Assistant Professor Hae Yeon Lee is a developmental psychologist specialising in adolescent development. She earned her Bachelor of Arts in Psychology with summa cum laude at Seoul National University (SNU) in South Korea. Asst Prof Lee earned her Master of Arts and Doctor of Philosophy in Developmental Psychology from the University of Texas at Austin, where she led a National Institutes of Health (NIH)-funded multi-site longitudinal school field intervention project to improve adolescents’ psychosocial stress and social-emotional adjustment. Her doctoral dissertation won the 2018 Society of Research in Child Development (SRCD) dissertation grant award. Prior to joining Yale-NUS College, Asst Prof Lee was a postdoctoral research fellow at Stanford University, Department of Psychology. In 2019, she was named as a Jacobs Foundation Young Scholar.
Asst Prof Lee’s research seeks to understand adolescents’ stress and social-emotional experiences. At the intersection of social-cognitive development and affective health science, Asst Prof Lee’s research interests span three broad areas: (1) what are the contemporary sources of stress during adolescence and emerging adulthood?; (2) what are the roles of mindsets and lay theories in shaping adolescents’ stress resilience, social development, and learning outcomes?; and (3) how can youths develop social-emotional competence and resilience in the ever-more connected digital social sphere? To address these questions, Asst Prof Lee’s research seeks collaborations with diverse schools, students, parents, and educators, and develops intervention programmes to promote a successful and healthy adolescent transition.
O’Keefe, P., Lee, H. Y., & Chen, P. (in press). Changing students’ beliefs about learning can unveil their potential. Policy Insights from the Behavioral and Brain Sciences.
Grapsas, E., Denissen, J. J. A., Lee, H. Y., Bos, P. A., & Brummelman, E. (in press). Climbing up or falling down: Narcissism predicts physiological sensitivity to social status in children and their parents. Developmental Science. Doi: 10.1111/desc.13062.
Chafkin, J., Yeager, D. S., O’Brien, J., Lee, H. Y., McAfee, C., Josephs, R. A. (in press). Gonadal and adrenal hormones interact with pubertal maturation to predict depressive symptoms in a group of high school females. Development and Psychopathology.
ten Brink, M., Lee, H. Y., Manber, R., Gross, J., & Yeager, D. S. (in press). Stress, sleep, and coping self-efficacy in adolescents. Journal of Youth and Adolescence. Doi: 10.1007/s10964-020-01337-4.
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 adolescence. Development and Psychopathology.
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. Guilford Press: New York, NY.
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.
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., & 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. Guilford Press: New York, NY.
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.