Peer-Reviewed Publications

Kim, Y., & Yu, S. L. (2024). Brief Research Report: Motivational Regulation and Motivational Interference During Study and Leisure. Journal of Experimental Education. Advance online publication.

https://doi.org/10.1080/00220973.2024.2372309

Fong, C. J., Altan, S., Gonzales, C., Kirmizi, M., Adelugba, S. F., & Kim, Y. (2024). Stay Motivated and Carry On: A Meta-Analytic Investigation of Motivational Regulation Strategies and Academic Achievement, Motivation, and Self-Regulation Correlates. Journal of Educational Psychology, 116(6), 997–1018.

https://doi.org/10.1037/edu0000886

Kim, Y., Zepeda, C. D., *Martin, R. S., & Butler, A. C. (2023). Situating cost perceptions: How general cost and motivational regulation predict specific momentary cost dimensions. Educational Psychology, 43(8), 855-873. https://doi.org/10.1080/01443410.2023.2267806

Kim, Y.+, Zepeda, C. D.+, & Butler, A. C. (2023). An interdisciplinary review of self-regulation of learning: Bridging cognitive and educational psychology perspectives. Educational Psychology Review, 35, Article 92.

https://doi.org/10.1007/s10648-023-09800-x

(click here for a full-text access to a view-only version)

+ indicates co-first authors

Kim, Y., Yu, S. L., Wolters, C. A., & Anderman, E. M. (2023). Self-regulatory processes within and between diverse Goals: The Multiple Goals Regulation framework. Educational Psychologist, 58(2), 70-91.

https://doi.org/10.1080/00461520.2022.2158828

Kim, Y., Yu, S. L., Koenka, A. C., Lee, H. W., & Heckler, A. F. (2022). Can self-efficacy and task values buffer perceived costs? Exploring introductory- and upper-level physics courses. The Journal of Experimental Education, 90(4), 839-861. https://doi.org/10.1080/00220973.2021.1878992

Kim, Y., Yu, S. L., & Shin, J. (2022). How temptation changes across time: Effects of self-efficacy for self-regulated learning and autonomy support. Educational Psychology, 42(3), 278-295. https://doi.org/10.1080/01443410.2021.2009774

Kim, Y., Yu, S. L., Wolters, C. A., & Anderman, E. M. (2021). Academic, social, and well-being goals in the classroom: The dynamic interplay between multiple goals and self-regulatory processes. Contemporary Educational Psychology, 67, Article 102018. https://doi.org/10.1016/j.cedpsych.2021.102018

Brady, A. C., Kim, Y., & Cutshall, J. (2021). The what, why, and how of distractions from a self-regulated learning perspective. Journal of College Reading and Learning, 51(2), 153-172. https://doi.org/10.1080/10790195.2020.1867671

Kim, Y., Brady, A. C., & Wolters, C. A. (2020). College students’ regulation of cognition, motivation, behavior, and context: Distinct or overlapping processes? Learning and Individual Differences, 80, Article 101872.

https://doi.org/10.1016/j.lindif.2020.101872

Kim, Y., Brady, A. C., & Wolters, C. A. (2018). Development and validation of brief scale for motivational regulation. Learning and Individual Differences, 67, 259-265.

https://doi.org/10.1016/j.lindif.2017.12.010

Shin, J., Jin, S., Lee, S., Park, S., Kim, Y., & Kim, S. (2014). A study on the differences in goal contents and goal-seeking processes according to expertise levels of professional engineers and artists. Korean Journal of Psychological and

Social Issues, 28, 455-476.

Park, S., Shin, J., Lee, S., Kim, Y., & Lee, S. (2014). Effects of perceived social supports on goal pursuit and life satisfaction: Focusing on differences between

engineering future-experts and experts. Korean Journal of Psychological

and Social Issues, 28, 711-733.

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Book Chapters &

White Papers

Hensley, L., Kim, Y., Sayers, R., & Brady, A. C. (2023). Preventing “I never learned how to study”: How teachers can develop students’ effective learning strategies. In M. Buehl & J. S. Vogler (Eds.), Teaching Learning for Effective Instruction. Information Age Publishing.

Brady, A. C., Kim, Y., & von Speigel, J.. (2022). Learning in the face of digital distractions: Empowering instructors to support self-regulated learning within and beyond the classroom. In A. Flanigan & J. Kim (Eds.), Digital distractions in the college classroom (pp. 120-142). IGI Global. https://doi.org/10.4018/978-1-7998-9243-4.ch006

Hensley, L., Brady, A. C., Kim, Y., & Sayers, R. (2021). Understanding the practical, contextual, and malleable nature of motivation—and why it matters. In D. K. Meyer & A. Emery (Eds.), Teaching Motivation for Student Engagement (pp. 11-34). Information Age Publishing.

Aras, A., Ayoub, S. S., Bhaktha, N., Brady, A. C., Bussell, K., ... Kim, Y., ... & Zhao, K. (2017). Educational Inequality in Ohio, 2016-17 (Research Methodology Center White Paper No. 1). Retrieved from https://rmc.ehe.osu.edu/files/2015/10/EHE-RMC-White-Paper-001_Educational-inequality-in-Ohio_March17.pdf.

*Authors are listed in alphabetical order.

Book Chapters &

White Papers

National & International Conference Presentations

Kim, Y., Brady, A. C., Hensley, L., Brooks, R. V., Gorham, A. J., Kim, J., & Talpau Joos, M. (2024, August). Motivational regulation across academic and non-academic tasks: Mixed methods approach. Poster presented at the Annual Convention of the American Psychological Association. Seattle, WA.

Kim, Y., & Wolters, C. A. (2024, April). How Changes in Motivational Regulation Promote Students’ Socio-Emotional Outcomes. Paper presented at the Annual Meeting of American Educational Research Association. Philadelphia, PA.

Brady, A. C., & Kim, Y. (2024, April). Pushed or pulled out of STEM? Students’ pathways into and out of STEM majors. Poster presented at the Annual meeting of the American Education Research Association. Philadelphia, PA.

Kim, Y. (2023, August). Zooming out from single to multiple goals: Understanding how students self-regulate to pursue academic, social, and well-being goals. Invited talk for Paul R. Pintrich Outstanding Dissertation Award to be presented at the Annual Convention of the American Psychological Association. Washington, DC.

Kim, Y., Zepeda, C. D., Martin, R. S., & Butler, A. C. (2023, August). The role of motivational regulation in reducing students’ momentary cost perceptions in daily life. Paper to be presented at the Annual Convention of the American Psychological Association. Washington, DC.

Kim, Y., Zepeda, C. D., Martin, R. S., & Butler, A. C. (2023, April). In-the-moment motivational conflicts and emotions: The role of motivational regulation and cost in everyday life. Paper presented at the Annual Meeting of American Educational Research Association. Chicago, Illinois.

Koenka, A. C., Yu, S. L., Cheng, S. L., Kim, Y., Lee, H., & Heckler, A. F. (2022, August). Gendered patterns in physics identity, belonging, motivational beliefs, and performance. Paper presented at the American Psychological Association. Minneapolis, Minnesota.

Kim, Y., & Butler, A. C. (2022, April). Effective planning of strategy use: Can students match learning and motivational strategies to specific contextual demands? Paper presented at the Annual Meeting of American Educational Research Association. San Diego, California.

Kim, Y., & Butler, A. C. (2021, November). Planning the use of learning and motivational strategies: Do students take context into account? Paper presented at the Annual Meeting of Psychonomic Society. New Orleans, Louisiana.

Zepeda, C. D., Kim, Y., & Butler, A. C. (2021, November). Bridging cognitive and educational psychology perspectives on the self-regulation of learning. Paper presented at the Annual Meeting of Psychonomic Society. New Orleans, Louisiana.

Kim, Y., Yu, S. L., Wolters, C. A., & O’Connell, A. A. (2020, April). Academic, social, and well-being goals in the classroom: Interplay between multiple goals and self-regulatory processes. Paper accepted at the Annual Meeting of the American Educational Research Association. San Francisco, California. (Cancelled due to COVID 19)

Perry, A., Yu, S. L., Allen, E. C., & Kim, Y. (2020, April). Help-seeking and help-giving in post-secondary physics: The roles of course context and gender. Paper accepted at the Annual Meeting of the American Educational Research Association. San Francisco, California. (Cancelled due to COVID 19)

Kim, Y., & Yu, S. L. (2020, February). To study or not to study: Reciprocal relationships between motivational interference and motivational regulation. Paper presented at the Annual Conference of the Hawai‘i Educational Research Association. Honolulu, Hawaii.

Kim, Y., Brady, A. C., & Wolters, C. A. (2019, April). An Evaluation of the distinction between the four areas of self-regulated learning. Paper presented at the Annual Meeting of the American Educational Research Association. Toronto, Canada.

Yu, S. L., Kim, Y., Pearson, S., Stoltzfus, M., & Clark, T. (2018, August). Self-regulated learning in college chemistry: Roles of belonging and instructional context.

Paper presented at the Gender and STEM Network Conference, Eugene, OR.

Lee, H., Yu, S. L., Koenka, A. C., Kim, Y., & Heckler, A. F. (2018, August). Parental expectations and self-regulated learning: Roles of identity foreclosure and

self-efficacy. Paper presented at the Annual Convention of the American

Psychological Association, San Francisco, CA.

Kim, Y., Yu, S. L., Koenka, A. C., Lee, H. W., & Heckler, A. F. (2018, April). Can high self-efficacy and value buffer cost? Exploring interactive relationships and their consequences for engagement. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.

Kim, Y., Shin, J., & Yu, S. L. (2017, April). The effects of self-regulation and motivational context on students’ perception of temptation. Paper presented

at the Annual Meeting of the American Educational Research Association. San Antonio, Texas.

Kim, Y., Brady, A. C., & Wolters, C. A. (2017, April). Development and validation of brief scale for motivational regulation. Paper presented at the Annual Meeting

of the American Educational Research Association. San Antonio, Texas.

Brady, A. C., Kim, Y., & Cutshall, J. L. (2017, April). College students’ distractions and Strategies from a self-regulated learning perspective: A qualitative analysis. Paper presented at the Annual Meeting of the American Educational Research Association. San Antonio, Texas.

Koenka, A. C., Yu, S. L., Kim, Y., Lafranconi, H., & Heckler, A. F. (2017, April). What predicts success in undergraduate physics? The importance of belonging and the complexity of cost. Paper presented at the Annual Meeting of the American Educational Research Association. San Antonio, Texas.

Park, S., Shin, J., Lee, S., Kim, Y., & Lee, S. (2014, April). Effects of social support on goal pursuit and life satisfaction in engineering future-experts and experts. Paper presented at the quarterly meeting of the Korean Educational Psychology Association, Seoul, Korea.

Shin, J., Yeon, E.M., & Kim, Y. (2014, February). Differences between students with intrinsic goals and extrinsic goals. Paper presented at the Annual International Conference on Cognitive and Behavioral Psychology, Singapore, Singapore.

Shin, J., Jin, S., Lee, S., Park, S., Kim, S., & Kim, Y. (2014, January). A study on the differences in goal contents and goal-seeking processes according to expertise levels of professional engineers and artists. Paper presented at the quarterly meeting of the Korean Educational Psychology Association, Seoul, Korea.

Shin, J., Jin, S., Yeon, E.M., Park, S., Kim, Y., Kim, S., & Kim, M. (2013, October). Implicit theories of creativity in high-achieving college students. Paper presented at the International Conference on Education Research, Seoul, Korea.

Shin, J., Jin, S., Park, S., Lee, Y., & Kim, Y. (2013, April). Personal and social factors affecting intrinsic goal setting in relation to development stages of adolescence. Paper at the annual meeting of the American Educational Research Association,

San Francisco, CA.