Ph.D., Psychology, University of Michigan, 2015

M.S., Psychology, University of Michigan, 2013

B.A., Economics and Psychology, New York University, 2008

 

As director of the Developing Minds Lab at the University of Kentucky, my program of research examines the nature and development of motivation and self-regulation in early childhood through adolescence—with a special focus on school transitions—and how these processes relate to the student success of diverse learners. I embrace the values of inclusive, open, and reproducible science and strive to pursue these goals in my work.  

 

Undergraduate students: Please visit the Developing Minds Lab website to submit an application to join my lab! 

 

Graduate students: I will be accepting applications for graduate trainees to begin in Fall 2023.

 

Kim, M. H., Anderson, R. C., DeRosia, N., Madison, E., & Husman, J. (2021). There are two I’s in motivation: Interpersonal dimensions of science self-efficacy among racially diverse adolescent youth. Contemporary Educational Psychology, 66, 101989. https://doi.org/10.1016/j.cedpsych.2021.101989

 

Kim, M. H., Ahmed, S. F., & Morrison, F. J. (2021). The effects of kindergarten and first grade schooling on executive function and academic skill development: Evidence from a school cutoff design. Frontiers in Psychology, 11, 607973. https://doi.org/10.3389/fpsyg.2020.607973

 

Morrison, F. J., Kim, M. H., Connor, C. M., & Grammer, J. K. (2019). The causal impact of schooling on children’s development: Lessons for developmental science. Current Directions in Psychological Science, 28(5), 441–449. https://doi.org/10.1177/0963721419855661

 

Kim, M. H., Marulis, L. M., Grammer, J. K., Morrison, F. J., & Gehring, W. J. (2017). Motivational processes from expectancy-value theory are associated with variability in the error positivity in young children. Journal of Experimental Child Psychology, 155, 32–47. https://doi.org/10.1016/j.jecp.2016.10.010