Madison, E., Kim, M., & Guldin, R. (2021, December 7). How the pandemic may help more students see themselves as scientists. EdSurge. https://www.edsurge.com/news/2021-12-07-how-the-pandemic-may-help-more-students-see-themselves-as-scientists
Kim, M. H., Bousselot, T. E, & Ahmed, S. F. (2021). Executive functions and science achievement during the five-to-seven-year shift. Developmental Psychology, 57(12), 2119–2133. https://doi.org/10.1037/dev0001261
Kim, M. H., Anderson, R. C., DeRosia, N., Madison, E., & Husman, J. (2021). There are two I’s in motivation: Interpersonal dimensions of science self-efficacy among racially diverse adolescent youth. Contemporary Educational Psychology, 66, 101989. https://doi.org/10.1016/j.cedpsych.2021.101989
Kim, M. H., Ahmed, S. F., & Morrison, F. J. (2021). The effects of kindergarten and first grade schooling on executive function and academic skill development: Evidence from a school cutoff design. Frontiers in Psychology, 11, 607973. https://doi.org/10.3389/fpsyg.2020.607973
Kim, M., Woods, A., Ellis, A., & Davis-Kean, P. (2020). Teaching and mentoring open science. https://doi.org/10.17605/osf.io/jux4t
Kim, M., Anderson, R., Bousselot, T., Husman, J., & Madison, E. (2022, August). Implicit theories of science ability and interest among diverse adolescent youth. Poster presented at the 2022 Annual Meeting of the American Psychological Association, Division 15, Minneapolis, MN. Link to poster
Kim, M., DeRosia, N., Guldin, R., Lazaro, M., Husman, J., Madison, E., & Anderson, R. (2022, July). Science identity in sociohistorical context: Interpersonal connections, social goals, and perceptions of time and agency in adolescence during a pandemic. Poster presented at the Network Gender & STEM Conference 2022, Munich, Germany. Link to poster
Kim, M. H., Han, J., Buford, K., Usher, E. L., & Osterhage, J. (2022, June). Impacts of instructor ability mindset on undergraduate academic performance. Paper presented at the Tenth SELF International Conference, Quebec City, Canada.
Antony, C., Braun, C., Hurst, T., Todd, J., Buford, K., & Kim, M. (2022, April). Examining academic advisors’ beliefs about interest and ability and their influence on student academic decision making. Poster presented at the 16th Annual Showcase of Undergraduate Scholars, Lexington, KY. Link to poster
Antony, C., & Kim, M. (2022, April). Blue or pink? Art or math? Gender roles and children’s implicit theories of ability in the arts and sciences. Poster presented at the 16th Annual Showcase of Undergraduate Scholars, Lexington, KY. Link to poster
Kim, M. H. (2022, February). Impacts of COVID-19 on science interest and possible futures in science: Reflections from adolescent youth. Paper presented at the University of Kentucky Center for Equality and Social Justice Research Symposium: The social and the science: Psychosocial and biomedical research on COVID-19.
WORKS IN PROGRESS
Kim, M. H., & Sidney, P. G. Do teacher instructional practices shape children’s academic self-concept and interest in mathematics and science? Evidence from TIMSS 2015. https://doi.org/10.17605/OSF.IO/FJDN9
Kim, M. H., & Karr, J. E. Examining associations between intelligence mindset, mental health symptom severity, and academic self-efficacy and performance. https://osf.io/ekazj
Kim, M. H., Han, J., Buford, K. N., Osterhage, J. L., & Usher, E. L. Student perceptions of instructor mindset are associated with undergraduate academic performance. EdArXiv. https://edarxiv.org/wsbjx