Peer-reviewed Publications
+ denotes graduate student authors; §denotes undergraduate student authors; *denotes a corresponding author
2022
39. 이유경, 서은진, +민자원, +김반디, +신윤선, §김욱일, §최재연(2022). 사회적 역량에 대한 협동학습의 효과: 메타분석. 교육학연구, 60(8), 61-97. [Lee, Y., Seo, E., +Min, J., +Kim, B., +Shin, Y., §Kim, U., & §Choe, J. (2022). The effects of cooperative learning on social competencies: A meta-analysis. Korean Journal of Educational Research, 60(8), 61-97.]
38. *Lee, Y., Cho, E., +Kim, E., +Lee, G., Capin, P., & Swanson, E. (2022). Profiles of reading mindset and self-efficacy: How are they related to achievement goals, engagement, and reading achievement? Educational Psychology, 42(8), 932-951. https://doi.org/10.1080/01443410.2022.2117277
37. 이유경, +민자원, +신윤선(2022). 사회인지적 갈등조절 척도의 한국어판 타당화. 교육심리연구, 36(2), 129-152. [Lee, Y., Shin, Y., & Min, J. (2022). Validation of the Korean version of the sociocognitive conflict regulation scale. The Korean Journal of Educational Psychology, 36(2), 129-152. http://dx.doi.org/10.17286/KJEP.2022.36.2.02]
36. 이유경, 박소영, +김효진, +신윤선(2022). 대학생의 협동·경쟁적 태도 잠재프로파일과 의사소통역량, 학업 참여 및 성취도 간의 관계. 아시아교육연구, 23(2), 389-419. [Lee, Y., Park, S., Kim, H., & Shin, Y. (2022). The relation between the latent profiles of university students’ cooperative · competitive attitudes and communication competency, engagement, and academic achievement. Asian Journal of Education, 23(2), 389-419. https://doi.org/10.15753/aje.2022.6.23.2.389]
35. +김효진, 박소영, +신윤선, *이유경(2022). 비대면 학습상황에서 대학생의 의사소통역량 평가도구 개발. 교육학연구, 60(2), 201-229. [Kim, H., Park, So., Shin, Y., & *Lee, Y. (2022). The development of a behavior-based measurement tool for undergraduate students' communication competency in online learning situations. Korean Journal of Educational Research, 60(2), 201-229. http://dx.doi.org/10.30916/KERA.60.2.201]
34. 함은혜, 이유경, 박소영, +박혜진, 이성혜 (2022). 초등학생 과학 탐구과제 수행 특성 분석 및 채점기준 개발. 한국과학교육학회지. [Ham, E., Lee, Y., Park, S., Park, H., & Lee, S. (2022). Analysis on the characteristics and criteria development in performing science inquiry tasks for elementary school students. Journal of the Korean Association for Science Education. https://doi.org/10.14697/jkase.2022.42.2.239]
33. Lee, Y., +Kim, E., & Seo, E. (2022). Co-development of adolescents’ cooperative and competitive attitudes: How it predicts mental health and academic achievement. Journal of Research on Adolescence, 32(2), 681-695. https://doi.org/10.1111/jora.12765
32. *Lee, Y., & *Seo, E. (2022). Cooperative and competitive attitudes during adolescence and their social and academic outcomes. Journal of Youth and Adolescence, 51, 792-804. https://doi.org/10.1007/s10964-022-01583-8
31. *Lee, Y., Bovee, E., Robinson, K. A., Perez, T., Lira, K., Briedis, D., Walton, P., & Linnenbrink-Garcia, L. (2022). The multiplicative function of expectancy and value in predicting engineering students’ choice, persistence, and performance. Journal of Engineering Education, 111(3), 531-553. https://doi.org/10.1002/jee.20456
30. *Lee, Y., & Roseth, C. J. (2022). A 2 x 2 model of sociocognitive conflict regulation. Journal of Experimental Social Psychology, 99, 104269. https://doi.org/10.1016/j.jesp.2021.104269
2021
29. Totonchi, D. A., Perez, T., Lee, Y., Robinson, K. A., & Linnenbrink-Garcia, L. (2021). The role of stereotype threat in ethnic minority students’ declining science motivation: A four-year longitudinal study of achievement and persistence in STEM. Contemporary Educational Psychology, 67, 102015. https://doi.org/10.1016/j.cedpsych.2021.102015
28. *Seo, E., & *Lee, Y. (2021). Stereotype threat in high school classrooms: How it links to teacher mindset climate, mathematics anxiety, and achievement. Journal of Youth and Adolescence, 50, 1410-1423. https://doi.org/10.1007/s10964-021-01435-x
27. Ranellucci, J., Robinson, K. A., Rosenberg, J., Lee, Y., Roseth, C. J., & Linnenbrink-Garcia, L. (2021). Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom. Contemporary Educational Psychology, 65, 101966. https://doi.org/10.1016/j.cedpsych.2021.101966
26. Lee, Y., & Ju, U. (2021). Joint trajectories of extrinsic motivation and competence beliefs: A parallel-process growth mixture modeling approach. Contemporary Educational Psychology, 65, 101944. https://doi.org/10.1016/j.cedpsych.2021.101944
25. +신윤선, *이유경(2021). 창의적 사고 역량과 학업적 자아개념의 종단적 관계: 자기회귀교차지연 효과 검증. 교육심리연구, 35(4), 663-686. [Shin, Y., & Lee, Y. (2021). The longitudinal relation between creative thinking competency and academic self-concept: A cross-lagged path analysis. The Korean Journal of Educational Psychology, 35(4), 663-686. http://dx.doi.org/10.17286/KJEP.2021.35.4.06]
24. 박소영, +신윤선, 이유경, +민자원, 김진희(2021). 학생 핵심역량에 관한 연구동향 분석, 아시아교육연구, 22(4), 769-799. [Park, S., Shin, Y., Lee, Y., Min, J., & Kim, J. (2021). A research trend analysis on students' core competencies. Asian Journal of Education, 22(4), 769-799. https://doi.org/10.15753/aje.2021.12.22.4.769]
23. 이유경, +신윤선, +김반디, +민자원(2021). 한국 중고등학생의 핵심역량 잠재프로파일의 안정성과 예측 및 결과 변인, 교육심리연구, 35(3), 507-532. [Lee, Y., Shin, Y., Kim, B., & Min, J. (2021). Stability of core competency latent profiles and their predictors and outcomes among secondary school students in South Korea. The Korean Journal of Educational Psychology, 35(3), 507-532. http://dx.doi.org/10.17286/KJEP.2021.35.3.06]
22. 이유경, +민자원, +신윤선, 함은혜, 박소영, +김반디(2021). 교사의 지능신념 프로파일에 따른 역량기반 교육과정 실천의 차이. 한국교원교육연구, 38(2), 139-161. [Lee, Y., Min, J., Shin, Y., Ham, E., Park, S., & Kim, B. (2021). Differences in competency-based curriculum practice among teachers’ profiles of implicit theories of intelligence. The Journal of Korean Teacher Education, 38(2), 139-161. http://dx.doi.org/10.24211/tjkte.2021.38.2.139]
21. 이성혜, 이유경, 박소영, 함은혜(2021). 자기조절학습 행동데이터에 대한 탐색적 연구: 해외 학습분석 연구를 중심으로. 교육공학연구, 37(2), 191-236. [Lee, S., Lee., Y., Park, S., & Ham, E. (2021). An exploration of self-regulated learning behavior data: International research on learning analytics, Journal of Educational Technology, 37(2), 191-236. http://dx.doi.org/10.17232/KSET.37.2.191]
20. 이유경, 박소영, +민자원, +신윤선(2021). 고등학생의 핵심역량 잠재프로파일과 역량기반 수업에 대한 인식의 관계. 아시아교육연구, 22(1), 1-29. [Lee, Y., Park, S., Min, J., & Shin, Y. (2021). The relation between the latent profiles of high school students’ core competency and the perceptions of competency-based classes. Asian Journal of Education, 22(1), 1–29. http://doi.org/10.15753/aje.2021.03.22.1.1]
2020
19. *Lee, Y., Cho, E., & Roseth, C. (2020). Interpersonal predictors and outcomes of motivational profiles in middle school language arts class. Learning and Individual Differences, 81, 101905. https://doi.org/10.1016/j.lindif.2020.101905
18. *Lee, Y., & Seo, E. (2020). Longitudinal relations between South Korean adolescents' academic self-efficacy and values in mathematics and English. British Journal of Educational Psychology, 91(1), 217-236. https://doi.org/10.1111/bjep.12357
2019
17. Lee, Y., & Seo, E. (2019). Trajectories of implicit theories and their relations to scholastic aptitude: A mediational role of achievement goals. Contemporary Educational Psychology, 59, 101800. https://doi.org/10.1016/j.cedpsych.2019.101800
16. Perez, T., Wormington, S. V., Barger, M. M., Schwartz-Bloom, R. D., Lee, Y., & Linnenbrink-Garcia, L. (2019). Expectancy-value-cost profiles and their proximal and distal relations to undergraduate STEM persistence. Science Education, 103, 264-286. https://doi.org/10.1002/sce.21490
15. Robinson, K. A., Lee, Y., Bovee, E. A., Walton, S. P., Briedis, D., & Linnenbrink-Garcia, L. (2019). Motivation in transition: Development and roles of expectancy and values in early college engineering. Journal of Educational Psychology, 111(6), 1081-1102. https://doi.org/10.1037/edu0000331
14. Shin, J., *Lee, Y., Park, S., & Seo, E. (2019). Young individuals’ consideration of goal-self alignment and its relations to goal commitment and social concern: Age differences and similarities. Self and Identity, 18(6), 650-667.
https://doi.org/10.1080/15298868.2018.1510850
13. Roseth, C. J., Lee, Y., & Saltarelli, W. (2019). Reconsidering jigsaw social psychology: Longitudinal effects on social interdependence, sociocognitive conflict regulation, motivation, and achievement. Journal of Educational Psychology, 111(1), 149-169. http://doi.org/10.1037/edu0000257
2018
12. Seo, E., & Lee, Y. (2018). Does enjoying friendship help or impede academic achievement? Academic and social intrinsic value profiles predict academic achievement. Educational Psychology, 38(2), 159-175. https://doi.org/10.1080/01443410.2017.1392007
2017
11. Robinson, K. A., Ranellucci, J., Lee, Y., Wormington, S. V., Saltarelli, W., Roseth, C. J., & Linnenbrink-Garcia, L. (2017). Affective profiles and academic success in a college science course. Contemporary Educational Psychology, 51, 209-221. https://doi.org/10.1016/j.cedpsych.2017.08.004
10. Lee, Y., Wormington, S. V., Linnenbrink-Garcia, L., & Roseth, C. (2017). A short-term longitudinal study of stability and change in achievement goal profiles. Learning and Individual Differences, 55, 49-60. https://doi.org/10.1016/j.lindif.2017.02.002
9. Shin, J., Lee, Y., & Seo, E. (2017). The effects of feedback on students’ achievement goals: Interaction between reference of comparison and regulatory focus. Learning and Instruction, 49, 21-31. https://doi.org/10.1016/j.learninstruc.2016.11.008
2016 and Before
8. Van Ryzin, M. J., Roseth, C., Fosco, G. M., Lee, Y., & Chen, I-C. (2016). A component-centered meta-analysis of family-based prevention programs for adolescent substance use. Clinical Psychology Review, 45, 72-80.
https://doi.org/10.1016/j.cpr.2016.03.007
2022
39. 이유경, 서은진, +민자원, +김반디, +신윤선, §김욱일, §최재연(2022). 사회적 역량에 대한 협동학습의 효과: 메타분석. 교육학연구, 60(8), 61-97. [Lee, Y., Seo, E., +Min, J., +Kim, B., +Shin, Y., §Kim, U., & §Choe, J. (2022). The effects of cooperative learning on social competencies: A meta-analysis. Korean Journal of Educational Research, 60(8), 61-97.]
38. *Lee, Y., Cho, E., +Kim, E., +Lee, G., Capin, P., & Swanson, E. (2022). Profiles of reading mindset and self-efficacy: How are they related to achievement goals, engagement, and reading achievement? Educational Psychology, 42(8), 932-951. https://doi.org/10.1080/01443410.2022.2117277
37. 이유경, +민자원, +신윤선(2022). 사회인지적 갈등조절 척도의 한국어판 타당화. 교육심리연구, 36(2), 129-152. [Lee, Y., Shin, Y., & Min, J. (2022). Validation of the Korean version of the sociocognitive conflict regulation scale. The Korean Journal of Educational Psychology, 36(2), 129-152. http://dx.doi.org/10.17286/KJEP.2022.36.2.02]
36. 이유경, 박소영, +김효진, +신윤선(2022). 대학생의 협동·경쟁적 태도 잠재프로파일과 의사소통역량, 학업 참여 및 성취도 간의 관계. 아시아교육연구, 23(2), 389-419. [Lee, Y., Park, S., Kim, H., & Shin, Y. (2022). The relation between the latent profiles of university students’ cooperative · competitive attitudes and communication competency, engagement, and academic achievement. Asian Journal of Education, 23(2), 389-419. https://doi.org/10.15753/aje.2022.6.23.2.389]
35. +김효진, 박소영, +신윤선, *이유경(2022). 비대면 학습상황에서 대학생의 의사소통역량 평가도구 개발. 교육학연구, 60(2), 201-229. [Kim, H., Park, So., Shin, Y., & *Lee, Y. (2022). The development of a behavior-based measurement tool for undergraduate students' communication competency in online learning situations. Korean Journal of Educational Research, 60(2), 201-229. http://dx.doi.org/10.30916/KERA.60.2.201]
34. 함은혜, 이유경, 박소영, +박혜진, 이성혜 (2022). 초등학생 과학 탐구과제 수행 특성 분석 및 채점기준 개발. 한국과학교육학회지. [Ham, E., Lee, Y., Park, S., Park, H., & Lee, S. (2022). Analysis on the characteristics and criteria development in performing science inquiry tasks for elementary school students. Journal of the Korean Association for Science Education. https://doi.org/10.14697/jkase.2022.42.2.239]
33. Lee, Y., +Kim, E., & Seo, E. (2022). Co-development of adolescents’ cooperative and competitive attitudes: How it predicts mental health and academic achievement. Journal of Research on Adolescence, 32(2), 681-695. https://doi.org/10.1111/jora.12765
32. *Lee, Y., & *Seo, E. (2022). Cooperative and competitive attitudes during adolescence and their social and academic outcomes. Journal of Youth and Adolescence, 51, 792-804. https://doi.org/10.1007/s10964-022-01583-8
31. *Lee, Y., Bovee, E., Robinson, K. A., Perez, T., Lira, K., Briedis, D., Walton, P., & Linnenbrink-Garcia, L. (2022). The multiplicative function of expectancy and value in predicting engineering students’ choice, persistence, and performance. Journal of Engineering Education, 111(3), 531-553. https://doi.org/10.1002/jee.20456
30. *Lee, Y., & Roseth, C. J. (2022). A 2 x 2 model of sociocognitive conflict regulation. Journal of Experimental Social Psychology, 99, 104269. https://doi.org/10.1016/j.jesp.2021.104269
2021
29. Totonchi, D. A., Perez, T., Lee, Y., Robinson, K. A., & Linnenbrink-Garcia, L. (2021). The role of stereotype threat in ethnic minority students’ declining science motivation: A four-year longitudinal study of achievement and persistence in STEM. Contemporary Educational Psychology, 67, 102015. https://doi.org/10.1016/j.cedpsych.2021.102015
28. *Seo, E., & *Lee, Y. (2021). Stereotype threat in high school classrooms: How it links to teacher mindset climate, mathematics anxiety, and achievement. Journal of Youth and Adolescence, 50, 1410-1423. https://doi.org/10.1007/s10964-021-01435-x
27. Ranellucci, J., Robinson, K. A., Rosenberg, J., Lee, Y., Roseth, C. J., & Linnenbrink-Garcia, L. (2021). Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom. Contemporary Educational Psychology, 65, 101966. https://doi.org/10.1016/j.cedpsych.2021.101966
26. Lee, Y., & Ju, U. (2021). Joint trajectories of extrinsic motivation and competence beliefs: A parallel-process growth mixture modeling approach. Contemporary Educational Psychology, 65, 101944. https://doi.org/10.1016/j.cedpsych.2021.101944
25. +신윤선, *이유경(2021). 창의적 사고 역량과 학업적 자아개념의 종단적 관계: 자기회귀교차지연 효과 검증. 교육심리연구, 35(4), 663-686. [Shin, Y., & Lee, Y. (2021). The longitudinal relation between creative thinking competency and academic self-concept: A cross-lagged path analysis. The Korean Journal of Educational Psychology, 35(4), 663-686. http://dx.doi.org/10.17286/KJEP.2021.35.4.06]
24. 박소영, +신윤선, 이유경, +민자원, 김진희(2021). 학생 핵심역량에 관한 연구동향 분석, 아시아교육연구, 22(4), 769-799. [Park, S., Shin, Y., Lee, Y., Min, J., & Kim, J. (2021). A research trend analysis on students' core competencies. Asian Journal of Education, 22(4), 769-799. https://doi.org/10.15753/aje.2021.12.22.4.769]
23. 이유경, +신윤선, +김반디, +민자원(2021). 한국 중고등학생의 핵심역량 잠재프로파일의 안정성과 예측 및 결과 변인, 교육심리연구, 35(3), 507-532. [Lee, Y., Shin, Y., Kim, B., & Min, J. (2021). Stability of core competency latent profiles and their predictors and outcomes among secondary school students in South Korea. The Korean Journal of Educational Psychology, 35(3), 507-532. http://dx.doi.org/10.17286/KJEP.2021.35.3.06]
22. 이유경, +민자원, +신윤선, 함은혜, 박소영, +김반디(2021). 교사의 지능신념 프로파일에 따른 역량기반 교육과정 실천의 차이. 한국교원교육연구, 38(2), 139-161. [Lee, Y., Min, J., Shin, Y., Ham, E., Park, S., & Kim, B. (2021). Differences in competency-based curriculum practice among teachers’ profiles of implicit theories of intelligence. The Journal of Korean Teacher Education, 38(2), 139-161. http://dx.doi.org/10.24211/tjkte.2021.38.2.139]
21. 이성혜, 이유경, 박소영, 함은혜(2021). 자기조절학습 행동데이터에 대한 탐색적 연구: 해외 학습분석 연구를 중심으로. 교육공학연구, 37(2), 191-236. [Lee, S., Lee., Y., Park, S., & Ham, E. (2021). An exploration of self-regulated learning behavior data: International research on learning analytics, Journal of Educational Technology, 37(2), 191-236. http://dx.doi.org/10.17232/KSET.37.2.191]
20. 이유경, 박소영, +민자원, +신윤선(2021). 고등학생의 핵심역량 잠재프로파일과 역량기반 수업에 대한 인식의 관계. 아시아교육연구, 22(1), 1-29. [Lee, Y., Park, S., Min, J., & Shin, Y. (2021). The relation between the latent profiles of high school students’ core competency and the perceptions of competency-based classes. Asian Journal of Education, 22(1), 1–29. http://doi.org/10.15753/aje.2021.03.22.1.1]
2020
19. *Lee, Y., Cho, E., & Roseth, C. (2020). Interpersonal predictors and outcomes of motivational profiles in middle school language arts class. Learning and Individual Differences, 81, 101905. https://doi.org/10.1016/j.lindif.2020.101905
18. *Lee, Y., & Seo, E. (2020). Longitudinal relations between South Korean adolescents' academic self-efficacy and values in mathematics and English. British Journal of Educational Psychology, 91(1), 217-236. https://doi.org/10.1111/bjep.12357
2019
17. Lee, Y., & Seo, E. (2019). Trajectories of implicit theories and their relations to scholastic aptitude: A mediational role of achievement goals. Contemporary Educational Psychology, 59, 101800. https://doi.org/10.1016/j.cedpsych.2019.101800
16. Perez, T., Wormington, S. V., Barger, M. M., Schwartz-Bloom, R. D., Lee, Y., & Linnenbrink-Garcia, L. (2019). Expectancy-value-cost profiles and their proximal and distal relations to undergraduate STEM persistence. Science Education, 103, 264-286. https://doi.org/10.1002/sce.21490
15. Robinson, K. A., Lee, Y., Bovee, E. A., Walton, S. P., Briedis, D., & Linnenbrink-Garcia, L. (2019). Motivation in transition: Development and roles of expectancy and values in early college engineering. Journal of Educational Psychology, 111(6), 1081-1102. https://doi.org/10.1037/edu0000331
14. Shin, J., *Lee, Y., Park, S., & Seo, E. (2019). Young individuals’ consideration of goal-self alignment and its relations to goal commitment and social concern: Age differences and similarities. Self and Identity, 18(6), 650-667.
https://doi.org/10.1080/15298868.2018.1510850
13. Roseth, C. J., Lee, Y., & Saltarelli, W. (2019). Reconsidering jigsaw social psychology: Longitudinal effects on social interdependence, sociocognitive conflict regulation, motivation, and achievement. Journal of Educational Psychology, 111(1), 149-169. http://doi.org/10.1037/edu0000257
2018
12. Seo, E., & Lee, Y. (2018). Does enjoying friendship help or impede academic achievement? Academic and social intrinsic value profiles predict academic achievement. Educational Psychology, 38(2), 159-175. https://doi.org/10.1080/01443410.2017.1392007
2017
11. Robinson, K. A., Ranellucci, J., Lee, Y., Wormington, S. V., Saltarelli, W., Roseth, C. J., & Linnenbrink-Garcia, L. (2017). Affective profiles and academic success in a college science course. Contemporary Educational Psychology, 51, 209-221. https://doi.org/10.1016/j.cedpsych.2017.08.004
10. Lee, Y., Wormington, S. V., Linnenbrink-Garcia, L., & Roseth, C. (2017). A short-term longitudinal study of stability and change in achievement goal profiles. Learning and Individual Differences, 55, 49-60. https://doi.org/10.1016/j.lindif.2017.02.002
9. Shin, J., Lee, Y., & Seo, E. (2017). The effects of feedback on students’ achievement goals: Interaction between reference of comparison and regulatory focus. Learning and Instruction, 49, 21-31. https://doi.org/10.1016/j.learninstruc.2016.11.008
2016 and Before
8. Van Ryzin, M. J., Roseth, C., Fosco, G. M., Lee, Y., & Chen, I-C. (2016). A component-centered meta-analysis of family-based prevention programs for adolescent substance use. Clinical Psychology Review, 45, 72-80.
https://doi.org/10.1016/j.cpr.2016.03.007
7. Ham, E., Lee, Y., & Lee, H. (2016). The effect of parental supporting styles on student academic motivations over years. Journal of Learner-Centered Curriculum and Instruction, 16(10), 1077–1097. http://dx.doi.org/10.22251/jlcci.2016.16.10.1077
6. 신종호, 조은별, 이유경, 이혜원, 주은선(2012). 사회적 성공에 대한 교사의 인식. 교육심리연구, 26(3), 673-694. [Shin, J., Cho, E., Lee, Y., Lee, H., & Joo, E. (2012). Teacher’s perception of social success. The Korean Journal of Educational Psychology, 26(3), 673-694.]
5. 신종호, 박수원, 이유경, 신상인, 이신형 (2012). 공학전문가 목표인식검사 개발 및 타당화. 교육심리연구, 26(2), 353-276. [Shin, J., Park, S., Lee, Y., Shin, S., & Rhee, S. (2012). Development of a goal questionnaire for engineering experts. The Korean Journal of Educational Psychology, 26(2), 353-376.]
4. 신종호, 조은별, 이유경(2012). 교육심리학에서의 목표 연구를 통해 본 교사의 역할과 전문성. 교육심리연구, 26(1), 103-122. [Shin, J., Cho E., & Lee, Y. (2012). Teacher’s roles and professionalism viewed through research on goal in educational psychology. The Korean Journal of Educational Psychology, 26(1), 103-122.]
3. 신종호, 서은진, 이유경(2011). 생애목표검사 개발 및 타당화. 교육심리연구, 25(2), 255-276. [Shin, J., Seo, E., & Lee, Y. (2011). Development and validation on life goal questionnaire. The Korean Journal of Educational Psychology, 25(2), 255-276.]
2. 신종호, 연은모, 이유경, 정은경, 김명섭(2011). 성취목표지향성, 학교소속감 및 학교생활만족도 간의 관계 분석. 아시아교육연구, 12(4), 271-292. [Shin, J., Yeon, E., Lee, Y., Chung, E., & Kim, M. (2011). The effect of student's achievement goal orientation on satisfaction with school life mediated by sense of belonging. Asian Journal of Education, 12(4), 271-292.]
1. 이현주, 신종호, 최효식, 이유경(2011). 중등교사의 배경변인과 사회심리적 변인이 교사효능감에 미치는 영향에 대한 다층분석. 아시아교육연구, 12(4), 95-124. [Lee, H., Shin, J., Choi, H., & Lee, Y. (2011). Multi-level analysis of the effects of teachers’ background and socio-psychological variables on secondary teachers' teacher-efficacy. Asian Journal of Education, 12(4), 95-124.]
6. 신종호, 조은별, 이유경, 이혜원, 주은선(2012). 사회적 성공에 대한 교사의 인식. 교육심리연구, 26(3), 673-694. [Shin, J., Cho, E., Lee, Y., Lee, H., & Joo, E. (2012). Teacher’s perception of social success. The Korean Journal of Educational Psychology, 26(3), 673-694.]
5. 신종호, 박수원, 이유경, 신상인, 이신형 (2012). 공학전문가 목표인식검사 개발 및 타당화. 교육심리연구, 26(2), 353-276. [Shin, J., Park, S., Lee, Y., Shin, S., & Rhee, S. (2012). Development of a goal questionnaire for engineering experts. The Korean Journal of Educational Psychology, 26(2), 353-376.]
4. 신종호, 조은별, 이유경(2012). 교육심리학에서의 목표 연구를 통해 본 교사의 역할과 전문성. 교육심리연구, 26(1), 103-122. [Shin, J., Cho E., & Lee, Y. (2012). Teacher’s roles and professionalism viewed through research on goal in educational psychology. The Korean Journal of Educational Psychology, 26(1), 103-122.]
3. 신종호, 서은진, 이유경(2011). 생애목표검사 개발 및 타당화. 교육심리연구, 25(2), 255-276. [Shin, J., Seo, E., & Lee, Y. (2011). Development and validation on life goal questionnaire. The Korean Journal of Educational Psychology, 25(2), 255-276.]
2. 신종호, 연은모, 이유경, 정은경, 김명섭(2011). 성취목표지향성, 학교소속감 및 학교생활만족도 간의 관계 분석. 아시아교육연구, 12(4), 271-292. [Shin, J., Yeon, E., Lee, Y., Chung, E., & Kim, M. (2011). The effect of student's achievement goal orientation on satisfaction with school life mediated by sense of belonging. Asian Journal of Education, 12(4), 271-292.]
1. 이현주, 신종호, 최효식, 이유경(2011). 중등교사의 배경변인과 사회심리적 변인이 교사효능감에 미치는 영향에 대한 다층분석. 아시아교육연구, 12(4), 95-124. [Lee, H., Shin, J., Choi, H., & Lee, Y. (2011). Multi-level analysis of the effects of teachers’ background and socio-psychological variables on secondary teachers' teacher-efficacy. Asian Journal of Education, 12(4), 95-124.]
