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*indicates corresponding author
Jung. S., & Choi, N.* (in preparation). The effect of parent-child lexical interaction on preschoolers’ receptive vocabulary size: Word awareness and incidental word learning as mediators.
Choi, N., Jung, S., & No, B.* (in preparation). The relationship between parental involvement and the profile of English learning motivation of elementary school children in EFL context.
Jung. S., Kiaer, J.*, & Choi, N. (under review). Differential effect of formality of speech style on negation selection in Korean children and adults. Journal of Psycholinguistic Research.
Choi, H., Cho, J., Choi, N., Lee., S., Jung. S.* (under review). A high level of self-control can mitigate the link between children’s risky play attempt and their injury experience in the nature. Early Childhood Education Journal.
Choi, N., Sheo, J.*, Jung, S., & Choi, J. (under review). Newspaper reading in families with school-age children: Relationship between parent–child interaction using newspaper, reading motivation, and academic achievement. The Journal of Educational Research.
Choi, N., Jung. S.*, Choi, J. Kim, H., & Park, S. (under review). The effect of Balanced & Integrated Literacy Education Program for Early Childhood (BILEPEC) on preschoolers’ basic literacy skills. Journal of cognitive Enhancement and Intervention.
Jung, S., & Choi, N.* (2020). Development and validation of parent-child lexical interaction scale for preschoolers (PLIS-P). Family and Environment Research, 58(3), 429-445. http://dx.doi.org/10.6115/fer.2020.031
Jung, S., Choi, N.*, & Jung, S. (2020). The effects of the first reading experience of infancy on reading and academic achievement of elementary first graders. Elementary Education Online, 19(2). 415-425. http://dx.doi.org/1017051/ilkonline.2020.688700
Jung, S., & Choi, N.* (2020). Effect of family functioning on preschoolers' school readiness: Mediating effects of mothers' affective parenting and preschoolers' self-regulation. Family and Environment Research, 58(1), 1-12. http://dx.doi.org/10.6115/fer.2020.001
Choi, M., Jung, S.*, Park, Y. M., & Chung, H. (2020). The effects of satisfaction with school English instruction & parents’ pressure for academic achievement on student’s English learning motivation & behavior: Comparison between general & special-purpose high schools. Journal of Learner-Centered Curriculum and Instruction, 20(2), 1177-2106. http://dx.doi.org/10.22251/jlcci.2020.20.2.1177
Choi, N., No, B.*, Jung, S., & Lee, S. (2019). What affects middle school students’ English anxiety in the EFL context? Evidence from South Korea. Education Sciences, 9(1), 39. http://dx.doi.org/10.3390/educsci9010039
Jung, S. & Yi, S. H.* (2016). Analysis of longitudinal relation of psychological maladaptation, satisfaction with community child centers, and school adjustment of children in community chlid centers using autoregressive cross-lagged modeling. Journal of Youth Welfare, 18(4), 163-190. http://dx.doi.org/10.19034/KAYW.2016.18.4.08
Jung, S., Pack, Y. H., Song, J. N., Kim, D., & Yi, S. H.* (2016). Changes in preschool childcare and private education expenses of different income groups caused by the expansion of the childcare subsidy recipients: A focus on universal childcare policy, Korean Journal of Child Studies, 67(2), 27-42. https://doi.org/10.5723/kjcs.2016.37.2.27
Kang, H. G., Song, J. N.*, Jung, S., & Yi, S. H. (2015). A study on the effects of career decision level in early adolescence and university-major satisfaction on identity development trajectories. Journal of Employment and Skills Development, 18(3), 57-88. doi: 10.36907/krivet.2015.18.3.57
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