Mimi Bong
Biographic Data
| ID | 1584451 |
|---|---|
| NAME | Mimi Bong |
| GIVEN NAMES | Mimi |
| FAMILY NAME | Bong |
| SIGNATURE | BONG M |
| AFFILIATIONS | Korea University |
| ORCID | 0000-0002-9338-7026 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Cultural Insights into the Motivation Paradox of East Asian Learners
Motivation is deeply influenced by cultural and contextual factors, which makes the search for truly universal processes difficult. In this review, we identified several broad cultural forces shaping East Asian learners’ motivation, including relational self-understanding and familism, collective attribution of achievement, and low self-enhancement motivation, which arise from collectivism; as well as self-criticism, meritocratic and exam-oriente…
How mindful and mindless online searching affects curiosity and information recall
With the advancement of technology and the internet, individuals offload their cognitive demands onto the internet to access information and supplement their cognitive capacity. However, heavy reliance on the internet often produces undesirable consequences such as poor metacognitive judgments and memory retention. This study investigated whether these negative effects can be mitigated by making learners more cognitively mindful of their search a…
Socializers’ mindsets predict students’ mindsets and learning outcomes
Testing the dynamics between parent–child relationship and parent-belief intervention on children’s math motivation
Social antecedents of children's mindsets, motivation and achievement in math
BACKGROUND: As children mature, they tend to develop a fixed mindset in math, which has been identified as a contributor to declining confidence and widespread anxiety in math. Both parents and teachers can function as critical socializers in shaping children's fixed mindsets. AIMS: Given that children's beliefs are formed through interactions with socializers, we tested our hypothesis that the mindsets and expectations of parents and those of te…
Examining how teachers’ characteristics impact student motivation and achievement across subject, school level, gender, and prior achievement level
Teachers’ characteristics can significantly influence the quality of student functioning. Yet, there has been little exploration regarding which attributes matter to which outcomes, and for whom, and under what conditions. In this study, we considered four characteristics as perceived by students, namely competence, student-centered instruction, closeness with students, and enthusiasm, and examined how they predicted students’ self-efficacy, inte…
Adolescent achievement goal profiles and their relationships with predictors and outcomes
Parental mindsets as determinants of children’s achievement goals and performance in math
Motivation Science
Are curiosity and situational interest different? Exploring distinct antecedents and consequences
BackgroundA controversy over the distinction between curiosity and situational interest has recently resurfaced. Nonetheless, empirical research comparing the two is noticeably lacking.AimsWe attempted to fill this gap and provide much-needed evidence of the distinction between curiosity and situational interest by examining the antecedents and consequences of the two constructs.MethodsWe assessed enjoyment, novelty, uncertainty and surprise as p…
Producing confident learners using specific tasks, competent models, and credible messages
Of his numerous contributions, Albert Bandura's introduction of the self-efficacy construct is arguably the most notable one. The primary aim of this article is to illustrate why it is so critically important to arm students with strong self-efficacy beliefs and how parents and teachers can achieve that goal. We begin with a brief overview of the self-efficacy construct, describing the unique features that distinguish it from other self-beliefs s…
Science utility value intervention for elementary school students
Promoting children’s math motivation by changing parents’ gender stereotypes and expectations for math
Boosting children's math self-efficacy by enriching their growth mindsets and gender-fair beliefs
Self-efficacy is easily the most important construct for engagement and success in achievement contexts. In this article, we aim to promote a better understanding of theory-driven practices that foster students' self-efficacy beliefs in math, especially the practices that change young learners' mindset and gender stereotypes in math. We briefly present the self-efficacy theory first, followed by theoretical and empirical findings within the minds…
Beyond left and right
Are there really “right-brained” and “left-brained” learners? The argument of left- and right-brain learning is the second most pervasive neuromyth in education. In this article, we debunk this myth by distinguishing fact from fiction. Each hemisphere indeed shows dominance in processing certain types of cognitive function. However, individual characteristics and learning potentials cannot be categorized into the left or the right brain. Not only…
The role of cost in adolescent students' maladaptive academic outcomes
Performing under challenge
The effects of ability performance goals, normative performance goals, and mastery goals on anxiety, interest, and performance were examined in a series of experiments. Challenging problem-solving tasks that would demonstrate the effects of each performance goal more clearly were designed. Groups of early adolescents (Study 1) and college students in Korea (Studies 2 and 3) participated in similar experiments to strengthen the generalizability of…
Boys are Affected by Their Parents More Than Girls are
Relevance of goal theories to language learning research
Cultural differences in the understanding of modelling and feedback as sources of self-efficacy information
BackgroundThe potential role of culture in the development and operation of self-efficacy has been acknowledged by researchers. Clearer understanding of this cultural impact will benefit from research that shows how the same efficacy information is evaluated across cultures.AimsWe tested whether two sources of self-efficacy information delivered by multiple social agents (i.e., vicarious experience and social persuasion) were weighed differently …
English language learners' self-efficacy profiles and relationship with self-regulated learning strategies
Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement.
We examined (a) the relative importance of perceived social support from parents, peers, and teachers; (b) the consequences associated with different types of perceived social support; and (c) the mediation by achievement goals in the relationship between perceived social support and academic outcomes. We analyzed the first 3 waves of the Korean Educational Longitudinal Study 2005 data (Y. Kim et al., 2007), which followed students from Grade 7 t…
Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context
This study examines how teachers’ collective efficacy (TCE), job stress, and the cultural dimension of collectivism are associated with job satisfaction for 500 teachers from Canada, Korea (South Korea or Republic of Korea), and the United States. Multigroup path analysis revealed that TCE predicted job satisfaction across settings. Job stress was negatively related to job satisfaction for North American teachers (i.e., teachers from Canada and t…
Exploring the validity of a teachers’ self-efficacy scale in five countries
Academic Self-Concept and Self-Efficacy
Relevance of goal theories to language learning research
Cultural differences in the understanding of modelling and feedback as sources of self-efficacy information
BackgroundThe potential role of culture in the development and operation of self-efficacy has been acknowledged by researchers. Clearer understanding of this cultural impact will benefit from research that shows how the same efficacy information is evaluated across cultures.AimsWe tested whether two sources of self-efficacy information delivered by multiple social agents (i.e., vicarious experience and social persuasion) were weighed differently …
Boosting children's math self-efficacy by enriching their growth mindsets and gender-fair beliefs
Self-efficacy is easily the most important construct for engagement and success in achievement contexts. In this article, we aim to promote a better understanding of theory-driven practices that foster students' self-efficacy beliefs in math, especially the practices that change young learners' mindset and gender stereotypes in math. We briefly present the self-efficacy theory first, followed by theoretical and empirical findings within the minds…
Examining how teachers’ characteristics impact student motivation and achievement across subject, school level, gender, and prior achievement level
Teachers’ characteristics can significantly influence the quality of student functioning. Yet, there has been little exploration regarding which attributes matter to which outcomes, and for whom, and under what conditions. In this study, we considered four characteristics as perceived by students, namely competence, student-centered instruction, closeness with students, and enthusiasm, and examined how they predicted students’ self-efficacy, inte…
Are curiosity and situational interest different? Exploring distinct antecedents and consequences
BackgroundA controversy over the distinction between curiosity and situational interest has recently resurfaced. Nonetheless, empirical research comparing the two is noticeably lacking.AimsWe attempted to fill this gap and provide much-needed evidence of the distinction between curiosity and situational interest by examining the antecedents and consequences of the two constructs.MethodsWe assessed enjoyment, novelty, uncertainty and surprise as p…
Comparison between self-concept and self-efficacy in academic motivation research
This exploratory review compares academic self-concept and self-efficacy research. From the conceptual perspective, self-concept emerges as a more complex construct incorporating both cognitive and affective responses toward the self and is heavily influenced by social comparison. Self-efficacy, in contrast, concerns primarily cognitive judgments of one's capabilities based on mastery criteria. Despite these differences, the 2 constructs demonstr…
Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction
Role of Self-Efficacy and Task-Value in Predicting College Students' Course Performance and Future Enrollment Intentions
Between- and within-domain relations of academic motivation among middle and high school students
The author used confirmatory factor analysis to examine between-domain relations of self-efficacy, task-value, and achievement goal orientations among 424 Korean middle and high school students. AH motivational constructs demonstrated strong subject specificity in both age groups. Strengths of between-domain associations differed substantially by individual constructs. Performance-approach and perfor-mance-avoidance goals were highly correlated a…
Academic Self-Concept and Self-Efficacy
Exploring the validity of a teachers’ self-efficacy scale in five countries
Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context
This study examines how teachers’ collective efficacy (TCE), job stress, and the cultural dimension of collectivism are associated with job satisfaction for 500 teachers from Canada, Korea (South Korea or Republic of Korea), and the United States. Multigroup path analysis revealed that TCE predicted job satisfaction across settings. Job stress was negatively related to job satisfaction for North American teachers (i.e., teachers from Canada and t…
English language learners' self-efficacy profiles and relationship with self-regulated learning strategies
Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement.
We examined (a) the relative importance of perceived social support from parents, peers, and teachers; (b) the consequences associated with different types of perceived social support; and (c) the mediation by achievement goals in the relationship between perceived social support and academic outcomes. We analyzed the first 3 waves of the Korean Educational Longitudinal Study 2005 data (Y. Kim et al., 2007), which followed students from Grade 7 t…
Cultural differences in the understanding of modelling and feedback as sources of self-efficacy information
BackgroundThe potential role of culture in the development and operation of self-efficacy has been acknowledged by researchers. Clearer understanding of this cultural impact will benefit from research that shows how the same efficacy information is evaluated across cultures.AimsWe tested whether two sources of self-efficacy information delivered by multiple social agents (i.e., vicarious experience and social persuasion) were weighed differently …
Relevance of goal theories to language learning research
The role of cost in adolescent students' maladaptive academic outcomes
Performing under challenge
The effects of ability performance goals, normative performance goals, and mastery goals on anxiety, interest, and performance were examined in a series of experiments. Challenging problem-solving tasks that would demonstrate the effects of each performance goal more clearly were designed. Groups of early adolescents (Study 1) and college students in Korea (Studies 2 and 3) participated in similar experiments to strengthen the generalizability of…
Boys are Affected by Their Parents More Than Girls are
Science utility value intervention for elementary school students
Promoting children’s math motivation by changing parents’ gender stereotypes and expectations for math
Boosting children's math self-efficacy by enriching their growth mindsets and gender-fair beliefs
Self-efficacy is easily the most important construct for engagement and success in achievement contexts. In this article, we aim to promote a better understanding of theory-driven practices that foster students' self-efficacy beliefs in math, especially the practices that change young learners' mindset and gender stereotypes in math. We briefly present the self-efficacy theory first, followed by theoretical and empirical findings within the minds…
Beyond left and right
Are there really “right-brained” and “left-brained” learners? The argument of left- and right-brain learning is the second most pervasive neuromyth in education. In this article, we debunk this myth by distinguishing fact from fiction. Each hemisphere indeed shows dominance in processing certain types of cognitive function. However, individual characteristics and learning potentials cannot be categorized into the left or the right brain. Not only…
Motivation Science
Are curiosity and situational interest different? Exploring distinct antecedents and consequences
BackgroundA controversy over the distinction between curiosity and situational interest has recently resurfaced. Nonetheless, empirical research comparing the two is noticeably lacking.AimsWe attempted to fill this gap and provide much-needed evidence of the distinction between curiosity and situational interest by examining the antecedents and consequences of the two constructs.MethodsWe assessed enjoyment, novelty, uncertainty and surprise as p…
Producing confident learners using specific tasks, competent models, and credible messages
Of his numerous contributions, Albert Bandura's introduction of the self-efficacy construct is arguably the most notable one. The primary aim of this article is to illustrate why it is so critically important to arm students with strong self-efficacy beliefs and how parents and teachers can achieve that goal. We begin with a brief overview of the self-efficacy construct, describing the unique features that distinguish it from other self-beliefs s…
Parental mindsets as determinants of children’s achievement goals and performance in math
Testing the dynamics between parent–child relationship and parent-belief intervention on children’s math motivation
Social antecedents of children's mindsets, motivation and achievement in math
BACKGROUND: As children mature, they tend to develop a fixed mindset in math, which has been identified as a contributor to declining confidence and widespread anxiety in math. Both parents and teachers can function as critical socializers in shaping children's fixed mindsets. AIMS: Given that children's beliefs are formed through interactions with socializers, we tested our hypothesis that the mindsets and expectations of parents and those of te…
Examining how teachers’ characteristics impact student motivation and achievement across subject, school level, gender, and prior achievement level
Teachers’ characteristics can significantly influence the quality of student functioning. Yet, there has been little exploration regarding which attributes matter to which outcomes, and for whom, and under what conditions. In this study, we considered four characteristics as perceived by students, namely competence, student-centered instruction, closeness with students, and enthusiasm, and examined how they predicted students’ self-efficacy, inte…
Psychology (26 works) · Social Psychology (22 works) · Education, Achievement, and Giftedness (21 works) · Developmental psychology (16 works) · Motivation and Self-Concept in Sports (12 works) · Mathematics education (11 works) · Self-efficacy (9 works) · Academic achievement (7 works) · Social Psychology (7 works) · Cognition (6 works)