Publications

Papers are linked solely as a convenience to ensure timely dissemination of scholarly and technical works on a non-commercial basis.  Copyright is maintained by authors or publishers, and it is understood that persons accessing this information will adhere to the terms of the copyright and will not repost or disseminate without explicit permission.

* denotes undergraduate student or research assistant supervised

Journal Articles

Yeager, D. S., Dahl, R., & Dweck, C.S. (in press). Why interventions to influence adolescent behavior often fail but could succeedPerspectives on Psychological Science.

Yeager, D. S. (in press). Social-emotional learning programs for adolescentsFuture of Children.

Yeager, D. S. (in press). Dealing with social difficulty during adolescence: The role of implicit theories of personalityChild Development Perspectives.

Yeager, D. S., Purdie-Vaughns, V., Yang, S.,* & Cohen, G. L. (2017). Loss of institutional trust among racial and ethnic minority adolescents: Consequence of procedural injustice, cause of behavioral disengagement. Child Development, 88, 658-676. OSF. Specification curve.

Bryan, C., Yeager, D. S., Hinojosa, C.,* Chabot, A. M.,* Bergen, H.,* Kawamura, M.* & Steubing, F. (2016). Harnessing adolescent values to motivate healthier eatingProceedings of the National Academy of Sciences of the United States of America, 113(29), 10830-10835.  OSF.

Yeager, D. S., Walton, G., Brady, S., Akcinar, E. N.*, Paunesku, D., Keane, L., Kamentz, D., … & Dweck, C. S. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences of the United States of America, 113, E3341-E3348. Online supplement.

Yeager, D. S., Lee, H. Y.* & Jamieson, J. (2016). How to improve adolescent stress responses: Insights from an integration of implicit theories and biopsychosocial modelsPsychological Science, 27(8), 1078-1091. OSF.

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., Greene, D., Walton, G.M. & Dweck, C.S. (2016). 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, 108(3), 374-391. OSF.

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 interventionClinical Psychological Science, 3, 726-743Online 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-analysisJournal 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 adolescenceJournal 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 divideJournal 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 interventionsPhi 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 developedEducational 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 investigationContemporary 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 Quarterly76, 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 evidenceDevelopmental Psychology, 47, 1090-1107.

Yeager, D.S. & Walton, G. (2011). Social-psychological interventions in education: They’re not magicReview 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 SurveyMedical 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 SurveyMedical 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., & Krosnick, J.A. (under review). The impossible mediation test: A method for dealing with plausibly confounded mediation. OSF.

 

Book Chapters

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

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

Steger, M., Bundick, M., & Yeager, D.S. (2012).  The development of meaning during adolescence.  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 17th, 2009 fromhttp://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 12th, 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.