Dr Hae Yeon Lee is currently an Assistant Professor of Psychology at the National University of Singapore and Assistant Professor of Social Sciences (Psychology) at Yale-NUS College. Asst Prof Lee is a developmental psychologist specialising in adolescent development, mindset, and social-emotional resilience. She received her BA in Psychology from Seoul National University in South Korea and her MA and PhD in Developmental Psychology from the University of Texas at Austin in the United States. Prior to joining Yale-NUS College, Asst Prof Lee was a postdoctoral research scholar at Stanford University, Department of Psychology. In 2019, she was named a Jacobs Foundation Young Scholar.
Asst Prof Lee’s research programme seeks to understand stress coping, resilience, and social-emotional experiences during adolescence and emerging adulthood. At the intersection of social-cognitive development and affective health science, Asst Prof Lee’s research interests span three broad areas: first, what are the contemporary sources of stress during adolescence and emerging adulthood? Second, what are the roles of mindsets and lay beliefs in shaping adolescents’ stress coping, social-emotional resilience, and learning outcomes throughout developmental trajectories? Third, how do various environmental contexts (i.e. parents, teachers, schools, and social media) interact with individuals’ psychosocial characteristics to promote or hinder the development of social-emotional resilience? To address these questions, her research utilises various ecologically-valid measures and randomised intervention trials in both laboratory and school field settings. Asst Prof Lee directs the Social Learning and Development Lab (SLDL) as the principal investigator.
Research Specialisations
- Adolescent development
- Mindsets
- Social-emotional development
- Stress and resilience
- Psychological interventions
- Social media and technology in youth development
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.
Seo E, Lee H Y, Jamieson J P, Reis H, Josephs R A, Beevers C G, & Yeager D S (2021). Trait attributions and threat appraisals explain why an entity theory of personality predicts greater internalizing symptoms during adolescence. Development and Psychopathology, 1-11.
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.
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.
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.
