Adolescent and Developmental Psychology
Lapsley, D. (2016). The plot thickens: Personality and its development. Human Development, 59, 37-48. DOI: 10.1159/000447251
Reilly, E., Stey, P. & Lapsley, D. (2016). A new look at the links between perceived parenting, socially-prescribed perfectionism and disordered eating. Personality and Individual Differences, 88, 17-20. http://dx.doi.org/10.1016/j.paid.2015.08.038
Morrell, H., Lapsley, D. & Halpern-Felsher, B. (2016) Subjective invulnerability and perception of tobacco-related benefits influence adolescent smoking behavior. Journal of Early Adolescence. 36, 679-703. DOI: 10.1177/0272431615578274
Lapsley, D. & Woodbury, R. D. (2016). Social cognitive development in emerging adulthood. In J.J. Arnett (Ed.), Oxford handbook of emerging adulthood (pp. 142-159). New York, NY: Oxford University Press.
Lapsley, D. (2014). The promise and peril of coming of age in the 21st century. Journal of Character Education, 10, 13-22.
D. K. & Stey, P.C.( March 2012). Id, ego, superego. In V.S. Ramachandran (Ed.), Encyclopedia of Human Behavior 2nd Ed. (pp. 393-399) http://dx.doi.org/10.1016/B978-0-12-375000-6.00199-3
Hill, P.L., Duggan, P. & Lapsley, D.K. (2011). Subjective invulnerability, risk behavior and adjustment in early adolescence. Journal of Early Adolescence, 32, 489-501. doi.org/10.1177/0272431611400304
Lapsley, D. & Hill, P. (2010). Subjective invulnerability, optimism bias and adjustment in emerging adulthood. Journal of Youth and Adolescence, 39, 847-857 doi.org/10.1007/s10964-009-9409-9
Bowman, N. A., Brandenberger, J. W., Hill, P. L., & Lapsley, D. K. (2011). The long-term impact of college diversity experiences: Well-being and social concerns 13 years after graduation. Journal of College Student Development, 52, 729-739. doi.org/10.1353/csd.2011.0075
Lapsley, D.K. (2010) Separation-individuation. In I. Weiner & W.E. Craighead (Eds.), Corsini encyclopedia of psychology. New York: Wiley http://dx.doi.org/10.1002/9780470479216.corpsy0847
Bowman, N., Brandenberger, J., Lapsley, D.K., Hill, P., & Quaranto, J. (2010). Serving in college, flourishing in adulthood: Does community engagement during the college years predict adult well-being. Applied Psychology: Health and Well-Being, 2(1), 14-34. doi.org/10.1111/j.1758-0854.2009.01020.x
Hill, P.L., Jackson, J.J., Roberts, B.W., Lapsley, D.K. & Brandenberger, J. W. (2011). Change you can believe in: Changes in goal-setting during emerging and young adulthood predict later adult well-being. Social Psychological and Personality Science, 2 (2), 123-131. doi.org/10.1177/1948550610384510
Lapsley, D. & Hill, (2010). Subjective invulnerability, optimism bias and adjustment in emerging adulthood. Journal of Youth and Adolescence, 39, 847-857 doi.org/10.1007/s10964-009-9409-9
Hill, P. L., Burrow, A. L., Lapsley, D. K., Brandenberger, J. W., & Quaranto, J. C. (2010) Collegiate purpose orientations and development in emerging and middle adulthood. Journal of Applied Developmental Psychology, 31, 173-179. doi.org/10.1016/j.appdev.2009.12.001
Lapsley, D.K. (2009). The self as legion. Human Development, 52 (5), 1-4.
Bronk, K.C., Hill, P.L., Lapsley, D.K., Talib, T.L. & Finch, W.H. (2009). Purpose, hope and life satisfaction in three age groups. Journal of Positive Psychology 4 (6) 500-510. doi.org/10.1080/17439760903271439
Hill, P. & Lapsley, D.K. (2010) Adaptive and maladaptive narcissism in adolescence. In C. T. Barry, P. Kerig, K. Stellwagen & T.D. Barry (Eds.), Implications of narcissism and Machiavellianism for the development of prosocial and antisocial behavior in youth. (pp. 89-105) Washington, D.C.: APA Press.
Aalsma, M., Lapsley, D.K. & Flannery, D. (2006). Narcissism, personal fables, and adolescent adjustment. Psychology in the Schools. 43, 481-491. doi.org/10.1002/pits.20162
Lapsley, D.K. & Aalsma, M. (2005). An empirical typology of narcissism and mental health in late adolescence. Journal of Adolescence, 11, 173-191.
Dixon, F. & Lapsley, D.K. & Hanchon, T. (2004). An empirical typology of perfectionism in gifted adolescents. Gifted Child Quarterly, 48, 95-106. doi.org/10.1177/001698620404800203
Aalsma, M. & Lapsley, D.K. (2001). A typology of adolescent delinquency: Gender differences and implications for treatment. Criminal Behavior and Menthal Health, 11, 173-191. doi.org/10.1002/cbm.386
Lapsley, D. & Edgerton, J. (2002). Separation-individuation, adult attachment style and college adjustment. Journal of Counseling and Development, 80, 485-493. doi.org/10.1002/j.1556-6678.2002.tb00215.
Rice, K.G. & Lapsley, D.K. (2001) Perfectionism, coping and emotional adjustment. Journal of College Student Adjustment, 42, 157-168
Lapsley, D.K., Aalsma, M.C. & Varshney, N.M. (2001). A factor analytic and psychometric examination of pathology of separation-individuation. Journal of Clinical Psychology, 57, 915-932. doi.org/10.1002/jclp.1059
Lapsley, D.K., Varshney, N.M. & Aalsma, M.C. (2000). Pathological attachment and attachment style in late adolescence. Journal of Adolescence, 23, 137-155. doi.org/10.1006/jado.2000.0304
Aalsma, M. & Lapsley, D.K. (1999). Religiosity and adolescent narcissism: Implications for values counseling. Counseling and Values, 44, 17-29
Lapsley, D.K. (1993). Towards an integrated theory of adolescent ego development: The "new look" at adolescent egocentrism. American Journal of Orthopsychiatry, 63, 562-571. doi.org/10.1037/h0079470
Rice, K., Cole, D. & Lapsley, D. (1990). Separation-individuation, family cohesion, and adjustment to college: Measurement validation and test of a theoretical model. Journal of Counseling Psychology, 37. 195-202. doi.org/10.1037/0022-0126.96.36.199
Lapsley, D., Rice, K. & FitzGerald, D. (1990). Adolescent attachment, identity, and adjustment to college: Implications for the continuity of adaptation hypothesis. Journal of Counseling and Development, 68, 566-570. doi.org/10.1002/j.1556-6676.1990.tb01411.x
Lapsley, D., Rice,K. & Shadid, G. (1989). Psychological separation and adjustment to college. Journal of Counseling Psychology, 36, 286-294.
Lapsley, D., FitzGerald, D., Rice, K. & Jackson, S. (1989). Separation-individuation and the "new look" at the imaginary audience and personal fable: A test of an integrative model. Journal of Adolescent Research, 4, 483-505. doi.org/10.1177/074355488944006
Lapsley, D. & Quintana, S. (1988). Mental capacity and role-taking. A structural equations approach. Merrill-Palmer Quarterly, 35, 143-165.
Lapsley, D. & Rice, K. (1988). The "new look" at the imaginary audience and personal fable: Toward a general model of adolescent ego development. In D. Lapsley and F.C. Power (Eds.), Self, ego, and identity: Integrative approaches. NY: Springer.
McDaniel, M., Lapsley, D. & Milstead, M. (1987). Testing the generality and automaticity of the self-reference effect. Journal of Experimental Social Psychology, 23, 269-284. doi.org/10.1016/0022-1031(87)90040-0
Lapsley, D., Milstead, M., Quintana, S., Flannery, D. & Buss, R. (1986). Adolescent egocentrism and formal operations: Tests of a theoretical assumption. Developmental Psychology, 22, 800-807. doi.org/10.1037/0012-16188.8.131.520
Lapsley, D. & Murphy, M. (1985). Another look at the theoretical assumptions of adolescent egocentrism. Developmental Review, 5, 201-217. doi.org/10.1016/0273-2297(85)90009-7
Moral Development and Moral-Character Education
Lapsley, D., LaPorte, E. & Kelley, K. (in press). Moral cognition in adolescence and emerging adulthood. In L. Crockett, G. Carlo & J. Schulenberg (Eds.), APA handbook of adolescence and young adult development. Washington, DC. American Psychological Association.
Lapsley, D. (in press). Moral formation in the family: A research agenda in time future. In D. Laible, G. Carlo & L. Padilla-Walker (Eds)., Oxford handbook of parenting and moral development. New York. Oxford University Press.
Lapsley, D. & Hardy, S. (in press) Identity formation and moral development in emerging adulthood. In L. Padilla-Walker & L. Nelson (Eds)., Flourishing in the third decade of life. New York: Oxford University Press.
Lapsley,D. (2017). Situationism and the Pyrrhic defense of character education. In C. Miller & W. Sinnott-Armstrong (Eds.), Moral Psychology Vol 5: Virtues and Vices. Cambridge, MA: MIT Press
Lapsley, D. (2016) Moral self-identity and the social-cognitive theory of virtue. In L. Annas, D. Narvaez & N. Snow (Eds). Advances in virtue development: Integrating perspectives (pp. 34-68).Oxford, UK: Oxford University Press.
Lapsley, D. (2016). On the prospects for Aristotelian character education. Journal of Moral Education, 45, 502-515 http://dx.doi.org/10.1080/03057240.2016.1236721
Lapsley, D. & Woodbury, R. (2016). Moral character development for teacher education. Action in Teacher Education. 38, 194-206. (Invited paper with invited peer commentary) doi.org/10.1080/01626620.2016.1194785
Woodbury, R. & Lapsley, D. (2016) On preparing moral educators: A reply to commentators. Action in Teacher Education, 38, 221-225.
Lapsley, D. (2016) Teaching moral development. In M. Cecil Smith & Nancy DeFrates-Densch (Eds.), Challenges and innovations in educational psychology teaching and learning (pp. 287-304). Charlotte, NC: Information Age Publishing.
Lapsley, D. (2015). Moral identity and developmental theory. Human Development, 58, 164-171. DOI: 10.1159/000435926
Lapsley, D. & Carlo, G. (2014). Moral development at the crossroad: New trends and possible futures. Developmental Psychology, 50, 1-7. doi.org/10.1037/a0035225
Lapsley, D. & Stey, P. (2014). Moral self-identity as the aim of education. In L. Nucci, D. Narvaez & T. Krettenauer (Eds.), Moral and character education 2ndEd. (pp. 84-100). New York: Routledge
Lapsley, D. & Yeager, D. (2013). Moral-character education. In I. Weiner (Ed.), Handbook of psychology (Vol. 7, Educational Psychology, W. Reynolds & G. Miller, Vol. Eds.), pp. 147-177. New York: Wiley
Lapsley, D., Holter, A., & Narvaez, D. (2013). Teaching for character: Three strategies for teacher education. In M. Sanger & R. Osgulthorpe (Eds.), The Moral Work of Teaching: Preparing and Supporting Practitioners (pp. 115-128). New York: Teachers College Press.
Stey, P., McKeever, M. & Lapsley, D. (2013). Moral judgment in adolescents: Age differences in applying and justifying three principles of harm. European Journal of Developmental Psychology, 10, 206- doi.org/10.1080/17405629.2013.765798
Lapsley, D., & Narvaez, D. (2011). Moral criteria and character education: A reply to Welch. Journal of Moral Education, 40 (4):527-531. doi.org/10.1080/03057240.2011.618780
Lapsley, D.K. (2010). Moral agency, identity and narrative in moral development. Human Development, 53, 87-97. doi.org/10.1159/000288210
Lapsley, D.K. & Hill, P. (2009). The development of the moral personality. In D. Narvaez & D.K. Lapsley (Eds.), Personality, identity and character: Explorations in moral psychology (pp. 185-213). Cambridge, UK: Cambridge University Press.
Lapsley, D.K. & Narvaez, D. (2008). “Psychologized morality” and ethical theory, or, Do good fences make good neighbors? In. F. Oser & W. Veugeler (Eds.) Getting involved: Global citizenship development and sources of moral values (pp. 279-292). Sense Publishers
Hill, P. & Lapsley, D.K. (2009). The ups and downs of the moral personality: Why it’s not so black and white. Journal of Research in Personality 43(3), 520-523. doi.org/10.1016/j.jrp.2009.01.014
Hill, P. & Lapsley, D.K. (2009). Persons and situations in the moral domain. Journal of Research in Personality. 43(2), 245-246. doi.org/10.1016/j.jrp.2008.12.034
Narvaez, D. & Lapsley, D.K. (2009). Moral identity, moral functioning and the development of moral identity. In D.M. Bartels, C.W. Bauman, Skitka, L.J. & Medin, D.L. (Eds). Moral judgment and decision-making: The psychology of learning and motivation: Advances in research and theory. (pp. 237-274). San Diego, CA: Elsevier Academic Press.
Lapsley, D. K., & Hill, P. L. (2008). On dual processing and heuristic approaches to moral cognition. Journal of Moral Education, 37, 313-332. doi.org/10.1080/03057240802227486
Lapsley, D. K. & Narvaez, D. (2006). Character education. In Vol. 4 (A. Renninger & I. Siegel, volume eds.), Handbook of Child Psychology (W. Damon & R. Lerner, Series Eds.) (pp. 248-296). New York: Wiley.
Narvaez, D., Lapsley, D.K., Hagele, S. & Lasky, B. (2006). Moral chronicity and social information processing. : Tests of a social cognitive approach to the moral personality. Journal of Research on Personality, 40, 966-985. doi.org/10.1016/j.jrp.2005.10.003
Lapsley, D. (2005). Moral stage theory. In M. Killen & J. Smetana (Eds.), Handbook of moral development (pp. 37-66). Mahwah, NJ: Lawrence Erlbaum Associates
Narvaez, D., & Lapsley, D. (2005). The psychological foundations of everyday morality and moral expertise. In D. Lapsley & Power, C. (Eds.), Character Psychology and Character Education (pp. 140-165). Notre Dame: IN: University of Notre Dame Press.
Lapsley, D., & Narvaez, D. (2005). Moral psychology at the crossroads. In D. Lapsley & Power, C. (Eds.), Character Psychology and Character Education (pp. 18-35). University of Notre Dame Press.
Lapsley, D. & Narvaez, D. (2004). A social-cognitive view of moral character. In D. Lapsley & D. Narvaez (Eds.), Moral development: Self and identity (pp. 189-212). Mahwah, NJ: Erlbaum.
Mucherah, W., Lapsley, D.K., Miels, J. & Horton, M. (2004). An intervention to improve socio-moral climate in elementary school classrooms: An evaluation of Don’t Laugh at Me. Journal of Research on Character Education, 3, pp. 45-58
D.K. & Lasky, B.M. (2001). Prototypic moral character. Identity, 1, 345-364.
Enright, R., Bjerstedt, A., Enright, W., Levy, V., Lapsley, D. & Buss, R. (1984). Distributive justice development. Cross-cultural, and longitudinal evaluations. Child Development, 55, 1737-1751. doi.org/10.2307/1129921
Lapsley, D. & Serlin, R. (1984). On the alleged degeneration of the Kohlbergian research program. Educational Theory, 34, 157-169. doi.org/10.1111/j.1741-5446.1984.00157.x
Educational and General Psychology
Biggs, A., Stey, P., Davoli, C., Lapsley, D. & Brockmole, J.R. (2014). Knowing where to draw the line: Perceptual differences between risk-takers and non-risk-takers. PLoS ONE, 9.3 doi.org/10.1371/journal.pone.0091880
Lapsley, D. (2011). Developing and framing meaningful problems. In. C. Conrad & R.C. Serlin (Eds.), SAGE Handbook for Research in Education (2nd Ed). SAGE.
Finch, W.H., Lapsley, D.K. & Baker-Boudissa, M. (2009). A survivor analysis of student mobility and retention in Indiana charter elementary schools. Education Policy Analysis Archives, 17 (18), 1-15.
Lapsley, D., Finch, H.W. & Baker-Boudrissa, M. (2007). A longitudinal analysis of academic achievement in Indiana charter schools. Charter School Review, 1 (2), 3-16
Serlin, R. & Lapsley, D. (1990). Meehl on theory appraisal. Psychological Inquiry, 1, 169-172. doi.org/10.1207/s15327965pli0102_13
Serlin, R. & Lapsley, D. (1985). Rationality in psychological research: The good-enough principle. American Psychologist, 40, 73-83. doi.org/10.1037/0003-066X.40.1.73
Serlin, R. & Lapsley, D. (1992). Rational theory appraisal in psychological research and the good-enough principle. In G. Keren & C. Lewis (Eds.), A handbook for data analysis in the behavioral sciences: Methodological issues. (pp. 199-228). Lawrence Erlbaum, Hillsdale, N.J.
Lapsley, D. (1985). On the dialectics of liberation theology. Counseling and Values, 31, 51-63. doi.org/10.1002/j.2161-007X.1986.tb00475.x
Lapsley, D.K. (2008). Strangers, mentors and Freud. In F. Pajares & T. Urdan (Eds.), The ones we remember: Scholars describe the teacher who made a difference. Greenwich, CT: Information Age Publishers
Lapsley, D.K.(1996): Me and Bob; Pop Psych 101 [Bob Dylan: The artist as hero and as selfobject]. Diverge Magazine,Vol. 1