David S Yeager
Faculty Research Associate — Ph.D., Stanford University
Associate Professor, Department of Psychology

Contact
- E-mail: dyeager@utexas.edu
- Office: RLP 2.408
- Office Hours: By Appointment
Interests
Social-cognitive development, Motivation, Aggression, Adolescence, Research methodology, and Psychological interventions
Biography
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.
Dr. Yeager is the co-PI of the National Study of Learning Mindsets, the Texas Mindset Initiative, and the Texas Behavioral Science and Policy Institute. To learn more see here. To see our SXSW EDU keynote, see here. Dr. Yeager is recruiting graduate students and encourages all candidates, especially those who would add to diversity, to apply.
Representative Publications (See lab site for full list of publications)
Yeager, D. S., Krosnick, J. A., Visser, P., Holbrook, A., & Tahk, A. (2019). Moderation of classic social psychological effects by demographics in the U.S. adult population: New opportunities for theoretical advancement. Journal of Personality and Social Psychology. http://dx.doi.org/10.1037/pspa0000171 .
Yeager, D. S., Hanselman, P., … Dweck, C. S. (2019). A national study reveals where a growth mindset improves achievement. Nature. http://dx.doi.org/10.1038/s41586-019-1466-y
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. https://doi.org/10.1038/s41562-019-0586-6
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science. https://doi.org/10.1177/1745691618804166
Yeager, D. S., Purdie-Vaughns, V., Hooper, S. Y. and Cohen, G. L. (2017). Loss of institutional trust among racial and ethnic minority adolescents: A consequence of procedural injustice and a cause of life-span outcomes. Child Development.
Bryan, C., Yeager, D. S., Hinojosa, C.,* Chabot, A. M.,* Bergen, H.,* Kawamura, M.* & Steubing, F. (2016). Harnessing adolescent values to reduce unhealthy snacking. Proceedings of the National Academy of Sciences of the United States of America, 113(39), 10830-10835.
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., 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.
+ Yeager and Walton contributed equally to this research
Yeager, D.S., Lee, H.Y.* & Jamieson, J. (2016). How to improve adolescent stress responses: Insights from an integration of implicit theories and biopsychosocial models. Psychological Science, 27, 1078-1091.
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. (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.
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: 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.
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.
Courses
S S 302D • Hon Social Sci: Psychology-Wb
42420 • Spring 2021
Meets TTH 3:30PM-5:00PM
Internet; Synchronous
SB
T C 302 • Develpmntl Sci Of Adolscnce
41670 • Spring 2020
Meets TTH 2:00PM-3:30PM RLP 0.122
Wr
ID
T C 302 • Adolescence: Self And Society
42425 • Spring 2018
Meets TTH 8:00AM-9:30AM CLA 0.106
Wr
ID
PSY 341K • Devel Sci Of Adolescence
43131 • Fall 2017
Meets MW 3:00PM-4:30PM BUR 136
PSY 394S • Adv Dev Sci Of Adolescence
43469 • Spring 2017
Meets M 9:00AM-12:00PM SEA 1.332
PSY 394S • Adv Dev Sci Of Adolescence
43383 • Fall 2016
Meets M 3:30PM-6:30PM SEA 1.332
PSY 394S • Fundmntls Of Devel Psychology
42515 • Fall 2015
Meets TH 4:00PM-7:00PM SEA 1.332
PSY 394S • Workshop Psychol Interventions
44295 • Spring 2014
Meets T 3:30PM-6:30PM SEA 1.332
PSY 333D • Intro To Developmental Psych
43355 • Spring 2013
Meets TTH 8:00AM-9:30AM FAC 21
PSY 333D • Intro To Developmental Psych
43215 • Spring 2012
Meets TTH 2:00PM-3:30PM WEL 1.316
Publications
Representative Publications
(See lab website for full list of publications)
Yeager, D. S., Purdie-Vaughns, V., Hooper, S. Y. and Cohen, G. L. (2017). Loss of institutional trust among racial and ethnic minority adolescents: A consequence of procedural injustice and a cause of life-span outcomes. Child Development.
Bryan, C., Yeager, D. S., Hinojosa, C.,* Chabot, A. M.,* Bergen, H.,* Kawamura, M.* & Steubing, F. (2016). Harnessing adolescent values to reduce unhealthy snacking. Proceedings of the National Academy of Sciences of the United States of America, 113(39), 10830-10835.
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., 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.
+ Yeager and Walton contributed equally to this research
Yeager, D.S., Lee, H.Y.* & Jamieson, J. (2016). How to improve adolescent stress responses: Insights from an integration of implicit theories and biopsychosocial models. Psychological Science, 27, 1078-1091.
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. (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.
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: 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.
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.