정수정
Soojeong Jeong
학력
Ph.D., Instructional Technology and Learning Sciences
(Utah State University)
M.A., Educational Technology (Korea University)
B.A., Education (Korea University)
B.S., Mathematics Education (Korea University)
경력
현) 한양대학교 교육공학과 조교수
전) 서울대학교 BK21 대학원혁신사업단 및 경력개발센터 BK 조교수
전) Utah State University 교수공학 및 학습과학과 박사후연구원 및 강사
전) Arizona State University 학습과 인지 연구소 박사후연구원
주요 논문
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SSCI Jeong, S., Rague, J., Litson, K. et al. Effects of decision-based learning on student performance in introductory physics: The mediating roles of cognitive load and self-testing. Educ Inf Technol 30, 4413–4433 (2025). https://doi.org/10.1007/s10639-024-12962-y
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SSCI Na, C., Jeong, S., Clarke-Midura, J. et al. Linking self-regulated learning to community of inquiry in online undergraduate courses: A person-centered approach. Education Tech Research Dev 72, 2895–2920 (2024). https://doi.org/10.1007/s11423-024-10380-y
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SSCI Tofel-Grehl, C., Feldon, D., Jeong, S., Searle, K., Hansen, T., & Bennett, B. (2023). Impacts of maker technologies on classroom learning outcomes: A mixed methods explanatory study. The Journal of Educational Research, 116(4), 198–205. https://doi.org/10.1080/00220671.2023.2239185
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SSCI Jeong, S., & Feldon, D. F. (2023). Changes in self-regulated learning profiles during an undergraduate peer-based intervention: A latent profile transition analysis. Learning and Instruction, 83, 101710. https://doi.org/10.1016/j.learninstruc.2022.101710
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SSCI Jeong, S., Elliott, J.B., Feng, Z. et al. Understanding Complex Ecosystems Through an Agent-Based Participatory Watershed Simulation. J Sci Educ Technol 31, 691–705 (2022). https://doi.org/10.1007/s10956-022-09987-8
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SSCI Blaney, J. M., Wofford, A. M., Jeong, S., Kang, J., & Feldon, D. F. (2022). Autonomy and Privilege in Doctoral Education: An Analysis of STEM Students’ Academic and Professional Trajectories. The Journal of Higher Education, 93(7), 1037–1063. https://doi.org/10.1080/00221546.2022.2082761
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SSCI Jeong, S., Litson, K., Blaney, J. et al. Shifting Gears: Characteristics and Consequences of Latent Class Transitions in Doctoral Socialization. Res High Educ 61, 1027–1053 (2020). https://doi.org/10.1007/s11162-019-09583-7
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SCIE Jeong, S., Blaney, J. M., & Feldon, D. F. (2019). Identifying Faculty and Peer Interaction Patterns of First-Year Biology Doctoral Students: A Latent Class Analysis. CBE—Life Sciences Education, 18(4), ar59. https://doi.org/10.1187/cbe.19-05-0089
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SCI Feldon, D. F., Litson, K., Jeong, S., Blaney, J. M., Kang, J., Miller, C., Griffin, K., & Roksa, J. (2019). Postdocs’ lab engagement predicts trajectories of PhD students’ skill development. Proceedings of the National Academy of Sciences, 116(42), 20910–20916. https://doi.org/10.1073/pnas.1912488116
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Feldon, D. F., Callan, G., Juth, S., & Jeong, S. (2019). Cognitive load as motivational cost. Educational Psychology Review, 31(2), 319–337. https://doi.org/10.1007/s10648-019-09464-6
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Feldon, D. F., Jeong, S., Peugh, J., Roksa, J., Maahs-Fladung, C., Shenoy, A., & Oliva, M. (2017). Null effects of boot camps and short-format training for PhD students in life sciences. Proceedings of the National Academy of Sciences, 114(37), 9854–9858. https://doi.org/10.1073/pnas.1705783114
주요 수상내역
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2021 AERA Graduate and Postdoctoral Education across the Disciplines SIG Outstanding Paper Award
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2020 AERA Studying and Self-regulated Learning SIG Graduate Student Research Award
주요 학술활동
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한국교육공학회 이사
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Instructional Science Reviewer
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Educational Researcher Reviewer
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Education and Information Technologies Reviewer