Publications

* indicates current or former student

Lee, H.*, Yu, S. L., Lin, T.-J., & Kim, M. (2025). “Am I trying hard or harder than others?”: Gender differences in reciprocal relations between perceived effort, science self-concept, and achievement in chemistry. Contemporary Educational Psychology, 80, 102349. https://doi.org/10.1016/j.cedpsych.2025.102349 

Allen, E. C.*, Black, A.*, Perry,  A. H., & Yu, S. L. (2024). Barriers to success: Do achievement goals relate to differential cost perceptions and outcomes? Social Psychology of Education, 28, 47. https://doi.org/10.1007/s11218-024-09988-y 

Brady, A. C.*, Wolters, C. A., Pasque, P. A., Yu, S. L., & Lin, T. J. (2024). Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes. Active Learning in Higher Education. https://doi.org/10.1177/14697874241270490 

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

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

Yu, S. L., Black, A.*, & Kaletunc, G. (2023). Becoming AWARES: Mentoring undergraduate women in engineering and sciences. In D. Law & N. Dominguez (Eds.), Making connections: A handbook for effective formal mentoring programs in academia. Utah State University Press.

Brady, A. C.*, Wolters, C. A., & Yu, S. L. (2022). Self-regulation of time: The importance of time estimation accuracy. Frontiers in Psychology: Educational Psychology, 13:1094993. https://doi.org/10.3389/fpsyg.2022.925812 

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. 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. https://doi.org/10.1016/j.cedpsych.2021.102018

Lee, H.*, Yu, S. L., Kim, M., & Koenka, A. C. (2021). Concern or comfort with social comparisons matter in undergraduate physics courses: Joint consideration of expectancy-value theory, mindsets, and gender. Contemporary Educational Psychology, 67, 1-17. https://doi.org/10.1016/j.cedpsych.2021.102023 

Tornwall, J.*, Xie, K., Yu, S. L., Stein, D., Zurmehly, J., & Nichols, R. (2020). Effects of knowledge and value on quality of supportive peer feedback. Nurse Educator, 46(3), 174-179. https://doi.org/10.1097/NNE.0000000000000897

Kaletunc, G., & Yu, S. L. (2018). Retention and advancement of women in STEM: Mentor and peer network relationships. The Chronicle of Mentoring and Coaching, 2, 478-483.

Won, S.*, & Yu, S. L. (2018). Relations of perceived parental autonomy support and control with adolescents' academic time management and procrastination. Learning and Individual Differences, 61, 205-215. https://doi.org/10.1016/j.lindif.2017.12.001

Emery, M.*, Sanders, M.*, Anderman, L. H., & Yu, S. L. (2018). When mastery goals meet mastery learning: Administrator, teacher, and student perceptions. Journal of Experimental Education, 86, 419 441. https://doi.org/10.1080/00220973.2017.1341863

Won, S.*, & Yu, S. L. (2018). Relations of perceived parental autonomy support and control with adolescents' academic time management and procrastination. Learning and Individual Differences, 61, 205-215. https://doi.org/10.1016/j.lindif.2017.12.001

Yu, S. L., Corkin, D. M., & Martin, J. P. (2017). STEM motivation and persistence among underrepresented minority students: A social cognitive perspective. In J. T. DeCuir-Gunby & P. A. Schutz (Eds.), Race and ethnicity in the study of motivation in education (pp. 67-81). New York, NY: Routledge.

Hoops, L. D.*, Yu, S. L., Wang, Q., & Hollyer, V. L. (2016). Investigating postsecondary self-regulated learning instructional practices: The development of the self-regulated learning observation protocol. International Journal of Teaching and Learning in Higher Education, 28(1), 75-93. 

Hoops, L. D.*, Yu, S. L., Burridge, A. B., & Wolters, C. A. (2015). Impact of a student success course on undergraduate academic outcomes. Journal of College Reading and Learning, 45(2), 123-146. https://doi.org/10.1080/10790195.2015.1032041

Corkin, D. M.*, Yu, S. L., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303. https://doi.org/10.1016/j.lindif.2014.04.001

Lindt, S. F. *, Corkin, D. M. *, & Yu, S. L. (2014). Using multiple methods to distinguish active delay and procrastination in college students. American International Journal of Contemporary Research, 4, 28-32.

Lindt, S. F. *, & Yu, S. L. (2014). Factors of ethnic identity and parents' goals in examining college students' academic achievement goals. Journal of Education and Human Development, 3, 89-100.  

Martin, J. P., Simmons, D. R.*, & Yu, S. L. (2014). Family roles in engineering students’ academic and career choices: Does parental education attainment matter? International Journal of Engineering Education, 30(1), 136-149.

Martin, J. P., Simmons, D. R.*, & Yu, S. L. (2013). The role of social capital in the experiences of Hispanic women majoring in engineering. Journal of Engineering Education, 102(2), 247-243. https://doi.org/10.1002/jee.20010

Yu, S. L., & Rodriguez-Hejazi, I.*(2013).  Single-sex schools and academic achievement. In J. Hattie & E. M. Anderman (Eds.), International Guide to Student Achievement (pp. 161-163). New York: Routledge.

Corkin, D. M.*, Yu, S. L., & Lindt S. F.* (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences, 21, 602-606. https://doi.org/10.1016/j.lindif.2011.07.005

Trenor, J. M., & Yu, S. L. (2009).  Diversity within diversity: One-size-fits-all won’t help recruit minorities and women.  Reprinted in the American Society for Engineering Education Connections Newsletter, January, from the American Society for Engineering Education Prism, December 2008.

Trenor, J. M., Yu, S. L., Waight, C., Zerda, K, & Sha, T.-L.* (2008).  The relations of ethnicity to female engineering students’ educational experiences and college and career plans in an ethnically diverse learning environment.  Journal of Engineering Education, 97, 449-465.

Hofer, B. K., & Yu, S. L. (2003).  Teaching self-regulated learning through a “Learning to Learn” course. Teaching of Psychology, 30(1), 30-33. https://doi.org/10.1207/S15328023TOP3001_05

Yu, S. L., & Wolters, C. A. (2002).  Issues in the assessment of motivation in students from ethnic minority populations.  In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement. Vol. 12: New directions in measures and methods (pp. 349-380).  Oxford: Elsevier Science Ltd.

Kail, R., Wolters, C. A., Yu, S. L., & Hagen, J. W. (2000).  Brief report: Speed of information processing in children with insulin-dependent diabetes mellitus.  Journal of Pediatric Psychology, 25(7), 515-520. https://doi.org/10.1093/jpepsy/25.7.515

Yu, S. L., Kail, R., Hagen, J. W., & Wolters, C. A. (2000).  Academic and social experiences of children with insulin-dependent diabetes mellitus.  Children's Health Care, 29(3), 189-208. https://doi.org/10.1207/S15326888CHC2903_4

Yu, S. L. (1999). Women's motivation and strategy use in college science classes.  Journal of Staff, Program, and Organization Development, 16(2), 93-101.

Hofer, B. K., Yu, S. L., & Pintrich, P. R. (1998). Teaching college students to be self-regulated learners.  In D. Schunk & B. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 57- 85).  New York: The Guilford Press.

Wolters, C. A., Yu, S. L., Hagen, J. W., & Kail, R. (1996).  Short-term memory and strategy use in children with insulin dependent diabetes mellitus.  Journal of Consulting and Clinical Psychology, 64(6), 1397-1405. https://doi.org/10.1037/0022-006X.64.6.1397

Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211-238. https://doi.org/10.1016/S1041-6080(96)90015-1

Perry, M., VanderStoep, S. W., & Yu, S. L. (1993). Asking questions in first- grade mathematics classes: Potential influences on mathematical thought. Journal of Educational Psychology, 85(1),31-40. https://doi.org/10.1037/0022-0663.85.1.31