David S Yeager

Dados Biográficos

ID296664
NOMEDavid S Yeager
PRENOMESDavid S
SOBRENOMEYeager
ASSINATURAYEAGER D S
AFILIAÇÕESThe University of Texas at Austin
ORCID0000-0002-8522-9503
VERIFICADOSim
TOTAL DE OBRAS42
TOTAL DE CITAÇÕES669
TOTAL COMO AUTOR42
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2009
ANO MAIS RECENTE DE PUBLICAÇÃO2024
ÍNDICE H11

  • Measuring student mindsets at scale in resource‐constrained settings

    Open AccessGuilherme Lichand, Elliot Ash et al.ARTICLEJournal of Research on Adolescence2024Citada por: 1Referências: 2

    Mounting evidence that growth mindset-the belief that intelligence is not fixed and can be developed-improves educational outcomes has spurred additional interest in how to measure and promote it in other contexts. Most of this research, however, focuses on high-income countries, where the most common protocols for measuring and intervening on student mindsets rely on connected devices-often unavailable in low- and middle-income countries' school…

  • Mindsets, contexts, and college enrollment

    Open AccessCameron A Hecht, Jenny Buontempo et al.ARTICLEJournal of Research on Adolescence2024Citada por: 2Referências: 15

    Socioeconomic disparities in academic progress have persisted throughout the history of the United States, and growth mindset interventions-which shift beliefs about the malleability of intelligence-have shown promise in reducing these disparities. Both the study of such disparities and how to remedy them can benefit from taking the "long view" on adolescent development, following the tradition of John Schulenberg. To do so, this study focuses on…

  • Why meta-analyses of growth mindset and other interventions should follow best practices for examining heterogeneity

    Open AccessElise Tipton, Craig J Bryan et al.ARTICLEPsychological Bulletin2023Citada por: 10Referências: 2

    Meta-analysts often ask a yes-or-no question: Is there an intervention effect or not? This traditional, all-or-nothing thinking stands in contrast with current best practice in meta-analysis, which calls for a heterogeneity-attuned approach (i.e., focused on the extent to which effects vary across procedures, participant groups, or contexts). This heterogeneity-attuned approach allows researchers to understand where effects are weaker or stronger…

  • Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn’t Work

    Open AccessDavid S Yeager, Jamie M Carroll et al.ARTICLEPsychological Science2022

    A growth-mindset intervention teaches the belief that intellectual abilities can be developed. Where does the intervention work best? Prior research examined school-level moderators using data from the National Study of Learning Mindsets (NSLM), which delivered a short growth-mindset intervention during the first year of high school. In the present research, we used data from the NSLM to examine moderation by teachers’ mindsets and answer a new q…

  • A New Pathway to University Retention? Identity Fusion With University Predicts Retention Independently of Grades

    Open AccessSanaz Talaifar, Ashwini Ashokkumar et al.ARTICLESocial Psychological and…2021

    Individuals who are “strongly fused” with a group view the group as self-defining. As such, they should be particularly reluctant to leave it. For the first time, we investigate the implications of identity fusion for university retention. We found that students who were strongly fused with their university (+1 SD) were 7–9% points more likely than weakly fused students (−1 SD) to remain in school up to a year later. Fusion with university predic…

  • Stress, Sleep, and Coping Self-Efficacy in Adolescents

    Open AccessMaia ten Brink, Hae Yeon Lee et al.ARTICLEJournal of Youth and Adolescence2021Citada por: 2Referências: 101

  • The role of psychological factors and institutional channels in predicting the attainment of postsecondary goals

    Open AccessJ Parker Goyer, Gary M Walton et al.ARTICLEDevelopmental Psychology2021Citada por: 1Referências: 2

    Developmental systems theory and life span development describe the role of individual-context interactions in individual development but have not directly addressed how individuals pursue achievement goals in institutional contexts. We developed a theory informed by these perspectives that explains how institutional contexts affect emerging adults' success in transitioning to and progressing through college. We theorize that institutional contex…

  • Behavioural science is unlikely to change the world without a heterogeneity revolution

    Open AccessCraig J Bryan, Elise Tipton et al.ARTICLENature Human Behaviour2021Citada por: 25Referências: 91

  • Seed and Soil

    Open AccessGary M Walton, David S YeagerARTICLECurrent Directions in Psychological…2020

    Psychologically “wise” interventions can cause lasting improvement in key aspects of people’s lives, but where will they work, and where will they not work? We consider the psychological affordance of the social context: Does the context in which the intervention is delivered afford the way of thinking offered by the intervention? If not, treatment effects are unlikely to persist. Change requires planting good seeds (more adaptive perspectives) i…

  • Persistence and Fade-Out of Educational-Intervention Effects

    Open AccessDrew H Bailey, Greg J Duncan et al.ARTICLEPsychological Science in the…2020

    Some environmental influences, including intentional interventions, have shown persistent effects on psychological characteristics and other socially important outcomes years and even decades later. At the same time, it is common to find that the effects of life events or interventions diminish and even disappear completely, a phenomenon known as fade-out. We review the evidence for persistence and fade-out, drawing primarily on evidence from edu…

  • Getting Fewer “Likes” Than Others on Social Media Elicits Emotional Distress Among Victimized Adolescents

    Open AccessHae Yeon Lee, Jeremy P Jamieson et al.ARTICLEChild Development2020

    Three studies examined the effects of receiving fewer signs of positive feedback than others on social media. In Study 1, adolescents (N = 613, Mage = 14.3 years) who were randomly assigned to receive few (vs. many) likes during a standardized social media interaction felt more strongly rejected, and reported more negative affect and more negative thoughts about themselves. In Study 2 (N = 145), negative responses to receiving fewer likes were as…

  • How School Contexts Shape the Relations Among Adolescents’ Beliefs, Peer Victimization, and Depressive Symptoms

    Open AccessTessa M L Kaufman, Hae Yeon Lee et al.ARTICLEJournal of Research on Adolescence2020Citada por: 1Referências: 7

    The present research examined how school contexts shape the extent to which beliefs about the potential for change (implicit theories) interact with social adversity to predict depressive symptoms. A preregistered multilevel regression analysis using data from 6,237 ninth-grade adolescents in 25 U.S. high schools showed a three-way interaction: Implicit theories moderated the associations between victimization and depressive symptoms only in scho…

  • Psychological affordances help explain where a self-transcendent purpose intervention improves performance

    Open AccessStephanie L Reeve, Marlone D Henderson et al.ARTICLEJournal of Personality and Social…2020Citada por: 3Referências: 6

    Lay theory interventions instill situation-general ways of thinking, often using short reading and writing exercises, and they have led to lasting changes in behavior and performance in a wide variety of policy domains. Do they work in all contexts? We suggest that lay theory intervention effects depend on psychological affordances , which are defined as cues that allow individuals to view a lay theory as legitimate and adaptive in that context. …

  • What can be learned from growth mindset controversies

    Open AccessDavid S Yeager, Carol S DweckARTICLEAmerican Psychologist2020Citada por: 67Referências: 5

    The growth mindset is the belief that intellectual ability can be developed. This article seeks to answer recent questions about growth mindset, such as: Does a growth mindset predict student outcomes? Do growth mindset interventions work, and work reliably? Are the effect sizes meaningful enough to merit attention? And can teachers successfully instill a growth mindset in students? After exploring the important lessons learned from these questio…

  • How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries

    Open AccessMari Rege, Paul Hanselman et al.ARTICLEAmerican Psychologist2020Citada por: 14Referências: 8

    Here we evaluate the potential for growth mindset interventions (that teach students that intellectual abilities can be developed) to inspire adolescents to be "learners"-that is, to seek out challenging learning experiences. In a previous analysis, the U.S. National Study of Learning Mindsets (NSLM) showed that a growth mindset could improve the grades of lower-achieving adolescents, and, in an exploratory analysis, increase enrollment in advanc…

  • The Turnout Gap in Surveys

    Open AccessMatthew Debell, Jon A Krosnick et al.ARTICLESociological Methods & Research2020Citada por: 11Referências: 37

    Postelection surveys regularly overestimate voter turnout by 10 points or more. This article provides the first comprehensive documentation of the turnout gap in three major ongoing surveys (the General Social Survey, Current Population Survey, and American National Election Studies), evaluates explanations for it, interprets its significance, and suggests means to continue evaluating and improving survey measurements of turnout. Accuracy was gre…

  • A national experiment reveals where a growth mindset improves achievement

    Open AccessDavid S Yeager, Paul Hanselman et al.ARTICLENature2019

    A global priority for the behavioural sciences is to develop cost-effective, scalable interventions that could improve the academic outcomes of adolescents at a population level, but no such interventions have so far been evaluated in a population-generalizable sample. Here we show that a short (less than one hour), online growth mindset intervention—which teaches that intellectual abilities can be developed—improved grades among lower-achieving …

  • Adolescents with an entity theory of personality are more vigilant to social status and use relational aggression to maintain social status

    Open AccessHae Yeon Lee, David S YeagerARTICLESocial Development2019Citada por: 1Referências: 12

    The present research proposed that one social-cognitive root of adolescents' willingness to use relational aggression to maintain social status in high school is an entity theory of personality , which is the belief that people's social status-relevant traits are fixed and cannot change. Aggregated data from three studies ( N =882) showed that first-year high school adolescents in the U.S. who endorsed more of an entity theory were more likely to…

  • Moderation of classic social psychological effects by demographics in the U.S. adult population

    Open AccessDavid S Yeager, Jon A Krosnick et al.ARTICLEJournal of Personality and Social…2019Citada por: 5Referências: 16

    For decades, social psychologists have collected data primarily from college undergraduates and, recently, from haphazard samples of adults. Yet researchers have routinely presumed that thus observed treatment effects characterize "people" in general. Tests of seven highly cited social psychological phenomena (two involving opinion change resulting from social influence and five involving the use of heuristics in social judgments) using data coll…

  • Mindsets

    Open AccessCarol S Dweck, David S YeagerARTICLEPerspectives on Psychological…2019Citada por: 134Referências: 6

    A growth mindset is the belief that human capacities are not fixed but can be developed over time, and mindset research examines the power of such beliefs to influence human behavior. This article offers two personal perspectives on mindset research across two eras. Given recent changes in the field, the authors represent different generations of researchers, each focusing on different issues and challenges, but both committed to "era-bridging" r…

  • A values-alignment intervention protects adolescents from the effects of food marketing

    Open AccessCraig J Bryan, Natalia Vila-López et al.ARTICLENature Human Behaviour2019Citada por: 6Referências: 35

    Adolescents are exposed to extensive marketing for junk food, which drives overconsumption by creating positive emotional associations with junk food 1-6 . Here we counter this influence with an intervention that frames manipulative food marketing as incompatible with important adolescent values, including social justice and autonomy from adult control. In a preregistered, longitudinal, randomized, controlled field experiment, we show that this f…

  • Why Interventions to Influence Adolescent Behavior Often Fail but Could Succeed

    Open AccessDavid S Yeager, Ronald E Dahl et al.ARTICLEPerspectives on Psychological…2018

    We provide a developmental perspective on two related issues: (a) why traditional preventative school-based interventions work reasonably well for children but less so for middle adolescents and (b) why some alternative approaches to interventions show promise for middle adolescents. We propose the hypothesis that traditional interventions fail when they do not align with adolescents’ enhanced desire to feel respected and be accorded status; howe…

  • Social and Emotional Learning Programs for Adolescents

    David S YeagerARTICLEThe Future of Children2017

    Adolescents may especially need social and emotional help. They're learning how to handle new demands in school and social life while dealing with new, intense emotions (both positive and negative), and they're increasingly feeling that they should do so without adult guidance. Social and emotional learning (SEL) programs are one way to help them navigate these difficulties.

  • Teaching a lay theory before college narrows achievement gaps at scale

    Open AccessDavid S Yeager, Gary M Walton et al.ARTICLEProceedings of the National…2016

    Significance In the United States, large, persistent gaps exist in the rates at which racial, ethnic, and socioeconomic groups complete postsecondary education, even when groups are equated on prior preparation. We test a method for preventing some of those gaps by providing individuals with a lay theory about the meaning of commonplace difficulties before college matriculation. Across three experiments, lay theory interventions delivered to over…

  • Using design thinking to improve psychological interventions

    David S Yeager, Carissa Romero et al.ARTICLEJournal of Educational Psychology2016

    3,676). Although the intervention could still be improved even further, the current research provides a model for how to improve and scale interventions that begin to address pressing educational problems. It also provides insight into how to teach a growth mindset more effectively.