Sungjun Won

Sungjun Won
Position
Assistant Professor
Credentials

BA, MA, (Korea), PhD (Ohio State)

Contact
Office: MacLaurin A463
  • Academic motivation
  • Self-regulated learning
  • Sense of belonging
  • Classroom contexts
  • STEM interest and engagement
  • Quantitative research methods
Dr. Won conducts research on academic motivation and self-regulated learning. Specifically, his research has focused on two strands. The first strand centers on extending the understanding of motivation and self-regulated learning and their roles in students’ academic success. The second strand focuses on understanding how students’ perceptions of learning and social contexts influence their motivation and engagement in self-regulated learning. In addition, much of his work has focused on science, technology, engineering, and mathematics (STEM) domains, given consistent concerns about the shortage and composition of STEM-capable workers.

Refereed Articles

Won, S., Anderman, E. M., & Zimmerman, R. S. (2019). Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education. Journal of Educational Psychology. Advance online publication. http://doi.org/10.1037/edu0000399

Anderman, E. M., & Won, S. (2019). Academic cheating in disliked classes. Ethics & Behavior, 29, 1-22. http://doi.org/10.1080/10508422.2017.1373648

Anderman, E. M., Koenka, A. C., Anderman, L. H., & Won, S. (2018). Math and science motivation in internationally adopted adolescents. School Psychology Quarterly. 33, 469-481. http://doi.org/10.1037/spq0000276

Won, S., & Yu, S. L. (2018). Relations of perceived parental autonomy support and control with adolescents’ academic time management and procrastination. Learning and Individual Differences, 61, 205-215.https://doi.org/10.1016/j.lindif.2017.12.001

Hensley, L., Wolters, C. A., Won, S., & Brady, A. C. (2018). Academic probation, time management, and time use in a college success course. Journal of College Reading and Learning, 48, 105-123. https://doi.org/10.1080/10790195.2017.1411214

Won, S., Wolters, C. A., & Mueller, S. A. (2018). Sense of belonging and self-regulated learning: Testing achievement goals as mediators. Journal of Experimental Education, 86, 402-418. http://doi.org/10.1080/00220973.2016.1277337

Wolters, C. A., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learning. Metacognition and Learning. 12, 381-399.  https://doi.org/10.1007/s11409-017-9174-1

Chang, Y., & Won, S. (2017). A longitudinal investigation on adolescents’ growth mindset and learning: The mediating role of help seeking. (Korean) The SNU Journal of Education Research. 26, 149-169.

Won, S., Lee, S. Y., & Bong, M. (2017). Social persuasion by teachers as a source of student self-efficacy: The moderating role of perceived teacher credibility. Psychology in the Schools, 54, 532-547. http://doi.org/10.1002/pits.22009

Book Chapters

Wolters, C. A., & Won, S. (2018). Validity and the use of self-report questionnaires to assess self-regulated learning. In D. Schunk and J. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed.). New York, NY: Routledge.

Reeve, J., Lee, W., & Won, S. (2015). Interest as emotion, as affect, and as schema. In K. A. Renninger, M. Nieswandt, & S. E. Hidi (Eds.), Interest in K-16 mathematics and science learning and related activities. Washington, DC: American Educational Research Association.

 

  • ED-D 101: Learning Strategies for University Success
  • ED-D 509: Psychology of Learning and Instruction