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DAVID YEAGER

Student Experience Research Network · Greater Laredo Area · 5 days ago
OTHRFull-time

About the Researcher

David Yeager is an Associate Professor of Developmental Psychology at the University of Texas at Austin. He received his PhD in Developmental and Psychological Science from the Stanford University School of Education in 2011. Prior to beginning his career as a researcher, he was a middle school teacher in Tulsa, Oklahoma. Dr. Yeager also holds an M.Ed. in Secondary English and a B.A. in the Program of Liberal Studies from the University of Notre Dame, as well as an MA in Psychology from Stanford University.

Research Interests

Dr. Yeager’s work sits at the intersection of developmental, social, personality and educational psychology. He is interested in understanding the processes shaping adolescent development, especially how differences in adolescents’ social cognitions–their interpretations of social events and the beliefs that underlie these–can contribute to positive or negative trajectories for youth. He focuses on the life experiences and environments that give rise to social cognitive tendencies, on the interaction between social cognitions and the home or school environment, and on opportunities for redirecting social cognitions during developmental transitions.

Methodological Research

The second half of Dr. Yeager’s research is methodological. He studies the psychology of asking and answering questions as well as the implications of these insights for optimizing self-reports. In addition, he studies the differences in accuracy in national samples collected through probability methods as opposed to non-probability methods. He is interested in educational measurement and in methods to create and broadly apply measures of psychological factors affecting student outcomes.

Publications

  • Do student mindsets differ by socioeconomic status and explain disparities in academic achievement in the United States? A simple re-analysis overturns a “failure to replicate” and highlights an opportunity to improve scientific practice: Commentary on Li and Bates
  • Seed and soil: Psychological affordances in contexts help to explain where wise interventions succeed or fail
  • The relationship among classroom growth mindset climate, trust and respect, and student performance in mathematics
  • How does adopting a growth mindset improve academic performance? Probing the underlying mechanisms in a nationally representative sample
  • Investigating teachers’ implicit attitudes toward social groups
  • Teacher Mindsets: How Educators’ Perspectives Shape Student Success
  • A national experiment reveals where a growth mindset improves achievement
  • Impact of a growth mindset intervention on key predictors of academic success in a nationally representative sample
  • Mindsets: A view from two eras
  • Reducing inequality in academic success for incoming college students: A randomized trial of growth mindset and belonging interventions
  • Relationships between mindsets, socioeconomic status, and academic achievement
  • An entity theory of intelligence predicts higher cortisol levels when high school grades are declining
  • Increasing perseverance in math: Evidence from a field experiment in Norway
  • Social-emotional learning programs for adolescents
  • Why interventions to influence adolescent behavior often fail but could succeed
  • Student Experience Research Network’s portfolio of research on mindsets and the learning environment
  • Learning mindset programs can elevate achievement of low-performing students at scale
  • Findings from the pilot for the National Study of Learning Mindsets
  • Mindset programs that forecast common challenges prior to the transition of college can reduce achievement gaps
  • Current frontiers of non-cognitive measurement: Insights for policy and practice
  • Students need to know your only bias is for them to succeed
  • When students zone out, zero in on their desire to “matter” in life
  • Press release: Results from the National Study of Learning Mindsets
  • Lessons from the first round of the Mindsets & the Learning Environment Initiative
  • The origins of the Student Experience Research Network

Media

  • Media Don't Weed Out Students. Help Them Flourish.
  • The 2020 Edu-Scholar Public Influence Rankings Debate Arises over Teaching “Growth Mindsets” to Motivate Students
  • A mindset for success
  • Major US study shows positive impact of growth mindset
  • National Study Bolsters Case for Teaching 'Growth Mindset'
  • A Proof Point for the Value of Growth Mindsets
  • The Start of High School Doesn't Have to be Stressful
  • AERA: Measuring Persistence and Self-Control Through Tasks, Not Tests
  • When School Doesn't Seem Fair, Students May Suffer Lasting Effects
  • Can Teenage Defiance Be Manipulated For Good?
  • Conquering the Freshman Fear of Failure
  • Would You Be Happier with a Different Personality?
  • A Small Fix in Mind-Set Can Keep Students in School
  • Preparing Students for College Challenges Reduces Inequality
  • Should Grit Be Taught and Tested in School?
  • Scholars: Better Gauges Needed for 'Mindset,' 'Grit'
  • Grading Schools On Student Resilience And Self-Control
  • Don't Grade Schools on Grit
  • How to Help First-Generation Students Succeed
  • Testing for Joy and Grit? Schools Nationwide Push to Measure Students' Emotional Skills
  • A Key Researcher Says 'Grit' Isn't Ready For High-Stakes Measures

Expertise

Adolescent development, Social cognition, Intervention development, Psychological design, Measurement and sampling, Field experiments

Network Projects

National Mindset Study, College Transition Collaborative 2018-2019

Advisors and Leadership

Robert Crosnoe, Mesmin Destin, Paul Hanselman, Chandra Muller, Shanette Porter, Barbara Schneider, Elizabeth Tipton

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