Hyun Jin Cho, Ph.D.
Hyun Jin Cho, Ph.D.
Hyun Jin Cho is an assistant professor of educational psychology in the Department of Teacher Education at Purdue University Fort Wayne. She currently teaches educational psychology, adolescent development, and classroom assessment. Her research focuses on student motivation, self-determination theory, perspectives and beliefs about assessment, self-regulated learning, and active learning methods.
- EDU 20100 Laboratory/Field Experience
- EDU 25300 Educational Psychology for Secondary Teachers
- EDU 30100 Laboratory/Field Experience
- EDU 32701 Classroom Assessment
- EDU 40100 Laboratory/Field Experience
- EDU 47500 Adolescent Development and Classroom Management
- Cho, H. J., Davis, J. E., Hannigan, E. C., & Levesque-Bristol, C. (2023). Course transformation teaching strategies to enhance studetns' perceptions of learning and outcomes in undergraduate nursing course. Nursing Education Perspectives, 44(3), 147-153.
- Cho, H. J.*, Wang, C. *, Moss, J. D., Wiles, B. C., Li, Q., Lu, Y., J., Bonem, E. M., Lee, C., & Levesque-Bristol, C. (2022). Competence and autonomous motivation as motivational predictors of college students' mathematics achievement: From the perspective of self-determination theory. International Journal of STEM Education, 9(1), 41. *Equally contributed to manuscript
- Cho, H. J., Levesque-Bristol, C., & Yough, M. (2022). How autonomy-supportive learning enviornments promote Asian international students' academic adjustment: A self-determination theory perspective. Learning Environments Research, 26, 51-76.
- Cho, H. J., Zhao, K., Lee, C. R., Runshe, D., & Krousgrill, C. (2021). Active learning through flipped classroom in mechanical engineering: Improving students' perception of learning and performance. International Journal of STEM Education, 8(1), 1-13.
- Cho, H. J., Wang, C., Bonem, E. M., & Levesque-Bristol, C. (2021). How can we support students' learning in higher education? Campus wide course transformation program systematic review and meta-analysis. Innovative Higher Education, 47, 223-252.
- Cho, H. J., Melloch, M., & Levesque-Bristol, C.(2021). Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: A mixed-method approach. International Journal of STEM Education, 8(1), 1-17.
- Cho, H. J., Levesque-Bristol, C., & Yough, M. (2020). International students' self-determined motivation, beliefs about classroom assessment, learning strategies and academic adjustment in higher education. Higher Education, 81(6), 1215-1235.
- Cho, H. J., Yough, M., & Leveque-Bristol, C. (2020). Relationships between beliefs about assessment and self-regulated learning in second language learning. International Journal f Educational Research, 99, 101505.
- Cho, H. J. (2025, November). Pre-service teachers' field project. 2025 INTESOL Conference, Indianapolis, IN, United States.
- Smith, J., Cho, H. J., & Parnin, S. (2025, November). Growing Gardens Project: A faculty collaboration with Abbett Elementary School. 2025 Alliance Teaching Showcase, Purdue Fort Wayne, Fort Wayne, IN, United States.
- Cho, H. J. (2025, April). Classroom assessment as a meaningful learning opportunity. 2025 Midwest Conference on the Scholarship of Teaching and Learning, Indiana University South Bend, South Bend, IN, United States.
- Lee, C., Cho, H. J., Melloch, M., & Levesque-Bristol, C. (2021, April). What worked for the engineering students to learn? Students' learning experiences through Concept-Point-Recovery [Roundtable presentation]. American Educational Research Association (AERA) Virtual Annual Meeting, United States.
- Cho, H. J., Wang, C., Bonen, E., & Levesque-Bristol, C. (2019, May). Instructional Matters: Purdue's Academic Course Transformation (IMPACT) [Poster presentation]. The 7th International Conference on Self-Determination Theory, Amsterdam, Holland.
- Cho, H. J. (2019, April). How international students perceive an autonomy-supportive environment in higher education: A qualitative study [Roundtable presentation]. Korean-American Educational Research Association (KAERA) Annual Meeting, Toronto, ON, Canada.
- Cho, H. J., Yough, M., & Lee, C. (2017, April). Korean secondary students' beliefs about high-stakes assessment and motivation in second language learning [Poster presentation]. American Educational Research Association Annual Meeting, San Antonio, TX, United States.
- Cho, H. J., & Yough, M. (2016, June). Pre-service teacher's autonomous motivation, adaptive beliefs about assessment, and perceived knowledge transfer [Poster presentation]. The 6th International Conference on Self-Determination Theory, Victoria, BC, Canada.