@article{kim_you_knox_2020, title={The Mediating Effect of Empathy on the Relation Between Child Self-Expressiveness in Family and Prosocial Behaviors}, volume={29}, ISSN={["1573-2843"]}, DOI={10.1007/s10826-019-01676-2}, number={6}, journal={JOURNAL OF CHILD AND FAMILY STUDIES}, author={Kim, Eui Kyung and You, Sukkyung and Knox, Jerica}, year={2020}, month={Jun}, pages={1572–1581} }
 @article{you_lee_lee_kim_2020, title={The effects of middle school art class with an empathy-based learning model}, volume={39}, ISSN={1046-1310 1936-4733}, url={http://dx.doi.org/10.1007/S12144-018-9885-8}, DOI={10.1007/S12144-018-9885-8}, number={5}, journal={Current Psychology}, publisher={Springer Science and Business Media LLC}, author={You, Sukkyung and Lee, June and Lee, Yunoug and Kim, Eui Kyung}, year={2020}, month={Oct}, pages={1819–1829} }
 @article{kim_furlong_dowdy_2019, title={Adolescents’ Personality Traits and Positive Psychological Orientations: Relations with Emotional Distress and Life Satisfaction Mediated by School Connectedness}, volume={12}, ISSN={1874-897X 1874-8988}, url={http://dx.doi.org/10.1007/S12187-019-9619-Y}, DOI={10.1007/s12187-019-9619-y}, number={6}, journal={Child Indicators Research}, publisher={Springer Science and Business Media LLC}, author={Kim, Eui Kyung and Furlong, Michael J. and Dowdy, Erin}, year={2019}, month={Jan}, pages={1951–1969} }
 @article{kim_dowdy_furlong_you_2019, title={Complete Mental Health Screening: Psychological Strengths and Life Satisfaction in Korean Students}, volume={12}, ISSN={["1874-8988"]}, DOI={10.1007/s12187-018-9561-4}, number={3}, journal={CHILD INDICATORS RESEARCH}, author={Kim, Eui Kyung and Dowdy, Erin and Furlong, Michael M. and You, Sukkyung}, year={2019}, month={Jun}, pages={901–915} }
 @article{field_begeny_kim_2019, title={Exploring the Relationship Between Cognitive Characteristics and Responsiveness to a Tier 3 Reading Fluency Intervention}, volume={35}, ISSN={["1521-0693"]}, DOI={10.1080/10573569.2018.1553082}, abstractNote={Abstract Although research suggests that certain cognitive functions predict the likelihood of intervention response for students who receive Tier 2 instruction through a response to intervention framework, researchers know less about cognitive predictors of response to Tier 3 instruction. This study measured 2nd and 3rd graders’ performance on 7 cognitive tasks associated with reading outcomes. Participants then received 10 weeks of targeted intervention with the HELPS One-on-One Reading Fluency Program. Repeated measures multivariate analyses of variance using both norm-referenced and growth score criteria failed to demonstrate significant differences between the cognitive processing profiles of students who met response criteria and those who did not. Only phonological awareness indicated an area of significant processing deficit. Findings did not support a continuum of severity hypothesis and instead provided support for the heterogeneity of reading disorders.}, number={4}, journal={READING & WRITING QUARTERLY}, author={Field, Stacey A. and Begeny, John C. and Kim, Eui Kyung}, year={2019}, month={Jul}, pages={374–391} }
 @article{wroblewski_dowdy_sharkey_kim_2019, title={Social-Emotional Screening to Predict Truancy Severity: Recommendations for Educators}, volume={21}, ISSN={["1538-4772"]}, DOI={10.1177/1098300718768773}, abstractNote={ The present study examined whether high school students’ ( N = 1,658) self-reported social-emotional strengths collected at the beginning of the school year via schoolwide screening could predict student membership in one of three truancy categories (low, moderate, and high to chronic truancy) using discriminant analysis. Results indicated that student self-reported scores for the social-emotional domains belief-in-self and belief-in-others contributed significantly to the discriminant analysis function for predicting students’ truancy severity classification. In addition, multivariate ANOVA was also conducted to identify whether social-emotional strengths differed by gender and ethnicity (Caucasian and Latino/a students) across the three truancy groups. Caucasian students in the low to moderate truancy groups reported higher overall social-emotional strengths than Latino/a students. Gender differences were also found in the low to moderate truancy groups in that females were less likely to report having strengths in the social-emotional domains belief-in-self and engaged living, while males were less likely to report having a strength in emotional competence. Findings demonstrate the utility of schoolwide screening measures to aid in early identification of truancy and an increased need to create truancy prevention and intervention policies that are gender-specific and culturally sensitive. }, number={1}, journal={JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS}, author={Wroblewski, Althea P. and Dowdy, Erin and Sharkey, Jill D. and Kim, Eui Kyung}, year={2019}, month={Jan}, pages={19–29} }
 @article{you_kim_shin_2019, title={Teachers' Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea}, volume={11}, ISBN={2071-1050}, DOI={10.3390/su11051489}, abstractNote={In the literature, teacher self-efficacy has been found to increase teachers’ effective teaching strategies and students’ positive learning outcomes in inclusive education, which highlights the importance of identifying and fostering factors associated with increased self-efficacy. Thus, the purpose of the current study was to examine the relations between teachers’ demographic and background variables (i.e., age, teaching experience, and training experience), teachers’ beliefs toward inclusive education, and teachers’ self-efficacy. Specifically, this study aimed to test the mediating effects of teachers’ beliefs toward inclusive education on the relations between teachers’ demographic and background variables and their self-efficacy using structural equation modeling (SEM). Teacher beliefs toward inclusive education included the effectiveness of inclusive education on the social and cognitive development of children with disabilities and on non-disabled students’ understanding of the needs of children with disabilities. Results indicated that whereas teacher age and teaching and training experiences had no direct relations with teachers’ self-efficacy in inclusive education, teaching and training experiences had significant indirect relations with their self-efficacy through their beliefs toward inclusive education. Implications and future directions are discussed.}, number={5}, journal={SUSTAINABILITY}, author={You, Sukkyung and Kim, Eui Kyung and Shin, Kyulee}, year={2019} }
 @article{lim_kim_you_2019, title={The Effects of Internet use on School Adjustment and Delinquency}, volume={38}, ISSN={["1936-4733"]}, DOI={10.1007/s12144-017-9668-7}, number={3}, journal={CURRENT PSYCHOLOGY}, author={Lim, Sun Ah and Kim, Eui Kyung and You, Sukkyung}, year={2019}, month={Jun}, pages={901–907} }
 @article{you_lee_lee_kim_2018, title={Gratitude and life satisfaction in early adolescence: The mediating role of social support and emotional difficulties}, volume={130}, ISSN={["0191-8869"]}, DOI={10.1016/j.paid.2018.04.005}, abstractNote={The current study examined the relationship between gratitude and life satisfaction among 877 Korean adolescents, and the mediating effects of social support and emotional difficulties in the relationship. The study's results revealed that those experiencing higher gratitude during early adolescents reported having more feelings of positive life satisfaction. Furthermore, social support and emotional difficulties were found to mediate the relationship between gratitude and life satisfaction. Findings suggested that grateful students perceived that more social support were available and experienced less emotional difficulties, in turn experiencing increased life satisfaction. Gender differences were not found in the relationship between gratitude and life satisfaction. Implications and future directions are also further discussed.}, journal={PERSONALITY AND INDIVIDUAL DIFFERENCES}, author={You, Sukkyung and Lee, June and Lee, Yunoug and Kim, Euikyung}, year={2018}, month={Aug}, pages={122–128} }
 @article{kim_begeny_hida_wang_jones_oluokun_2018, title={Publication characteristics and outlets of school and educational psychology scholars around the globe}, volume={55}, ISSN={["1520-6807"]}, DOI={10.1002/pits.22158}, abstractNote={Abstract}, number={8}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Kim, Eui Kyung and Begeny, John C. and Hida, Rahma and Wang, Jiayi and Jones, Renee and Oluokun, Helen}, year={2018}, month={Sep}, pages={955–968} }
 @article{you_lim_kim_2018, title={Relationships Between Social Support, Internal Assets, and Life Satisfaction in Korean Adolescents}, volume={19}, ISSN={["1573-7780"]}, DOI={10.1007/s10902-017-9844-3}, number={3}, journal={JOURNAL OF HAPPINESS STUDIES}, author={You, Sukkyung and Lim, Sun Ah and Kim, Eui Kyung}, year={2018}, month={Mar}, pages={897–915} }
 @article{you_shin_kim_2018, title={The Effects of Sociocultural Pressures and Exercise Frequency on the Body Esteem of Adolescent Girls in Korea}, volume={27}, ISSN={["1573-2843"]}, DOI={10.1007/s10826-017-0866-6}, number={1}, journal={JOURNAL OF CHILD AND FAMILY STUDIES}, author={You, Sukkyung and Shin, Kyulee and Kim, Eui Kyung}, year={2018}, month={Jan}, pages={26–33} }
 @article{kim_dowdy_furlong_you_2017, title={Mental health profiles and quality of life among Korean adolescents}, volume={38}, ISSN={["1461-7374"]}, DOI={10.1177/0143034316682296}, abstractNote={ In an attempt to identify and intervene with students in need of services, the South Korean government has implemented national mental health screening. However, concerns raised about the unintended stigmatization of the screening assessment that focuses on student deficits prompts the need for additional research. This study evaluated the potential utility of an alternative screening approach that considers student strengths, in addition to symptoms of distress. Using a sample of 1,190 Korean adolescents enrolled in grades seven to nine, two latent profile analyses were conducted to identify underlying mental health strength and distress subtypes. Results identified five subtypes of psychological strengths and three subtypes of psychological distress. As hypothesized, students with higher levels of strengths and lower levels of distress reported better quality of life, academic performance, and higher life satisfaction. Implications for school based mental health screening and future directions for researchers and practitioners are discussed. }, number={1}, journal={SCHOOL PSYCHOLOGY INTERNATIONAL}, author={Kim, Eui Kyung and Dowdy, Erin and Furlong, Michael J. and You, Sukkyung}, year={2017}, month={Feb}, pages={98–116} }
 @article{shin_you_kim_2017, title={Sociocultural pressure, internalization, BMI, exercise, and body dissatisfaction in Korean female college students}, volume={22}, ISSN={["1461-7277"]}, DOI={10.1177/1359105316634450}, abstractNote={ This research investigated the differential effects of sociocultural pressures from media, peers, and parents on the thin ideal internalization and body dissatisfaction of 472 Korean female college students using structural equation modeling. Results indicated that after controlling for body mass index and exercise, media pressure exerted the largest effects, followed by peer pressure and parental pressure, on thin ideal internalization, and in turn, body dissatisfaction. Furthermore, parent and media pressures were found to exert direct effects on body dissatisfaction as well as indirect effects through thin ideal internalization. The results and implications of the study are discussed. }, number={13}, journal={JOURNAL OF HEALTH PSYCHOLOGY}, author={Shin, Kyulee and You, Sukkyung and Kim, Euikyung}, year={2017}, month={Nov}, pages={1712–1720} }
 @article{moore_widales-benitez_carnazzo_kim_moffa_dowdy_2015, title={Conducting Universal Complete Mental Health Screening via Student Self-Report}, volume={19}, ISSN={2159-2020 2161-1505}, url={http://dx.doi.org/10.1007/S40688-015-0062-X}, DOI={10.1007/S40688-015-0062-X}, number={4}, journal={Contemporary School Psychology}, publisher={Springer Science and Business Media LLC}, author={Moore, Stephanie A. and Widales-Benitez, Oscar and Carnazzo, Katherine W. and Kim, Eui Kyung and Moffa, Kathryn and Dowdy, Erin}, year={2015}, month={Jul}, pages={253–267} }
 @article{you_lee_kim_2015, title={Physical, Social, and Cyberbullying: Relationships with Adolescents’ Psychosocial Factors}, volume={9}, ISSN={1874-897X 1874-8988}, url={http://dx.doi.org/10.1007/S12187-015-9338-Y}, DOI={10.1007/S12187-015-9338-Y}, number={3}, journal={Child Indicators Research}, publisher={Springer Science and Business Media LLC}, author={You, Sukkyung and Lee, Yunoug and Kim, Euikyung}, year={2015}, month={Sep}, pages={805–823} }
 @article{you_kim_kim_2014, title={An Ecological Approach to Bullying in Korean Adolescents}, volume={8}, ISSN={1834-4909}, url={http://dx.doi.org/10.1017/PRP.2014.1}, DOI={10.1017/PRP.2014.1}, abstractNote={ Bullying has become an increasingly grave social problem in Korea and, as such, researchers have attempted to identify the various factors involved in bullying, along with victimisation experiences, in adolescents. However, previous research has often been fragmentary, examining only the individual, family or school factors, thereby failing to take an ecological perspective that can provide a more in-depth understanding of the behaviour involved in bullying. Moreover, such studies often view bullying as a single type of behaviour rather than one composed of different subtypes that may have different causes. Therefore, this study examined the long-term effects of individual, family and school factors on bullying and victimisation experiences from a sample of 3,449 middle school students. Logistic regression analyses were employed in order to understand how various ecological factors influence youth bullying and victimisation experiences. The findings supported the hypothesis, which noted that the key factors varied with regard to the bullying and victimisation subtypes. Lastly, implications and future directions are discussed. }, number={1}, journal={Journal of Pacific Rim Psychology}, publisher={Cambridge University Press (CUP)}, author={You, Sukkyung and Kim, Euikyung and Kim, Mirim}, year={2014}, month={Mar}, pages={1–10} }