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Psychology

D-Index
51
Citations
24102
World Ranking
5092
National Ranking
2795

Research.com Recognitions

  • 2012 - Review of Research Award, American Educational Research Association

Overview

David S. Yeager is affiliated with The University of Texas at Austin in the United States. Their research spans key areas within psychology and social sciences, with a particular focus on education, motivation, behavioral health, and social psychology.

Their scholarly output includes numerous publications primarily in experimental and cognitive psychology, social psychology, and education. Specific subfields include applied psychology and aspects of sociology and political science. Yeager's main topics of work cover:

  • Education, Achievement, and Giftedness
  • Grit, Self-Efficacy, and Motivation
  • Behavioral Health and Interventions
  • Early Childhood Education and Development
  • Social and Intergroup Psychology
  • Mental Health Research Topics
  • Psychological and Educational Research Studies

Frequent coauthors collaborating with Yeager are:

  • Cameron A. Hecht
  • Christopher J. Bryan
  • Carol S. Dweck
  • Gregory M. Walton
  • Jeremy P. Jamieson

The most common venues where Yeager has published include:

  • Psychoneuroendocrinology
  • Proceedings of the National Academy of Sciences
  • SSRN Electronic Journal
  • Journal of Research on Adolescence
  • American Psychologist

Recent papers authored or coauthored by Yeager include:

  • "What can be learned from growth mindset controversies?" (2020), American Psychologist
  • "Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn't Work" (2021), Psychological Science

Other notable recent publications in related fields, though not directly authored by Yeager but representative of the research context, are:

  • "Behavioural science is unlikely to change the world without a heterogeneity revolution" (2021), Nature Human Behaviour
  • "Seed and Soil: Psychological Affordances in Contexts Help to Explain Where Wise Interventions Succeed or Fail" (2020), Current Directions in Psychological Science
  • "Using large language models in psychology" (2023), Nature Reviews Psychology

In terms of recognition, Yeager received the Review of Research Award from the American Educational Research Association in 2012.

Best Publications

  • Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed

    David Scott Yeager;Carol S. Dweck

  • Social-Psychological Interventions in Education: They’re Not Magic

    David Scott Yeager;Gregory M. Walton

  • A national experiment reveals where a growth mindset improves achievement.

    David S. Yeager;Paul Hanselman;Gregory M. Walton;Jared S. Murray

  • Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposes

    Angela L. Duckworth;David Scott Yeager

  • Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement

    David Paunesku;Gregory M. Walton;Carissa Romero;Eric N. Smith

  • Mindsets: A View From Two Eras:

    Carol S Dweck;David S Yeager

  • Comparing the Accuracy of RDD Telephone Surveys and Internet Surveys Conducted with Probability and Non-Probability Samples

    David Scott Yeager;Jon A. Krosnick;Linchiat Chang;Harold S. Javitz

  • Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset during the Transition to High School.

    David S. Yeager;Carissa Romero;Dave Paunesku;Christopher S. Hulleman

  • Boring but important: A self-transcendent purpose for learning fosters academic self-regulation.

    David Scott Yeager;Marlone Deshaun Henderson;David Paunesku;Gregory M. Walton

  • What can be learned from growth mindset controversies

    David S. Yeager;Carol S. Dweck

  • Handbook of competence and motivation : theory and application

    Andrew J. Elliot;Carol S. Dweck;David S. Yeager

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

    David S. Yeager;Gregory M. Walton;Shannon T. Brady;Ezgi N. Akcinar

  • Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis

    David Scott Yeager;Carlton J. Fong;Hae Yeon Lee;Dorothy L. Espelage

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

    David S. Yeager;Ronald E. Dahl;Carol S. Dweck

  • The far-reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence.

    David Scott Yeager;Rebecca Johnson;Brian James Spitzer;Kali H. Trzesniewski

  • Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide.

    David Scott Yeager;Valerie Purdie-Vaughns;Julio Garcia;Nancy Apfel

  • An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion

    David Scott Yeager;Kali H. Trzesniewski;Carol S. Dweck

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

    Christopher J. Bryan;Elizabeth Tipton;David S. Yeager

  • Social and Emotional Learning Programs for Adolescents.

    David S. Yeager

  • Seed and Soil: Psychological Affordances in Contexts Help to Explain Where Wise Interventions Succeed or Fail.

    Gregory M. Walton;David S. Yeager

  • The Role of Purposeful Work Goals in Promoting Meaning in Life and in Schoolwork During Adolescence

    David Scott Yeager;Matthew J. Bundick

Frequent Co-Authors

Carol S. Dweck
Carol S. Dweck Stanford University
Gregory M. Walton
Gregory M. Walton Stanford University
Jon A. Krosnick
Jon A. Krosnick Stanford University
Geoffrey L. Cohen
Geoffrey L. Cohen Stanford University
Barbara Schneider
Barbara Schneider Michigan State University
Angela L. Duckworth
Angela L. Duckworth University of Pennsylvania
Robert Crosnoe
Robert Crosnoe The University of Texas at Austin
James J. Gross
James J. Gross Stanford University
Christopher G. Beevers
Christopher G. Beevers The University of Texas at Austin
Kali H. Trzesniewski
Kali H. Trzesniewski University of California, Davis

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