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Educational Studies Directory

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Shirley Yu

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Associate Professor, Department of Educational Studies

Program Area: Educational Psychology

(614) 688-3484
yu.1349@osu.edu

Personal Website

Biography

Shirley Yu is associate professor of of educational psychology in the Department of Educational Studies. She is interested in the self-regulated learning and achievement of women and ethnic minority students in science, technology, engineering and mathematics (STEM). She previously served as associate professor of educational psychology at the University of Houston. She is on the editorial board for the Journal of Experimental Education.

Education

  • PhD, Education and Psychology, University of Michigan
  • MA, Psychology (Developmental), University of Michigan
  • BA, Psychology, University of California at Los Angeles

Research Interests

Selected Publications

  • Martin, J. P., Simmons, D. R., & Yu, S. L. (Forthcoming).  Family roles in engineering students’ academic and career choices: Does parental education attainment matter? International Journal of Engineering Education.
  • Taylor, D., Wolters, C., Yu, S. L., & Fan, W. (Forthcoming).  Examining the roles of achievement goals, self-efficacy, and test anxiety in the relationship between stereotype threat and test performance. Social Psychology of Education: An International Journal.
  • Martin, J. P., Simmons, D. R., & Yu, S. L. (2013).  The role of social capital in the experiences of Hispanic women engineering majors.  Journal of Engineering Education, 102, 227-243.
  • Yu, S. L., & Rodriguez-Hejazi, I. (2013).  Single-sex schools and academic achievement. In J. Hattie & E. M. Anderman (Eds.), International Guide to Student Achievement (pp. 161-163). New York: Routledge.
  • Corkin, D. M., Yu, S. L., & Lindt S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences, 21, 602-606.
  • Trenor, J. M., & Yu, S. L. (2009).  Diversity within diversity: One-size-fits-all won’t help recruit minorities and women.  Reprintedin the American Society for Engineering Education Connections Newsletter, January, from the American Society for Engineering Education Prism, December 2008.
  • Trenor, J. M., Yu, S. L., Waight, C., Zerda, K, & Sha, T.-L. (2008).  The relations of ethnicity to female engineering students’ educational experiences and college and career plans in an ethnically diverse learning environment.  Journal of Engineering Education, 97, 449-465.
  • Hofer, B. K., & Yu, S. L. (2003).  Teaching self-regulated learning through a “Learning to Learn” course.  Teaching of Psychology, 30(1), 30-33.
  • Yu, S. L., & Wolters, C. A. (2002).  Issues in the assessment of motivation in students from ethnic minority populations.  In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement. Vol. 12: New directions in measures and methods (pp. 349-380).  Oxford: Elsevier Science Ltd.
  • Kail, R., Wolters, C. A., Yu, S. L., & Hagen, J. W. (2000).  Brief report: Speed of information processing in children with insulin-dependent diabetes mellitus.  Journal of Pediatric Psychology, 25(7), 515-520.
  • Yu, S. L., Kail, R., Hagen, J. W., & Wolters, C. A. (2000).  Academic and social experiences of children with insulin-dependent diabetes mellitus.  Children's Health Care, 29(3), 189-208.
  • Yu, S. L. (1999). Women's motivation and strategy use in college science classes.  Journal of Staff, Program, and Organization Development, 16(2), 93-101.
  • Hofer, B. K., Yu, S. L., & Pintrich, P. R. (1998). Teaching college students to be self-regulated learners.  In D. Schunk & B. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 57- 85).  New York: The Guilford Press.
  • Wolters, C. A., Yu, S. L., Hagen, J. W., & Kail, R. (1996).  Short-term memory and strategy use in children with insulin dependent diabetes mellitus.  Journal of Consulting and Clinical Psychology, 64(6), 1397-1405.
  • Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211-238.
  • Perry, M., VanderStoep, S. W., & Yu, S. L. (1993). Asking questions in first- grade mathematics classes: Potential influences on mathematical thought. Journal of Educational Psychology, 85(1),31-40.