Shirley L. Yu

Associate Professor

Ohio State University

United States

Research Interests

Explore related searches

Professors in United States

Contact this professor

Get a free first email built on one of their papers, ready for you to edit and send yourself.

About

Shirley L. Yu is an Associate Professor at The Ohio State University in the United States, focusing on research in self-regulated learning, motivational processes, and goal setting. Her recent publications explore the dynamics of achievement goals, motivational regulation during study and leisure, and the impact of self-efficacy on student outcomes in physics courses. Dr. Yu's work contributes to a deeper understanding of the interplay between academic, social, and well-being goals in educational settings.

Articles (10)

Year:

2025

Year:

2024

Year:

2024

Year:

2023

Year:

2023

Year:

2022

Year:

2022

Year:

2021

Year:

Assistant Professor

University of Northern Colorado

UNITED STATES

View details

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Shirley L. Yu

Research Interests

Explore related searches

Contact this professor

About

Articles (10)

Barriers to success: Do achievement goals predict differential cost perceptions and outcomes?

Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes

Brief Research Report: Motivational Regulation and Motivational Interference During Study and Leisure

Self-regulatory processes within and between diverse goals: The multiple goals regulation framework

Corrigendum: Self-regulation of time: The importance of time estimation accuracy(Front. Psychol., (2022), 13, (925812), 10.3389/fpsyg.2022.925812)

Self-regulation of time: The importance of time estimation accuracy

How temptation changes across time: effects of self-efficacy for self-regulated learning and autonomy support

Academic, social, and well-being goals in the classroom: The dynamic interplay between multiple goals and self-regulatory processes

Can Self-Efficacy and Task Values Buffer Perceived Costs? Exploring Introductory- and Upper-Level Physics Courses

Concern or comfort with social comparisons matter in undergraduate physics courses: Joint consideration of situated expectancy-value theory, mindsets, and gender

Collaborators (6)

Eric Anderman

Anna C Brady

Penny Pasque

Yeo-eun Kim

Christopher Wolters

Elise Allen

Make your next move.