Sungok Serena Shim
Biographic Data
| ID | 4017541 |
|---|---|
| NAME | Sungok Serena Shim |
| GIVEN NAMES | Sungok Serena |
| FAMILY NAME | Shim |
| SIGNATURE | SHIM S S |
| AFFILIATIONS | Ball State University |
| ORCID | 0000-0003-4729-1530 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Fostering social-emotional development in the digital era
The rapid evolution of digital media has fundamentally reshaped the developmental landscape for children and adolescents. Today’s youth navigate an environment where social media and smartphones ar...
Social media interference among college students: The role of social achievement goals and fear of missing out
Background Social media has become an integral part of college students' daily lives. However, concerns are growing that its use may trigger fear of missing out (FoMO), potentially leading students to neglect daily responsibilities and routines in academic, social, and physical domains, a phenomenon referred to as social media interference. Aims This study aimed to examine how online social achievement goals may contribute to understanding the de…
How do Social Achievement Goals Affect Early Adolescents’ Academic Engagement? The Role of Feeling Stressed and Lonely
Research has established the significance of social achievement goals in shaping adolescents’ academic engagement. However, the precise mechanisms underpinning this connection remain incomplete. In two studies involving U.S. middle school students (Study 1 N = 212, Study 2 N = 318), we explored the relationship between social achievement goals, academic adjustment, and the mediating role of social distress and loneliness. High social development …
Identifying and predicting teachers' use of practices that support SRL
This study examined how teachers support self‐regulated learning (SRL) by examining reports of 15 potential practices and differentiated the use of these practices via teachers' SRL knowledge, beliefs, demographics, and student characteristics. Teachers ( n = 112 ) responded to open‐ended questions targeting SRL knowledge, beliefs, and practices and a demographics survey about themselves and their students. Teachers reported few practices to supp…
Perils of perfectionistic concerns among teachers
The current study examined how teachers’ perfectionism (personal standards [PS] and concern over mistakes [COM]) relates to their achievement goals for teaching, instructional practices (creation of mastery vs. performance classroom goal structures), job satisfaction, and flow experience during teaching. The data were collected from teachers ( N = 143; mean age = 43.5; 70% female; 100% European American) practicing in the Midwestern U.S. Path ana…
A Comparison of Methods for Estimating Relationships in the Change Between Two Time Points for Latent Variables
Collection and analysis of longitudinal data is an important tool in understanding growth and development over time in a whole range of human endeavors. Ideally, researchers working in the longitudinal framework are able to collect data at more than two points in time, as this will provide them with the potential for a deeper understanding of the development processes under study and a much broader array of statistical modeling options. However, …
Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy
Changes in Academic Adjustment and Relational Self-worth Across the Transition to Middle School
Do gender differences in help avoidance vary by ethnicity? An examination of African American and European American students during early adolescence
The present research examined whether the nature of gender differences varies by race for two types of academic engagement in the classroom (help avoidance and voice with the teacher) in a sample of early adolescents (N = 456; 55% female, 60% African American and 40% European American) making the transition to middle school. Growth curve analyses indicated that help avoidance increased over time, voice remained stable, and achievement declined. I…
Do gender differences in help avoidance vary by ethnicity? An examination of African American and European American students during early adolescence
The present research examined whether the nature of gender differences varies by race for two types of academic engagement in the classroom (help avoidance and voice with the teacher) in a sample of early adolescents (N = 456; 55% female, 60% African American and 40% European American) making the transition to middle school. Growth curve analyses indicated that help avoidance increased over time, voice remained stable, and achievement declined. I…
Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy
Changes in Academic Adjustment and Relational Self-worth Across the Transition to Middle School
Social media interference among college students: The role of social achievement goals and fear of missing out
Background Social media has become an integral part of college students' daily lives. However, concerns are growing that its use may trigger fear of missing out (FoMO), potentially leading students to neglect daily responsibilities and routines in academic, social, and physical domains, a phenomenon referred to as social media interference. Aims This study aimed to examine how online social achievement goals may contribute to understanding the de…
Do gender differences in help avoidance vary by ethnicity? An examination of African American and European American students during early adolescence
The present research examined whether the nature of gender differences varies by race for two types of academic engagement in the classroom (help avoidance and voice with the teacher) in a sample of early adolescents (N = 456; 55% female, 60% African American and 40% European American) making the transition to middle school. Growth curve analyses indicated that help avoidance increased over time, voice remained stable, and achievement declined. I…
Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy
Changes in Academic Adjustment and Relational Self-worth Across the Transition to Middle School
A Comparison of Methods for Estimating Relationships in the Change Between Two Time Points for Latent Variables
Collection and analysis of longitudinal data is an important tool in understanding growth and development over time in a whole range of human endeavors. Ideally, researchers working in the longitudinal framework are able to collect data at more than two points in time, as this will provide them with the potential for a deeper understanding of the development processes under study and a much broader array of statistical modeling options. However, …
Perils of perfectionistic concerns among teachers
The current study examined how teachers’ perfectionism (personal standards [PS] and concern over mistakes [COM]) relates to their achievement goals for teaching, instructional practices (creation of mastery vs. performance classroom goal structures), job satisfaction, and flow experience during teaching. The data were collected from teachers ( N = 143; mean age = 43.5; 70% female; 100% European American) practicing in the Midwestern U.S. Path ana…
Identifying and predicting teachers' use of practices that support SRL
This study examined how teachers support self‐regulated learning (SRL) by examining reports of 15 potential practices and differentiated the use of these practices via teachers' SRL knowledge, beliefs, demographics, and student characteristics. Teachers ( n = 112 ) responded to open‐ended questions targeting SRL knowledge, beliefs, and practices and a demographics survey about themselves and their students. Teachers reported few practices to supp…
How do Social Achievement Goals Affect Early Adolescents’ Academic Engagement? The Role of Feeling Stressed and Lonely
Research has established the significance of social achievement goals in shaping adolescents’ academic engagement. However, the precise mechanisms underpinning this connection remain incomplete. In two studies involving U.S. middle school students (Study 1 N = 212, Study 2 N = 318), we explored the relationship between social achievement goals, academic adjustment, and the mediating role of social distress and loneliness. High social development …
Social media interference among college students: The role of social achievement goals and fear of missing out
Background Social media has become an integral part of college students' daily lives. However, concerns are growing that its use may trigger fear of missing out (FoMO), potentially leading students to neglect daily responsibilities and routines in academic, social, and physical domains, a phenomenon referred to as social media interference. Aims This study aimed to examine how online social achievement goals may contribute to understanding the de…
Fostering social-emotional development in the digital era
The rapid evolution of digital media has fundamentally reshaped the developmental landscape for children and adolescents. Today’s youth navigate an environment where social media and smartphones ar...
Psychology (7 works) · Developmental psychology (5 works) · Social Psychology (5 works) · Academic achievement (4 works) · Early Childhood Education and Development (4 works) · Social Psychology (4 works) · Mathematics education (3 works) · Parental Involvement in Education (3 works) · African american (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works)