Publications

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JOURNAL ARTICLES

O’Keefe, P., Lee, H. Y., & Chen, P. (2021). Changing students’ beliefs about learning can unveil their potential. Policy Insights from the Behavioral and Brain Sciences, 8(1), 84-91. Doi: 10.1177/2372732220984173.

Seo, E., Lee, H. Y., Jamieson, J. P., Reis, H. T., Josephs, R. A., Beevers, C. G., & Yeager, D. S. (in press). Trait attributions and stress appraisals explain why an entity theory of personality predicts greater internalizing symptoms during adolescenceDevelopment and Psychopathology.

Chafkin, J., Yeager, D. S., O’Brien, J., Lee, H. Y., McAfee, C., Josephs, R. A. (2021). Gonadal and adrenal hormones interact with pubertal maturation to predict depressive symptoms in a group of high school females. Development and Psychopathology, 1-15. Doi: 10.1017/ S0954579420001935.

Grapsas, E., Denissen, J. J. A., Lee, H. Y., Bos, P. A., & Brummelman, E. (2020). Climbing up or falling down: Narcissism predicts physiological sensitivity to social status in children and their parents. Developmental Science, e13062. Doi: 10.1111/desc.13062.

ten Brink, M., Lee, H. Y., Manber, R., Gross, J., & Yeager, D. S. (2020). Stress, sleep, and coping self-efficacy in adolescents. Journal of Youth and Adolescence. Doi: 10.1007/s10964-020-01337-4.

Kaufman, K. M. L., Lee, H. Y., Benner, A. D., & Yeager, D. S. (2020). How school contexts shape the relations among adolescents’ beliefs, peer victimization, and depressive symptoms.  Journal of Research on Adolescence, 30(3), 769-782. Doi: 10.1111/jora.12558.

Lee, H. Y., Jamieson, J. P.,Reis, H. T., Beevers, C. G., Josephs, R. A., Mullarkey, M. C., O’Brien, J., & Yeager, D. S. (2020). Getting fewer “likes” than others on social media elicits emotional distress among victimized adolescents. Child Development, 91(6), 2141-2159. Doi: 10.1111/cdev.13422.
+ featured in the UT Austin’s 2020 Research Highlights. Click here to read more.

Lee, H. Y., & Yeager, D. S. (2019). Adolescents with an entity theory of personality are more vigilant to social status and use relational aggression to maintain social status. Social Development, 29(1), 273-289. Doi: 10.1111/sode.12393.

Lee, H. Y., Jamieson, J. P., Miu, A. S., Josephs, R. A., & Yeager, D. S. (2019). An entity theory of intelligence predicts higher cortisol levels when high school grades are declining. Child Development. 90(6), e849-e867. Doi: 10.1111/cdev.13116.

Dainer-Best, J., Lee, H. Y., Shumake, J., Yeager, D. S., & Beevers, C. G. (2018). Determining optimal parameters of the Self Referent Encoding Task: A large-scale examination of self-referent cognition and depression. Psychological Assessment, 30(11), 1527-1540. Doi: 10.1037/pas0000602.

Jamieson, J. P., Hangen, E. J., Lee, H. Y., & Yeager, D. S. (2017). Author reply: Arousal reappraisal as an affect regulation strategy. Emotion Review, 10(1), 74-76. Doi: 10.1177/1754073917724878.

Jamieson, J. P., Hangen, E. J., Lee, H. Y., & Yeager, D. S. (2017). Capitalizing on appraisal processes to improve social stress responses. Emotion Review, 10(1), 30-39. Doi: 10.1177/1754073917693085.

Yeager, D. S., Lee, H. Y., & Jamieson, J. P. (2016). How to improve adolescent stress responses: Insights from an integration of implicit theories and biopsychosocial model. Psychological Science, 27(8), 1078-1091. Doi: 10.1177/0956797616649604. 

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., & Dweck, C. (2016). Designing social-psychological interventions for full-scale implementation: The case of growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374-391. Doi: 10.1037/edu0000098.

Yeager, D.S., Fong, C.J., Lee, H. Y., & Espelage, D. (2015). Declines in efficacy of anti-bullying programs among older adolescents: A developmental theory and a three-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36-51. Doi: 10.1016/j.appdev.2014.11.005.
+ received the 2015 APA Division 7 (Developmental Psychology) Early Career Outstanding Paper Award.

book chapters

Yeager, D. S., & Lee, H. Y. (2020). The incremental theory of personality intervention. In G. M. Walton, & A. J. Crum (Eds.), Handbook of wise interventions: How social-psychological insights can help solve problems. New York, NY: Guildford Press.

Yeager, D. S., Lee, H. Y., & Dahl, R. E. (2017). Competence and motivation in adolescence. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation (2nd Edition): Theory and application. New York, NY: Guilford Press.

OP-ED ARTICLES

Lee, H. Y., & Yeager, D. S. (Aug 2018). Reducing the toxic stress of starting high school. Future Ed.

Yeager, D. S., Lee, H. Y. (Aug 2018). The start of high school doesn’t have to be stressful. The Conversation.

Manuscripts in Preparation

denotes equal contributions as co-first authors.

Lee, H. Y., Brady, S. T., Ospina, J., Hirschi, Q., Yeager, D. S., & Walton, G. M. (in prep) A Social-belonging intervention reduces university health center visits during college years among disadvantaged minority students.

Lee, H. Y., Brummelman, E., Yeager, D. S., & Dweck, C. S. (in prep) Promoting stress resilience in adolescence: The role of parents’ implicit theories of personality as a psychological context.

Lee, H. Y., Jamieson, J. P., Josephs, R. A., Reis, H. T., Beevers, C. G., Dobias, M., … & Yeager, D. S. (in prep). An incremental theory of personality promotes stress resilience in adolescence: Evidence from a pre-registered replication study. Planned analyses pre-registered at https://osf.io/d2ua7/

Lee, H. Y.,
Weissman, D., Jamieson, J. P., & Elliot, A. J. (in prep). Daily perceived competitiveness and affective experiences in high school. Planned analyses pre-registered at https://osf.io/dcvma/

Lee, H. Y., Jamieson, J. P., Josephs, R. A., Beevers, C. G., Reis, H. T., & Yeager, D. S. (in prep). Adolescents’ implicit theories of personality shape their responses to social media stressors.

Lee, H. Y., & Yeager, D. S. (in prep). Understanding adolescents’ sensitivity to social status: Toward an integrative developmental model.