Research interests

​We study how students regulate conflicts when they are faced with disagreements during peer learning. We're interested in identifying different types of conflict regulations and examining how they are differentially associated with learning outcomes. We proposed a new 2 × 2 model of sociocognitive conflict regulation and developed and validated its measures, including a Korean version.

Shin, Y., Lee, Y., & Kim, M. (2025). The relationship between gifted learners' academic and social achievement goals and sociocognitive conflict regulation.  Journal of Gifted/Talented Education, 35(2), 185-209. 

Lee, Y. & Shin, Y. (2023). The relations among latent profiles of college students' sociocognitive conflict regulation, competence, and engagement. Asian Journal of Education, 24(4), 667-700.

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

We 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). We also study the developmental patterns of students' cooperative and competitive attitudes over time. This research enables us 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

​We're 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, we examined how students’ perceived competence and task values interact in predicting their career intentions, educational aspirations/expectations, and retention in STEM fields.

Shin, Y., Lee, Y., & Lee, S. (2024). The longitudinal relations between general and science mindsets of elementary gifted learners. Journal of Gifted/Talented Education, 34(4), 521-542. 

Lee, Y., Shin, Y., Kim, M., & Lee, S. (2024). Exploration of latent profiles and predictive variables on general, science, and mathematics intelligence mindsets of elementary and middle school gifted learners. Journal of Gifted/Talented Education, 34(2), 225-249. 

Lee, Y., Yue, Y., Perez, T., & Linnenbrink-Garcia, L. (2024). Dweck's social-cognitive model of achievement motivation in science. Learning and Individual Differences, 110. Article 102410. 

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

​We examine achievement goals in different ways. For example, we examined stability and change in undergraduates' achievement goal profiles. In this research, we studied person-oriented modeling regarding achievement goals to understand why the same pedagogy may affect students’ motivation and learning in different ways.

Shin, Y., Lee, Y., & Kim, M. (2025). The relationship between gifted learners' academic and social achievement goals and sociocognitive conflict regulation.  Journal of Gifted/Talented Education, 35(2), 185-209. 

Lee, Y., Cho, E., Kim, E., Lee, G., Capin, P., & Swanson, E. (2022). Profiles of reading mindset and self-efficacy: How are they related to achievement goals, engagement, and reading achievement? Educational Psychology. 42(8), 932-951.

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

Dr. You-kyung Lee is serving as co-PI on the project “AI-Based Future Competency Assessment and Learning System Innovation”, supported by the Social Sciences Korea (SSK) Program of the National Research Foundation of Korea. In collaboration with professors from various fields, this project aims to utilize an AI-based learner competency assessment system to implement a competency-based, personalized education model. It is a long-term research initiative that examines how to more accurately and efficiently measure students’ future and core competencies using AI technology, and how to leverage these data to develop a more effective learning environment.  

Ham, E., Park, S., Lee, B., Lee, S., Lee, Y., & Hong, Y. (2024). Characteristics of GPT-4 automated scoring of scientific inquiry competency. The Journal of Educational Information and Media, 30(3), 713-742

Park, S., Lee, B., Ham, E. H., Lee, Y., & Lee, S. (2023). Exploring the possibility of science-inquiry competence assessment by ChatGPT-4: Comparisons with human evaluators. Korean Journal of Educational Research, 61(4), 299-332.

Lee, Y., Seo, E., Min, J., Kim, B., Shin, Y., Kim, U., & Choe, J. (2022). The effects of cooperative learning on social competencies: A meta-analysis. Korean Journal of Educational Research, 60(8), 61-97.