Hye Yeon Lee
Biographic Data
| ID | 5706993 |
|---|---|
| NAME | Hye Yeon Lee |
| GIVEN NAMES | Hye Yeon |
| FAMILY NAME | Lee |
| SIGNATURE | LEE H Y |
| AFFILIATIONS | Pennsylvania State University |
| ORCID | 0000-0003-2273-0744 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Role of Adverse Childhood Experiences and Intersecting Identities on Adolescents' School Engagement in the United States
BACKGROUND: The purpose of this study was to investigate the role of adverse childhood experiences (i.e., ACEs) and intersecting identities (i.e., gender and ethnicity) on school engagement among adolescents in the United States. METHODS: We analyzed the 2021 National Survey of Children's Health Data. RESULTS: We first identified four ACE classes, with each class representing different proportions of intersecting identities: No ACEs, Multiple Low…
Using rhetorical devices to improve integration in writing based on multiple texts
Adolescents’ Mental Health Concerns in Pre- and During Covid-19
Patterns of adverse childhood experiences and community environments
The role of relevance determinations in multiple text reading and writing
This study examined the role of relevance determinations within the context of undergraduates’ multiple text reading and writing. In this study, undergraduate students were randomly assigned to one of two experimental conditions (i.e., to compose a research report about either the causes of or the solutions to the urban housing crisis), using a library of 12 digital texts (six more relevant and six less relevant to students’ assigned task conditi…
Preservice teachers’ recognition of source and content bias in educational application (app) reviews
How do students integrate multiple texts? An investigation of top-down processing
Examining Relation Formation Across Consistent and Conflicting Texts
When using the Internet to learn about complex topics or issues, students often encounter information that is both complementary and conflicting. Building on prior work identifying differences in how students reason about multiple conflicting texts, we examine students’ connection formation and summative conceptualization of texts systematically designed to vary in a number of ways. We examine students’ connection formation and summative conceptu…
Examining perceptions, selections, and products in undergraduates’ learning from multiple resources
BACKGROUND: When learning about complex topics using the Internet, students commonly encounter a multitude of textual, non-textual (e.g., images and graphs), and multimedia (e.g., videos) resources. Yet students' learning from multiple texts and multiple (non-textual) resources (MT-MR learning) has received insufficient consideration in the literature. AIMS: We examine the associations among (1) undergraduates' conceptions of reasons for multiple…
Adverse childhood experiences and the associations with depression and anxiety in adolescents
Adverse childhood experiences and the associations with depression and anxiety in adolescents
The role of relevance determinations in multiple text reading and writing
This study examined the role of relevance determinations within the context of undergraduates’ multiple text reading and writing. In this study, undergraduate students were randomly assigned to one of two experimental conditions (i.e., to compose a research report about either the causes of or the solutions to the urban housing crisis), using a library of 12 digital texts (six more relevant and six less relevant to students’ assigned task conditi…
Adverse childhood experiences and the associations with depression and anxiety in adolescents
How do students integrate multiple texts? An investigation of top-down processing
Examining Relation Formation Across Consistent and Conflicting Texts
When using the Internet to learn about complex topics or issues, students often encounter information that is both complementary and conflicting. Building on prior work identifying differences in how students reason about multiple conflicting texts, we examine students’ connection formation and summative conceptualization of texts systematically designed to vary in a number of ways. We examine students’ connection formation and summative conceptu…
Examining perceptions, selections, and products in undergraduates’ learning from multiple resources
BACKGROUND: When learning about complex topics using the Internet, students commonly encounter a multitude of textual, non-textual (e.g., images and graphs), and multimedia (e.g., videos) resources. Yet students' learning from multiple texts and multiple (non-textual) resources (MT-MR learning) has received insufficient consideration in the literature. AIMS: We examine the associations among (1) undergraduates' conceptions of reasons for multiple…
Preservice teachers’ recognition of source and content bias in educational application (app) reviews
The role of relevance determinations in multiple text reading and writing
This study examined the role of relevance determinations within the context of undergraduates’ multiple text reading and writing. In this study, undergraduate students were randomly assigned to one of two experimental conditions (i.e., to compose a research report about either the causes of or the solutions to the urban housing crisis), using a library of 12 digital texts (six more relevant and six less relevant to students’ assigned task conditi…
Using rhetorical devices to improve integration in writing based on multiple texts
Adolescents’ Mental Health Concerns in Pre- and During Covid-19
Patterns of adverse childhood experiences and community environments
Role of Adverse Childhood Experiences and Intersecting Identities on Adolescents' School Engagement in the United States
BACKGROUND: The purpose of this study was to investigate the role of adverse childhood experiences (i.e., ACEs) and intersecting identities (i.e., gender and ethnicity) on school engagement among adolescents in the United States. METHODS: We analyzed the 2021 National Survey of Children's Health Data. RESULTS: We first identified four ACE classes, with each class representing different proportions of intersecting identities: No ACEs, Multiple Low…
Psychology (10 works) · Computer Science (5 works) · Educational Strategies and Epistemologies (5 works) · Mathematics education (5 works) · Adverse Childhood Experiences (4 works) · Artificial Intelligence (4 works) · Child Abuse and Trauma (4 works) · Developmental psychology (4 works) · Innovative Teaching and Learning Methods (4 works) · Medicine (4 works)