My research focuses on the way students’ motivation to learn changes over time and in different contexts. Specifically, I am examining whether different pedagogies (e.g., flipped classrooms, cooperative group work) enhance students’ motivation, or if their effects depend on their motivational profiles. I am also interested in investigating underlying psychological mechanisms that are critical for supporting STEM (science, technology, engineering, and math) students' success and retention, and how these mechanisms differ depending on students' gender, first-generation college student status, and underrepresented minority group membership.
Sociocognitive Conflict Regulation
I study how students regulate conflicts when they are faced with disagreements during peer learning. I'm interested in identifying different types of conflict regulations and examining how they are differentially associated with learning outcomes. Through my dissertation, I proposed a new 2 x 2 model of sociocognitive conflict regulation, and developed and validated its measures.
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
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
I examine how socio-psychological factors (e.g., achievement goals, task value, relatedness) change differently in a response to different types of social interdependence (i.e., cooperation versus competition versus individualistic efforts). I also study the developmental patterns of students' cooperative and competitive attitudes over time. This research enables me to comprehend how different classroom interventions influence students’ social development as well as individual learning processes.
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
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
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
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
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, 149–169. https://doi.org/10.1037/edu0000257
STEM Students' Motivation and Persistence
I'm interested in what factors lead students to decide to pursue STEM-related career based on different motivational theories (e.g., achievement goal theory, expectancy-value theory), and why some students decided to pursue a STEM-related career, but others decided not to do. For example, I examined how students’ perceived competence and task values interact in predicting their career intentions, educational aspirations/expectations, and retention in STEM fields.
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
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
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
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
I examine achievement goals in different ways. For example, I examined stability and change in undergraduates' achievement goal profiles. In this research, I studied person-oriented modeling regarding achievement goals to understand why the same pedagogy may affect students’ motivation and learning in different ways.
Lee, Y., Cho, E., Kim, E., Lee, G., Capin, P., & Swanson, E. (in press). Profiles of reading mindset and self-efficacy: How are they related to achievement goals, engagement, and reading achievement? Educational Psychology.
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
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
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