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Lee, M., Bong, M., & Kim, S. (2021). Effects of achievement goals on self-control. Contemporary Educational Psychology. Advance online publication. doi: 10.1016/j.cedpsych.2021.102000
Han, Y., & Lee, M.* (2021). The role of perceived parental and teacher support in elementary school students’ online class engagement via self-efficacy for self-regulated learning. The Korean Journal of Educational Psychology, 35(1), 217-236. [Written in Korean]
Jo, E., Lee, M., & Lee, W. (2021). Influence of early adolescents’ mastery goals on inter- and intra-individual relationships between metacognitive monitoring and academic outcomes. Journal of Early Adolescence. Advance online publication. doi: 10.1177/0272431621989815
Lim, J., & Lee, M.* (2020). Effects of online learners' presence perception on academic achievement and satisfaction mediated by self-efficacy for self-regulated learning and agentic engagement. Korean Journal of Educational Methodology Studies, 32(3), 461-485. [Written in Korean]
Lee, M. (2020). Exploring different patterns in adolescents’ multiple goal profiles depending on achievement goal scales in mathematics. The Korean Journal of Educational Psychology, 34(1), 67-90. [Written in Korean]
Lee, M., Shin, D., & Bong, M. (2020). Boys are affected by their parents more than girls are: Parents’ utility value socialization in science. Journal of Youth and Adolescence, 49, 87-101. doi: 10.1007/s10964-019-01047-6
Lee, M., & Bong, M. (2019). Relevance of goal theories to language learning research. System, 86, 102122. doi: 10.1016/j.system.2019.102122
Shin, D., Lee, M., Ha, J., Park, J., Ahn, H., Son, E., Chung, Y., & Bong, M. (2019). Science for all: Boosting motivation of elementary school students with utility value intervention. Learning and Instruction, 60, 104-116.
Cho, E., Toste, J. R., Lee, M., & Ju, U. (2019). Motivational predictors of struggling readers’ reading comprehension: The effects of mindset, achievement goals, and engagement. Reading and Writing, 32, 1219-1242.
Lee, M., Shin, D., & Bong, M. (2018). Elementary school students’ science motivation and achievement by gender and science-related career aspirations. The Journal of Career Education Research, 31(3), 1-20. [Written in Korean]
Kim, S., Hwang, S., & Lee, M. (2018). The benefits of negative yet informative feedback. PLoS ONE, 13(10), e0205183. doi: 10.1371/journal.pone.0205183
Cho, E., Lee, M., & Toste, J. R. (2018). Does perceived competence serve as a protective mechanism against performance goals for struggling readers? Path analysis of contextual antecedents and reading outcomes. Learning and Individual Differences, 65, 135-147.
Lee, M., Ahn, H., Kwon, S., & Kim, S. (2018). Cooperative and competitive contextual effects on social cognitive and empathic neural responses. Frontiers in Human Neuroscience, 12, 218. doi: 10.3389/fnhum.2018.00218
Lee, M. (2017). A new perspective on goal construct: Goal as decision-making process about why, what, and how. The Korea Educational Review, 23(1), 111-138. [Written in Korean]
Lee, M., & Bong, M. (2016). In their own words: Reasons underlying the achievement striving of students in schools. Journal of Educational Psychology, 108, 274-294.
Jiang, Y., Song, J., Lee, M., & Bong, M. (2013). Self-efficacy and achievement goals as motivational links between perceived contexts and achievement. Educational Psychology, 34, 92-117.
Lee, J., Lee, M., & Bong, M. (2013). High value with low perceived competence as an amplifier of self-worth threat. In D. McInerney, H. Marsh, R. Craven, & F. Guay (Eds.), Theory driving research: New wave perspectives on self-processes and human development (pp. 205-231). Greenwich, CT: Information Age.