Publications

Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness.

Published in Assessing Writing, 2023

This paper examines whether undergraduates’ level of self-compassion would affect their perceptions of the constructiveness of researcher-created feedback statements.

Recommended citation: Fong, C. J., Schallert, D. L., Williamson, Z. H., Lin, S., Williams, K. M., Kim, Y. W. (2023). Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness. Assessing Writing, 57, , 100761. https://doi.org/10.1016/j.asw.2023.100761

How Retention and Mobility Rates Differ for Teachers of Colour?

Published in Teachers and Teaching: Theory and Practice, 2022

This paper examines factors associated with the retention and mobility of teachers of colour in one state in the USA, with a special focus on beginning and novice teachers.

Recommended citation: Elfers, A., Plecki, M., Kim, Y. W., & Bei, N. (2022). How retention and mobility rates differ for teachers of colour? Teachers and Teaching: Theory and Practice, 28, 724-741. https://doi.org/10.1080/13540602.2022.2098271

Making feedback constructive: the interplay of undergraduates’ motivation with perceptions of feedback specificity and friendliness

Published in Educational Psychology, 2021

This study investigated constitutive elements of what would make feedback perceived to be constructive, and whether students’ mastery approach goal orientation and writing self-efficacy influenced these perceptions of feedback on an imagined, writing assignment scenario.

Recommended citation: Fong, C. J., Schallert, D. L., Williams, K. M., Williamson, Z. H., Lin, S., Kim, Y. W., & Chen, L. H. (2021). Making feedback constructive: the interplay of undergraduates' motivation with perceptions of feedback specificity and friendliness. Educational Psychology, 1-19. https://doi.org/10.1080/01443410.2021.1951671

“It’s my fault”: Exploring experiences and mental wellness among Korean international graduate students

Published in Journal of International Students, 2021

This paper is about the mental wellness of Korean international graduate students, a subgroup that has received limited attention.

Recommended citation: Koo, K., Kim, Y. W., Lee, J., & Nyunt, G. (2021). “It’s My Fault”: Exploring Experiences and Mental Wellness Among Korean International Graduate Students. Journal of International Students, 11(4), 790–811. https://doi.org/10.32674/jis.v11i4.2801

When feedback signals failure but offers hope for improvement: A process model of constructive criticism

Published in Thinking Skills and Creativity, 2019

This study aims to understand better how constructive feedback is perceived to leverage failure for enhanced thinking, motivational, and learning processes

Recommended citation: Fong, C. J., Schallert, D. S., Williams, K. M., Williamson, Z. H., Warner, J. R., Lin, S., & Kim, Y. W. (2018). When feedback signals failure but offers hope for improvement: A process model of constructive criticism. Thinking Skills and Creativity, 30, 42-53. https://doi.org/10.1016/j.tsc.2018.02.014

A clash of constructs? Re-examining grit in light of academic buoyancy and future time perspective

Published in Current Psychology, 2019

This study examined grit, its dimensions (perseverance of effort and consistency of interest), and other motivational factors (academic buoyancy and future time perspective) to test whether they were distinct constructs, and whether they were predictors of academic achievement

Recommended citation: Fong, C. J. & Kim, Y. W. (2021). A clash of constructs? Re-examining grit in light of academic buoyancy and future time perspective. Current Psychology, 40(4), 1824-1837. https://doi.org/10.1007/s12144-018-0120-4

“Inside out”: Student appraisals for achievement emotions regarding constructive criticism, positive feedback, and negative feedback on writing

Published in Motivation and Emotion, 2017

This study investigated emotion appraisals of constructive criticism, negative, and positive feedback, to aid us in determining whether these appraisals differed by feedback type.

Recommended citation: Fong, C. J., Williams, K. M., Williamson, Z. H., Lin, S., Kim, Y. W., & Schallert, D. L. (2018). “Inside out”: Student appraisals for achievement emotions regarding constructive criticism, positive feedback, and negative feedback on writing. Motivation and Emotion, 42, 236-257. https://doi.org/10.1007/s11031-017-9658-y

A meta-analysis on critical thinking and community college success

Published in Thinking Skills and Creativity, 2017

This meta-analysis examined the relationship between student levels of critical thinking (as established via critical thinking tests) and community college student success.

Recommended citation: Fong, C. J., Kim, Y., Davis, C. W., Hoang, T., & Kim, Y. W. (2017). A meta-analysis on critical thinking and community college success. Thinking Skills and Creativity, 26, 71-83. http://doi.org/10.1016/j.tsc.2017.06.002

Psychosocial factors and community college student success: A meta-analytic investigation

Published in Review of Educational Research, 2016

This meta-analysis examined the relationship between psychosocial factors and community college student success.

Recommended citation: Fong, C. J., Davis, C. W., Kim, Y., Kim, Y. W., Marriott, L. A., & Kim, S. (2017). Psychosocial factors and community college student success: A meta-analytic investigation. Review of Educational Research, 87(2), 388-424. http://doi.org/10.3102/0034654316653479

Youngwon Kim

Publications