Hanselman, P., Buontempo, J., Yeager, D. S., & Tipton, E. (2019). Do student mindsets differ by socioeconomic status and explain disparities in academic in the United States? AERA Open, 5(3), 1–12.

Yeager, D. S., Krosnick, J. A., Visser, P., Holbrook, A., & Tahk, A. (2019). Moderation of classic social-psychological effects by demographics in a nationally-representative sample: New opportunities for theoretical advancement. Journal of Personality and Social Psychology. 11(6), 384-399. OSF.

Bryan, C. J., Yeager, D. S., & Hinojosa, C. P. (2019). A values-alignment intervention protects adolescents from the effects of food marketing.  Nature Human Behaviour. 3(6), 596-603. doi:10.1038/s41562-019-0586-6

Calvete, E., Fernández-Gonzalez, L., Orue, I., Echezarraga, A., Royuela-Colomer, E., Cortazar, N., … Yeager, D. S. (2019). The effect of an intervention teaching adolescents that people can change on depressive symptoms, cognitive schemas, and hypothalamic-pituitary-adrenal axis hormones. Journal of Abnormal Child Psychology. 47(9), 1533-1546. doi:10.1007/s10802-019-00538-1

Dweck, C. S., & Yeager, D. S., (2019) Mindsets: A view from two eras. Perspectives on Psychological Science. 13(3), 481-496. doi:10.1177/1745691618804166

Lee, H.Y., Jamieson, J.P., Miu, A.S., Josephs., R.A., & Yeager, D.S. (2018). An entity theory of intelligence predicts higher cortisol levels when high school grades are declining. Child Development. 90(6), 849-867. (OSF) doi:10.1111/cdev.13422

Dainer-Best, J., Lee, H.Y., Shumake, J.D., Yeager, D.S., Beevers, C.G. (2018). Determining optimal parameters of the self-referent encoding task: A large-scale examination of self-referent cognition and depression. Psychological Assessment. 30(11), 1527-1540. doi:10.1037/pas0000602

DeBell, M., Krosnick, J.A., Gera, K., Yeager, D.S., & McDonald, M.P. (2018 online). The turnout gap in surveys: Explanations and solutions. Sociological Methods and Research. 49(4):1133-1162. doi:10.1177/0049124118769085

Broda, M., Yun, J., Schneider, B., Yeager, D. S., Walton, G. M., & Diemer, M. (2018). Reducing inequality in academic success for incoming college students: A randomized trial of growth mindset and belonging interventions. Journal of Research on Educational Effectiveness, 11(3), 317–338.

Ramirez, G., Hooper, S. Y., Kersting, N. B., Ferguson, R., & Yeager, D. S. (2018). Teacher math anxiety relates to adolescent students’ math achievement. AERA Open, 4(1), 1–13.

Yeager, D. S., Dahl, R., & Dweck, C.S. (2018). Why interventions to influence adolescent behavior often fail but could succeed. Perspectives on Psychological Science. 13(1), 101-122.

Jamieson, J. P., Hangen, E. J., Lee, H. Y., Yeager, D. S. (2018). Capitalizing on appraisal processes to improve affective responses to social stress. Emotion Review. 10(1), 30-39.

Bettinger, E., Ludvigsen, S., Rege, M., Solli, I. F., Yeager, D. S. (2018). Increasing perseverance in math: Evidence from a field experiment in Norway. Journal of Economic Behavior and Organization. 146, 1-15

Yeager, D. S. (2017). Social and emotional learning programs for adolescents. Future of Children. 27(1), 73-94.

Yeager, D. S. (2017). Dealing with social difficulty during adolescence: The role of implicit theories of personality. Child Development Perspectives. 11(3), 196-201.

Miu, A.* & Yeager, D.S. (2015). Preventing depressive symptoms by teaching adolescents that people can change: Nine-month effects of a brief incremental theory of personality intervention. Clinical Psychological Science, 3, 726-743. Online supplement.

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, 784-793.

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

Yeager, D.S., Fong, C.J.*, Lee, H.Y.*, & Espelage, D. (2015). Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36-51. (Special issue on “Bullying Prevention and Intervention”).

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. Online supplement.

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. Online supplement.

Yeager, D.S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., Hessert, W.T., Williams, M.E. & Cohen, G.L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143, 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.Online supplement.

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.  Online supplement. (Article is “Online Open” and available to download for free without a subscription)

Yeager, D.S., Walton, G., & Cohen, G.L. (2013). Addressing achievement gaps with psychological interventions. Phi Delta Kappan, 94(5), 62-65.

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. (2012).  Does mentioning “some people” and “other people” in an attitude question improve measurement quality?Public Opinion Quarterly, 76, 131-141.

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.  Online supplement.

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., Larson, S. B.*, Krosnick, J., & Tompson, T. (2011). Measuring Americans’ issue priorities: A new version of the most important problem question reveals more concern about global warming and the environment.Public Opinion Quarterly, 75, 125-138.

Yeager, D.S. & Krosnick, J. (2011). Re: Response to the Validity of Self-Reported Nicotine Product Use in the 2001–2008 National Health and Nutrition Examination Survey. Medical Care, 49, 332.

Yeager, D.S. & Krosnick, J. (2010). The validity of self-reported nicotine product use in the 2001-2008 National Health and Nutrition Examination Survey, Medical Care, 48, 1128-1132. Faculty of 1000.

Yeager, D.S. & Bundick, M.J. (2009).  The role of purposeful work goals in promoting meaning in life and in schoolwork during adolescence.  Journal of Adolescent Research, 24, 423-452.

Articles Under Review (working drafts available for comments)

Yeager, D.S., Bryk, A., Hausman, H., Muhich, J., & Morales, L. (under review). Practical measurement.

Yeager, D.S. & Lee, H.Y. (2020). The incremental theory of personality intervention. In G. Walton & A. Crum (Eds.) Handbook of wise interventions: How social-psychological insights can help solve problems. New York, NY: Guilford Press.

Dweck, C.S. & Yeager, D.S. (2020). The growth mindset of intelligence intervention. In G. Walton & A. Crum (Eds.) Handbook of wise interventions: How social-psychological insights can help solve problems. New York, NY: Guilford Press.

Yeager, D. S. (2020). A purpose for working hard: When transcending the self creates self-regulation. In E. Aronson & J. Aronson, (Eds.) Readings about the Social Animal, New York: Worth Publishing.

Tipton, E., Yeager, D.S., Iachan, R., & Schneider, B. (2019). Designing probability samples to study treatment effect heterogeneity. Experimental Methods in Survey Research: Techniques that Combine Random Sampling with Random Assignment. Lavrakas, P.J. (Ed.). New York, NY: John Wiley & Sons.

Yeager, D. S., Lee, H. Y.,* & Dahl, R. (2017). Competence and motivation in adolescence. In A. Elliot, C. S. Dweck, & D. S. Yeager, (Eds.) Handbook of Competence and Motivation (2^nd Edition): Theory and Application. (pp. 431-448). New York, NY: Guilford Press.

Lapsley, D., & Yeager, D.S., (2012).  Moral character education.  In W. M. Reynolds, G. E. Miller, & I. B. Weiner, (Eds.) Handbook of Psychology: Vol. 7. Educational Psychology, 2^nd ed., NJ: John Wiley and Sons Inc.

Steger, M., Bundick, M., & Yeager, D.S. (2012).  Meaning in life.  In R.J. Levesque (Ed.). Encyclopedia of Adolescence. New York, NY: Springer.

Yeager, D.S., & Miu, A.* (2011). Implicit theories of personality predict motivation to use prosocial coping strategies after bullying in high school.  In E. Frydenberg, & G. Reevy, (Eds.) Personality, Stress and Coping: Implications for Education.

Bundick, M. J., Yeager, D. S., King, P. E., & Damon, W. (2010). Thriving across the lifespan. In Lerner, R. M., Lamb, M. E., Freund, A. M. & Overton, W. F. (Eds.), Handbook of life-span development, Vol. 1: Cognition, Biology and Methods (pp. 882-923). Hoboken, NJ: John Wiley & Sons.

Additional Writings

Mindset ScholarsNetwork.  Non-Cognitive Measurement Frontiers Brief May 2015.

Yeager, D.S., Paunesku, D., Walton, G., & Dweck, C.S. (2013). How can we instill productive mindsets at scale? A review of the evidence and an initial R&D agenda. A White Paper prepared for the White House meeting on “Excellence in Education: The Importance of Academic Mindsets.” 

Bryk, A. Yeager, D.S., Hausman, H., Muhich, J., Grunow, A., LeMahieu, P., & Gomez, L. (2013). Improvement research carried out through networked communities: Accelerating learning about practices that support more productive student mindsets. A White Paper prepared for the White House meeting on “Excellence in Education: The Importance of Academic Mindsets.”

Yeager, D.S., & Krosnick, J. (2009).  Were the benchmarks really wrong?  Retrieved on December 17^th, 2009 from http://blogs.abcnews.com/thenumbers/2009/12/survey-accuracy-revisiting-the-benchmarks-.html

Yeager, D.S., Krosnick, J., & Javitz, H. (2009).  More on problems with opt-in Internet surveys.  Retrieved on Oct 12^th, 2009 from http://blogs.abcnews.com/thenumbers/2009/09/guest-blog-more-on-the-problems-with-optin-internet-surveys.html

Krosnick, J. A., Malka, A., & Yeager, D.S. (2009).  State of the nation: Getting warmer.  Boston Review,September/October: 6.