Serena Shim

Serena Shim

Professor of Educational Psychology

Curriculum Vitae

Phone:765-285-8521

Room:TC 549

Department: Department of Educational Psychology


About Sungok Serena Shim

Dr. Serena Shim is a professor in the department of educational psychology. “What motivates people?” is the core question of her research. She has investigated the characteristics of schools, teachers, parents, and peers, as related to students’ motivation, achievement, and overall school adjustment. Dr. Shim is particularly interested in the intersections between academic and social motivation during adolescence. Extending her program of research, she is currently investigating teacher motivation and other personality traits related to their own well-being and job satisfaction, as well as student learning outcomes.

Dr. Shim is the principal investigator of the 2017 AERA Research Conference Grant, the recipient of 2017 BSU Digital Scholarship Faculty Fellowship Award, and the 2018 BSU Teachers College Outstanding Research Award. As a co-principal investigator, she is currently collaborating with the educators and researchers in STEM fields on a project that develops and evaluates the efficacy of a pedagogical intervention focusing on socio-scientific issues, funded by Korean Science Foundation. She has made numerous presentations at peer-reviewed national and international conferences and has published over 30 peer-reviewed articles in highly respected journals in her field such as Journal of Educational Psychology, Learning and Instruction, Developmental Psychology, Personality and Individual Differences, Motivation and Emotion, and Learning and Individual Differences.

Dr. Shim has been serving as an evaluator for the after school programs funded by the Indiana Department of Education, the 21st Century Community Learning Centers Program, since 2013. She has served as a program faculty for social justice oriented immersive teacher preparation program (2016-2018), which won the AACTE Best Practice Award. Dr. Shim has been actively involved with the Division 15 Educational Psychology of the American Psychological Association and Division C Learning and Instruction and Division E Human Development and Counseling of the American Educational Research Association. She has been serving on the IES grant review panel since 2014. She is a current Associate Editor for the journal, Educational Psychology.
 

Professional Experience

Professor, Department of Educational Psychology, Teachers College, Ball State University, Muncie, IN, Fall 2018-Present

Visiting Scholar,
University of Illinois at Urbana-Champaign, 2019

Associate Professor, Department of Educational Psychology, Teachers College, Ball State University, Muncie, IN. 2012-2018

Assistant Professor,
Department of Educational Psychology, Teachers College, Ball State University, Muncie, IN. 2008- 2012

Assistant Professor,
Department of Educational Psychology, College of Education, Northern Arizona University, Flagstaff, AZ, 2006-2008

Certified classroom teacher
(2nd ~ 6th grades), Miyang and Youngshin Elementary School, Seoul, South Korea. 1991-1996, 1998-2001

Education

Ph.D. in Educational Psychology, 2006

University of Illinois at Urbana-Champaign

M. A. in Educational Psychology, 1994

Seoul National University, Seoul, Korea

B.A. in Elementary Education, 1991

Seoul National University of Education, Seoul, Korea

Research and Publications

Sample Publications (see Vita for comprehensive list)

Callan, G., & Shim, S. S. (2019). How teachers define and identify self-regulated learning. Teacher Educator, 54, 295-312.

Fletcher, K., & Shim, S. S. (2019). How do adolescents approach social relationships?: The cost of perfectionistic concerns. Personality and Individual Differences, 147, 177-182.

Shim, S. S., Wang, C. *, Makara, K., Xu, X., Xie, L., & Zhong, M. (2017). College Students' Social Goals and Psychological Adjustment: Mediation via Emotion Regulation. Journal of College Student Development, 58(8), 1237-1255.

Shim, S. S., Rubenstein, L., & Drapeau, C.* (2016). When perfectionism is coupled with low achievement: The effects on academic engagement and help seeking in middle school. Learning and Individual Differences, 45, 237-244.

Shim, S. S., & Finch, H. (2014). Academic and Social Achievement Goals and Early Adolescents' Adjustment: A Latent Class Approach. Learning and Individual differences, 30, 98-105.

Shim, S. S., Cho, Y., & Wang, C. * (2013). Classroom Goal Structures, Social Achievement Goals, and Adjustment in Middle School. Learning and Instruction, 23, 69-77. doi:10.1016/j.learninstruc.2012.05.008

Shim, S. S., Ryan, A., & Anderson, C. J. (2008). Achievement goals and achievement during early adolescence: Examining time-varying predictor and outcome variables in growth-curve analysis. Journal of Educational Psychology, 100(3), 655-671.

Ryan, A., & Shim, S. S. (2008). Young adolescents' social achievement goals: Implications for social adjustment in middle school. Journal of Educational Psychology, 100(3), 672-687.

Sample Funded Projects (see Vita for comprehensive list)

  • Korean Research Foundation, Development, Implementation, and Evaluation of Effectiveness of "Socio-scientific Issues for Participatory Citizens' Program. (₩450,000 ($395,000), Co-PI (PI, H. Lee)
  • Digital Scholarship Lab Fellowship, 2017, Ball State University, "Development of Innovative Math Motivational Intervention for Elementary Students", Principal Investigator
  • AERA Research Conference Grant, 2017, "Use of Innovative Technology to Build Engaging Motivational Interventions for Diverse Learners.", Principal Investigator
  • 21st CCLC grant, Indiana Department of Education, Youth afterschool program focusing on math and literacy enrichment and character education. 2012-present, Evaluator 

Course Schedule
Course No. Section Times Days Location
Research Methods 640 800 0000 - 0000 OL, room ONLINE
Research Methods 640 801 0000 - 0000 OL, room ONLINE
Motivation Learning 769 01 1400 - 1640 T TC, room 111
Masters Candidate 600 SS 0000 - 0000