My Work.

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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.
Lee, M., & Lim, J. (2022). Do online teaching and social presences contribute to motivational growth? Distance Education. Advance online publication. doi: 10.1080/01587919.2022.2088478
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]