Biography
Hye Rin Lee is an education doctoral student at UCI with a concentration in Human Development in Context (HDiC). Prior to UCI, she received her B.A. with honors in Psychology and Sociology from Franklin and Marshall College.
Her research interests are motivation, psychological interventions, role models, academic engagement, and higher education. In particular, her research focuses on (1) “how does motivation affect students’ learning in various contexts?”; and (2) “how can we promote students’ motivation?” To answer her research questions, she uses both quantitative and qualitative methods and various motivational theories, such as situated expectancy-value theory, goal congruity theory, self-determination theory, life-span theory of control, and etc. With her extensive research interests, she has received numerous awards, including the 2021 SEISMIC Measurement Fellowship, 2020 Inclusive Excellence Ambassador Fellowship, 2019 NSF Graduate Research Fellowship, and 2018 Eugene Cota-Robles Diversity and Provost Ph.D. Fellowship.
Outside of research, she also teaches and mentors undergraduates and high school students as well as lead workshops around methodological issues and statistical programs for graduate students. Specially, she is the Principle Investigator of her own lab, Motivation, Mindset, and Measurement or The 3M Lab, which consists of 6 undergraduates. Moreover, she was recently awarded the Certificate of Teaching Excellence at UCI. She also serves on multiple committees at the university and national level. For example, at UCI, she is the ADSE representative for faculty meetings and SOE representative for AGS. At the national level, she is the graduate student representative for AERA MOTSIG.
In her free time, she likes to watch movies, fly her drone, and explore innovative places.
Selected Publications
Lee, H., McPartlan, P., Umarji, O., Li, Q., Eccles, J. S. (2020). Just a Methodological Cautionary Note: The Jingle Jangle of Self-Related Beliefs in Motivational Measures. Journal of Educational and Psychological Research, 2(2), 1–24.
Hye Rin Lee is an education doctoral student at UCI with a concentration in Human Development in Context (HDiC). Prior to UCI, she received her B.A. with honors in Psychology and Sociology from Franklin and Marshall College.
Her research interests are motivation, psychological interventions, role models, academic engagement, and higher education. In particular, her research focuses on (1) “how does motivation affect students’ learning in various contexts?”; and (2) “how can we promote students’ motivation?” To answer her research questions, she uses both quantitative and qualitative methods and various motivational theories, such as situated expectancy-value theory, goal congruity theory, self-determination theory, life-span theory of control, and etc. With her extensive research interests, she has received numerous awards, including the 2021 SEISMIC Measurement Fellowship, 2020 Inclusive Excellence Ambassador Fellowship, 2019 NSF Graduate Research Fellowship, and 2018 Eugene Cota-Robles Diversity and Provost Ph.D. Fellowship.
Outside of research, she also teaches and mentors undergraduates and high school students as well as lead workshops around methodological issues and statistical programs for graduate students. Specially, she is the Principle Investigator of her own lab, Motivation, Mindset, and Measurement or The 3M Lab, which consists of 6 undergraduates. Moreover, she was recently awarded the Certificate of Teaching Excellence at UCI. She also serves on multiple committees at the university and national level. For example, at UCI, she is the ADSE representative for faculty meetings and SOE representative for AGS. At the national level, she is the graduate student representative for AERA MOTSIG.
In her free time, she likes to watch movies, fly her drone, and explore innovative places.
Selected Publications
Lee, H., McPartlan, P., Umarji, O., Li, Q., Eccles, J. S. (2020). Just a Methodological Cautionary Note: The Jingle Jangle of Self-Related Beliefs in Motivational Measures. Journal of Educational and Psychological Research, 2(2), 1–24.
