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Serena Shim

Serena Shim

Educational Psychology, 2017-18

Serena Shim, The Development of an Innovative Math Motivational Intervention for Elementary Students

Educational Psychology, 2017-18

Serena Shim is Professor of Educational Psychology. Her research examines the characteristics of schools, teachers, parents, and peers, related to students’ motivation, achievement, and overall school adjustment. Her work has focused on identifying the psychological processes in which these factors may jointly and independently shape students’ beliefs and perceptions, and ultimately affect their learning and well-being at school. Her DSL-funded project, The Development of an Innovative Math Motivational Intervention for Elementary Students, uses a 3D interactive motivational intervention designed to promote a growth mindset among elementary-school students. Working with the Institute for Digital Intermedia Arts (IDIA), Shim has built and tested a prototype of an online, interactive intervention for elementary-school math students. It employs back-end analytics to collect data on student attitudes and behavior that can guide further intervention. She is now pursuing funding for a scaled-up version of the intervention tool.

Images: See attached files

Relevant Publications:

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., Kiefer, S. M., & Kilmer, L. * (2014). Performance Goals Addressed to Different

Audiences. Scheduled to appear in Fall 2014 issue of Academic Exchange Quarterly (Featured as

Editor’s choice).

Shim, S. S., Wang, C. *, & Cassady, J. (2013). Emotional well-being: The Role of Social Achievement

Goals and Self-Esteem. Personality and Individual Differences, 55, 840-845. DOI:

10.1016/j.paid.2013.07.004

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