Research
Mission

I believe every student, no matter what ethnic, socioeconomic, linguistic, and achievement-level backgrounds they have, deserves to receive equitable educational support to thrive and reach their full potential. To maximize students' academic success, multiple aspects such as motivation, engagement, cognition, and social-emotional development should be considered with balance.
I also believe that proficient reading and writing skills are at a core of academic success as students build and construct their knowledge through reading and writing across various core subjects including science.
My research mission is to support (a) K-16 students' academic success and achievement particularly focusing on reading and writing proficiency development in core subject areas with consideration of motivational, engagement, cognitive, and social-emotional factors and (b) practitioners (e.g., teachers, instructors, interventionists, etc.) by developing effective classroom instruction, intervention programs, and professional development materials that integrate psychological factors into reading/writing strategies.
My research interests center around three main strands as below.

Research
Interests:
Strand 1

Firstly, I am interested in studying how psychological (e.g., motivation, engagement), cognitive (self-regulated learning strategies, executive functions), and social-emotional (e.g., academic emotions, cooperative learning) factors are associated with students' academic achievement in core subject areas such as science as well as their literacy development such as reading growth and the quality of writing.
I am particularly interested in researching for and with historically marginalized populations including students from economically disadvantaged backgrounds, low achieving students, English language learners, and students with reading and writing difficulties.
To contribute to advancing our understanding of promoting and hindering factors of students' academic success and literacy development, I am interested in utilizing various research methodologies including variable-centered (e.g., regression, structural equation modeling), person-centered (e.g., latent profile analysis), qualitative (e.g., interviews, classroom observations), and meta-analytic approaches.

Secondly, I am interested in investigating the effectiveness of educational interventions that enhance students' motivation and literacy development.
More specifically, I am interested in incorporating multiple motivational forms into reading and writing instructions so that students can develop not only cognitive strategies for reading and writing development but also their positive self-beliefs, self-efficacy, intrinsic motivation, autonomy, and relevance, which will help them to be a life-long learner who truly enjoys reading and writing.
To examine the efficacy of educational interventions, I am interested in employing not only group designs (e.g., randomized controlled trials) but also single case experimental designs (SCEDs).

Last but not least, I am interested in designing professional development (PD) materials that support teachers' instructional strategies to promote students' motivation and literacy development.
My ultimate goal of designing effective PD materials is to serve both pre- and in-service teachers and contribute to creating a motivationally supportive classroom environment where both high- and low-achieving students are encouraged to learn from their mistakes, focus on learning, be mastery-oriented, and reach their full potential.