Jung Yeon Park
Biographic Data
| ID | 4792899 |
|---|---|
| NAME | Jung Yeon Park |
| GIVEN NAMES | Jung Yeon |
| FAMILY NAME | Park |
| SIGNATURE | PARK J Y |
| AFFILIATIONS | George Mason University |
| ORCID | 0000-0001-8473-9416 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Assessing U.S. teachers’ perceived confidence in practising linguistically and culturally responsive content teaching (LcRCT) with multilingual learners
Informed by the latest instructional approaches of linguistically and culturally responsive content teaching (LcRCT), this study examined U.S. classroom teachers’ perceived confidence in their pedagogical practices with multilingual learners in the content classroom. Using a newly developed and initially validated survey scale, ‘Critical Practice toward Content-Integrated Education for Multilingual Learners’, this study addressed the research gap…
Content teachers’ beliefs and attitudes toward working with multilingual learners through integrative approaches
Introduction The fast-growing population of multilingual learners (MLs) in U.S. schools calls for ML-focused instructional support from content classroom teachers to acquire content knowledge and language proficiency simultaneously. However, teachers in general lack competency in content-language integrative pedagogy that builds on MLs’ transliterate capabilities, placing MLs at a greater disadvantage in the content classroom. Given that teachers…
Measurement invariance of the teachers’ awareness scale in content-integrated education for multilingual learners
This study validates the scale, Critical Awareness toward Content-Language Integrated Education, recently designed to assess teachers’ awareness and beliefs toward Multilingual Learners (MLs) in content classrooms. By analyzing survey responses from a total of 458 teacher participants in the U.S., we examined evidence of validity, reliability, and measurement invariance. Confirmatory Factor Analysis (CFA) confirmed the three-factor structure, con…
Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-Cieml): A survey study about teachers’ ideological beliefs and attitudes
(In English)Framed by the concept of critical language awareness, this study validated a survey to assess teachers’ ideological beliefs and attitudes toward English learners (ELs)/multilingual learners (MLs) in content classrooms. Employing exploratory factor analysis (EFA), the study identified three major constructs of teachers’ beliefs and attitudes from a relatively large sample across the U.S. (N = 307). The study further examined whether di…
Patterns of intimacy crisis resolution and their associations with romantic loneliness in Polish and U.S. young adults
In Erikson's model of development, intimacy and isolation denote polar outcomes of psychosocial crisis in young adulthood. Drawing on this model, the present study used three-wave longitudinal data to examine patterns of the success and lack of success in the resolution of Eriksonian crisis in relation to romantic loneliness as a negative outcome of the intimacy crisis, and compared across Poland and the United States. The data were collected fro…
Cognitive support for assembly operations by means of augmented reality: An exploratory study
Parental Responses to Transgender and Gender Nonconforming Youth: Associations with Parent Support, Parental Abuse, and Youths’ Psychological Adjustment
The purpose of this study was to examine parental responses to transgender and gender nonconforming [TGNC] youths' gender identities and explore associations of parent support with parental abuse, depressive symptoms, and LGBT-identity disclosure stress. TGNC youth (N = 129), ages 15-21 (M = 18.00, SD = 1.74), completed surveys (2011-2012); experiences of transfeminine (TF; n = 58) and transmasculine (TM; n = 71) youth were analyzed separately. A…
Exploring the variables associated with student attitudes toward inclusion in physical education after taking part in the Paralympic School Day programme
The purpose of this study was to examine the variables associated with the attitudes of students without disabilities toward the inclusion of students with disabilities in the physical education setting as a result of taking part in the Paralympic School Day (PSD) programme. Participants were 143 sixth-grade students, divided into 2 groups (experimental n = 71, control n = 72), with the experimental group receiving the PSD treatment, and the cont…
Transgender youth and suicidal behaviors: Applying the interpersonal psychological theory of suicide
The interpersonal psychological theory of suicide (IPTS) was used to examine suicidal thoughts and behaviors among 129 transgender and gender nonconforming (TGNC) youth. Youth were categorized according to their gender identities: female-to-male (FTM), male-to-female (MTF), female-to-different-gender (FTDG), and male-to-different gender (MTDG). Higher percentages of suicidal ideation were reported by FTDG and FTM youth; and higher percentages of …
Parental Responses to Transgender and Gender Nonconforming Youth: Associations with Parent Support, Parental Abuse, and Youths’ Psychological Adjustment
The purpose of this study was to examine parental responses to transgender and gender nonconforming [TGNC] youths' gender identities and explore associations of parent support with parental abuse, depressive symptoms, and LGBT-identity disclosure stress. TGNC youth (N = 129), ages 15-21 (M = 18.00, SD = 1.74), completed surveys (2011-2012); experiences of transfeminine (TF; n = 58) and transmasculine (TM; n = 71) youth were analyzed separately. A…
Transgender youth and suicidal behaviors: Applying the interpersonal psychological theory of suicide
The interpersonal psychological theory of suicide (IPTS) was used to examine suicidal thoughts and behaviors among 129 transgender and gender nonconforming (TGNC) youth. Youth were categorized according to their gender identities: female-to-male (FTM), male-to-female (MTF), female-to-different-gender (FTDG), and male-to-different gender (MTDG). Higher percentages of suicidal ideation were reported by FTDG and FTM youth; and higher percentages of …
Exploring the variables associated with student attitudes toward inclusion in physical education after taking part in the Paralympic School Day programme
The purpose of this study was to examine the variables associated with the attitudes of students without disabilities toward the inclusion of students with disabilities in the physical education setting as a result of taking part in the Paralympic School Day (PSD) programme. Participants were 143 sixth-grade students, divided into 2 groups (experimental n = 71, control n = 72), with the experimental group receiving the PSD treatment, and the cont…
Parental Responses to Transgender and Gender Nonconforming Youth: Associations with Parent Support, Parental Abuse, and Youths’ Psychological Adjustment
The purpose of this study was to examine parental responses to transgender and gender nonconforming [TGNC] youths' gender identities and explore associations of parent support with parental abuse, depressive symptoms, and LGBT-identity disclosure stress. TGNC youth (N = 129), ages 15-21 (M = 18.00, SD = 1.74), completed surveys (2011-2012); experiences of transfeminine (TF; n = 58) and transmasculine (TM; n = 71) youth were analyzed separately. A…
Cognitive support for assembly operations by means of augmented reality: An exploratory study
Patterns of intimacy crisis resolution and their associations with romantic loneliness in Polish and U.S. young adults
In Erikson's model of development, intimacy and isolation denote polar outcomes of psychosocial crisis in young adulthood. Drawing on this model, the present study used three-wave longitudinal data to examine patterns of the success and lack of success in the resolution of Eriksonian crisis in relation to romantic loneliness as a negative outcome of the intimacy crisis, and compared across Poland and the United States. The data were collected fro…
Content teachers’ beliefs and attitudes toward working with multilingual learners through integrative approaches
Introduction The fast-growing population of multilingual learners (MLs) in U.S. schools calls for ML-focused instructional support from content classroom teachers to acquire content knowledge and language proficiency simultaneously. However, teachers in general lack competency in content-language integrative pedagogy that builds on MLs’ transliterate capabilities, placing MLs at a greater disadvantage in the content classroom. Given that teachers…
Measurement invariance of the teachers’ awareness scale in content-integrated education for multilingual learners
This study validates the scale, Critical Awareness toward Content-Language Integrated Education, recently designed to assess teachers’ awareness and beliefs toward Multilingual Learners (MLs) in content classrooms. By analyzing survey responses from a total of 458 teacher participants in the U.S., we examined evidence of validity, reliability, and measurement invariance. Confirmatory Factor Analysis (CFA) confirmed the three-factor structure, con…
Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-Cieml): A survey study about teachers’ ideological beliefs and attitudes
(In English)Framed by the concept of critical language awareness, this study validated a survey to assess teachers’ ideological beliefs and attitudes toward English learners (ELs)/multilingual learners (MLs) in content classrooms. Employing exploratory factor analysis (EFA), the study identified three major constructs of teachers’ beliefs and attitudes from a relatively large sample across the U.S. (N = 307). The study further examined whether di…
Assessing U.S. teachers’ perceived confidence in practising linguistically and culturally responsive content teaching (LcRCT) with multilingual learners
Informed by the latest instructional approaches of linguistically and culturally responsive content teaching (LcRCT), this study examined U.S. classroom teachers’ perceived confidence in their pedagogical practices with multilingual learners in the content classroom. Using a newly developed and initially validated survey scale, ‘Critical Practice toward Content-Integrated Education for Multilingual Learners’, this study addressed the research gap…
Psychology (8 works) · Social Psychology (5 works) · Clinical Psychology (4 works) · Clinical Psychology (4 works) · Developmental psychology (4 works) · Mathematics education (4 works) · Multilingual Education and Policy (4 works) · EFL/ESL Teaching and Learning (3 works) · Second Language Learning and Teaching (3 works) · Social Psychology (3 works)