Huiyoung Shin

EFL students’ perceptions about the role of generative artificial intelligence (GAI)-mediated instruction in their emotional engagement and goal orientation: A motivational climate theory (MCT) perspective in focus

Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving

Friend influence on early adolescent disruptive behavior in the classroom: Teacher emotional support matters.

Early adolescent friendships and academic adjustment: Examining selection and influence processes with longitudinal social network analysis.