Mimi Bong is a Professor of Educational Psychology and the Associate Director of bMRI. She received her Ph.D. in Educational Psychology and Technology from the University of Southern California and was an Associate Professor of Educational Psychology, Research, and Technology at the University of South Carolina. Her research focuses on student motivation and self-regulated learning with particular emphasis on self-efficacy beliefs and achievement goals. She was recognized as the 8th most productive educational psychologist for the period of 1997-2001 and received the 'Richard E. Snow Award for Early Contributions in Educational Psychology' from the American Psychological Association/Division 15. She has served or currently serves on the editorial boards of AERA Open, American Educational Research Journal, Child Development, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, Educational Researcher, Journal of Educational Psychology, Journal of Experimental Education, and Theory Into Practice and as Associate Editor of the American Educational Research Journal's section on Teaching, Learning, and Human Development. She currently serves as Editor for the Korean Journal of Educational Psychology, a flagship journal of the Korean Educational Psychology Association.
Ph.D. in Educational Psychology and Technology, University of Southern California, 1995
M.A. in Communications, Computing, and Technology in Education, Teachers College, Columbia University, 1991
B.A. in Educational Technology, Ewha Womans University, 1989
Professor of Educational Psychology, Department of Education, Korea University, 2007–present
Associate Professor, Department of Educational Technology, Ewha Womans University, 2003–2007
Associate Professor, Department of Educational Psychology, University of South Carolina, 2000-2004
Adjunct Full-time Lecturer, Department of Educational Technology, Ewha Womans University, 1998–2000
Lee, M., & Bong, M. (2016). In their own words: Reasons underlying the achievement striving of students in schools. Journal of Educational Psychology, 108, 274-294.
Song, J., Bong, M., Lee, K., & Kim, S. (2015). Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. Journal of Educational Psychology, 107, 821-841.
Bong, M., Hwang, A., Noh, A., & Kim, S. (2014). Perfectionism and motivation of adolescents in academic contexts. Journal of Educational Psychology, 106, 711-729.
Bong, M. (2009). Age-related differences in achievement goal differentiation. Journal of Educational Psychology, 101, 879-896.
Bong, M. (2005). Within-grade changes in Korean girls’ motivation and perceptions of the learning environment across domains and achievement levels. Journal of Educational Psychology, 97, 656-672.