My Work.

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Lee, M., Lee, A. A., Lee, G. A., Lira, A. K., Lawson, H. D., Freer, E., Briedis, D., Walton, S. P., & Linnenbrink-Garcia, L. (2025). Exploring supports for belonging as predictors of student outcomes: Different roles of co-curricular and extracurricular activities in engineering by students’ year in college. Journal of Engineering Education, 114, e70001. https://doi.org/10.1002/jee.70001

Lee, M. (2025). Longitudinal reciprocal relationships between elementary school students’ perceived teacher feedback, achievement, self-efficacy, and understanding of lessons. Daegu National University of Education Journal of Elementary Education, 41(1), 101-120. [Written in Korean]​

Lee, M.,* & Jang, Y.* (2025). Longitudinal relationships between academic self-control and achievement motivation during different adolescence stages. Journal of Educational Psychology, 117(2), 292-307. doi: 10.137/edu0000922  ​

Lim, J., & Lee, M.* (2024). The buffering effects of using avatars in synchronous video conference-based online learning on students' concerns about interaction and negative emotions. Education and Information Technologies, 29​(12), 16073-16096. doi: 10.1007/s10639-024-12508-2​

Lee, A. A., Totonchi, D. A., Priniski, S. J., Lee, M., Perez, T., & Linnenbrink-Garcia, L. (2024). Do performance goals and fixed mindset explicate the relations between stereotype threat and achievement? Examining differences between racially marginalized and White students in STEM. Learning and Individual Differences, 115, 102525. doi: 10.1016/j.lindif.2024.102525

Lee, M. (2024). Longitudinal effects of International Baccalaureate Primary Years Programme (IB PYP) on academic achievement and motivation of Korean elementary school students. Korean Journal of Educational Research, 62(2), 257-279. [Written in Korean] 

Lee, M., & Lee, W.* (2024). Longitudinal relationships between students’ perceived teacher feedback, self-efficacy and academic achievement: Focusing on the differences between whole-class and individual feedback. Korean Journal of Educational Methodology Studies, 36(1), 1-22. [Written in Korean]

Lee, M.*, Lee, S., Kim, J., & Lee, H. (2023). Domain-specific self-regulated learning interventions for elementary school students. Learning and Instruction, 88, 101810. doi: 10.1016/j.learninstruc.2023.101810 

Shin, D. D., Park, Y., Lee, M., Kim, S., & Bong, M. (2023). Are curiosity and situational interest different? Exploring distinct antecedents and consequences. British Journal of Educational Psychology, 93​, 1207-1223. doi: 10.1111/bjep.12627

Shin, D. D., & Lee, M.* (2023). Interplay between perceived instructional strategies and student competence in high school students’ curiosity and exploration. Korean Journal of Educational Psychology, 37(2), 145-165. [Written in Korean]

Cho, E., Ju, U., Kim, E., Lee, M., Lee, G., Compton, D. L. (2023). Relations among motivation, executive functions, and reading comprehension: Do they differ for students with and without reading difficulties? Scientific Studies of Reading, 27(4), 289-310. doi: 10.1080/10888438.2022.2127357

Shin, D. D., Lee, M., Jung, S. J., & Bong, M. (2023). Relative effects of classroom utility value intervention on the science motivation of girls and boys. Research in Science Education, 53(3), 593-612. doi: 10.1007/s11165-022-10070

Lee, M., & Lim, J. (2023). Do online teaching and social presences contribute to motivational growth? Distance Education, 44(1), 66-85. doi: 10.1080/01587919.2022.2088478

Lee, M., & Bong, M. (2022). Achievement goal theory at its critical juncture: What have we learned and what more do we need to learn? In A. O’Donnell, N. C. Barnes, & J. Reeve (Eds.), The oxford handbook of educational psychology (Advance online publication). Oxford University Press.

Shin, D. D.*, Lee, M.*, & Bong, M. (2022). Beyond left and right: learning is a whole-brain process. Theory into Practice, 61(3), 347-357.  doi: 10.1080/00405841.2022.2096386

Shin, D. D., Lee, M. &, Bong, M. (2022). Science utility value intervention for elementary school students: A six-month follow-up study. International Journal of Educational Research, 113, 101954. doi: ​10.1016/j.ijer.2022.10195

Lee, M. (2022). Self-regulated learning interventions for elementary school students: Research trend and future directions. Daegu National University of Education Journal of Elementary Education, 38(1), 61-83. [Written in Korean]

Lee, M.* &, Bong, M. (2022). Patterns of motivation and learning during test-preparation of Korean adolescents: an experience sampling approach. Educational Psychology, 42(2), 200-221. doi: ​10.1080/01443410.2021.2016634.

Shin, D. D., & Lee, M.* (2021). Interaction between inquiry-based teaching and teacher guidance on Korean students’ science achievement and motivation in PISA 2015. The Korean Journal of Educational Psychology, 35(4), 707-730. [Written in Korean]

Lee, M.*, Bong, M.*, & Kim, S. (2021). Effects of achievement goals on self-control. Contemporary Educational Psychology, 67, 102000. doi: ​10.1016/j.cedpsych.2021.

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, 41​(8), 1203-1227. doi: 10.1177/0272431621989815

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]

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. 

Chung, Y., Lee, M., Woo, Y., Bong, M., & Kim, S. (2010). Changes in academic motivation, learning strategy use, and test scores by private tutoring hours. Korean Journal of Psychological and Social Issues, 16(2), 103-124. [Written in Korean]