Biography
Glona is a Ph.D. student specializing in Human Development in Context (HDiC). Her research interests include adolescents' academic motivation and the role social and environmental factors play on adolescent development. In addition, she is interested in investigating how social agents can help to foster resilience in racial/ethnic minority youth.
Prior to UCI, Glona has worked as a research assistant at the Brain and Motivation Research Institute (bMRI) and taught elementary school students in afterschool programs. She has a B. Sc. Honors in Biomedical Sciences with a minor in Biology from the University of Waterloo and a M. Ed. in Educational Psychology from Korea University.
Glona is currently working on the Family Support of Math and Science motivation project and Templeton Character Development project in Dr. Sandra Simpkins' lab.
Selected Publications
Lee, G., & Simpkins, S. D. (2021). Ability self-concepts and parental support may protect adolescents when they experience low support from their math teachers. Journal of Adolescence, 88, 48-57.
Glona is a Ph.D. student specializing in Human Development in Context (HDiC). Her research interests include adolescents' academic motivation and the role social and environmental factors play on adolescent development. In addition, she is interested in investigating how social agents can help to foster resilience in racial/ethnic minority youth.
Prior to UCI, Glona has worked as a research assistant at the Brain and Motivation Research Institute (bMRI) and taught elementary school students in afterschool programs. She has a B. Sc. Honors in Biomedical Sciences with a minor in Biology from the University of Waterloo and a M. Ed. in Educational Psychology from Korea University.
Glona is currently working on the Family Support of Math and Science motivation project and Templeton Character Development project in Dr. Sandra Simpkins' lab.
Selected Publications
Lee, G., & Simpkins, S. D. (2021). Ability self-concepts and parental support may protect adolescents when they experience low support from their math teachers. Journal of Adolescence, 88, 48-57.
