Choi, Naya

Professor

AreaChild Development (Child Language and Cognition Lab)

OfficeBldg. 222, Rm. 408

phone+82-2-880-5698

Emailchoinaya@snu.ac.kr

Education

2007

Ph. D., Child Development and Family Studies, Seoul National University

2001

M. A., Child Development and Family Studies, Seoul National University

1999

B. A., Linguistics (Chinese Language & Literature Minor), Seoul National University

Recent Publications (2013-)

Pyun, J., Lee, S., & Choi, N. (2024). Adolescent reading characteristics and transition patterns: A latent transition analysis of individual, family, and school influences. Journal of Reading Research, 72, 197-232.
Lee, S., Pyun, J., Yang, Y., & Choi, N. (2024). The Experience of Mothers of Primary School Children with Developmental Dyslexia: A Photovoice Study. The Korea Journal of Learning Disabilities, 21(2), 49-76.
Kim, H., Lee, E., & Choi, N. (2024). A Comparison of Regions’ Educational Gap and Depopulated Areas: Predicting Trends in Regional Population Characteristics through Topic Modeling of News from 2004 to 2023 and Time Series Analysis. The Journal of Learner-Centered Curriculum and Instruction, 24(14), 221-241.
Park, J., & Choi, N. (2024). Effects of Parental Perception of Home-Based Fine Motor Experiences on Young Children’s Frequency of Fine Motor Activities: Mediating Effect of Home Environment. Journal of Home Economics Education Research, 26(2), 51-63.
Ma, J., Choi, N., & Grace H. Chung. (2024). Case Study on Bilingual Mentor Placement in Daycare and the Adaptation of Foreign Infants and Toddlers. Multicultural Education Studies, 17(2), 161-188.
Lee, S., Kim, D., Kim, H., & Choi, N. (2024). Portraying Seoul: a content analysis of Seoul in Korean picture books. The Institute of Seoul Studies, 95, 1-31.
Choi, N., Jung, S., & Choi, J. (2024). Development and Validation of Korean Honorifics Use and Interaction Scale for Preschoolers. The Korean Journal of Human Development, 31(2), 143-158.
Choi, N., Kim, H., Pyun, J., Yang, Y., & Lee, E. (2024). The Differences in First Grade Children with Hangeul Acquisition Difficulties and Typically Developing Children by Preschool Literacy Interaction Profile. The Korean Journal of Human Development, 31(1), 101-117.
Park, S., & Choi, N. (2024). Difference in Children’s Content Comprehension and Incidental Word learning During Video Watching According to the Utterance Level of an Adult. Journal of Cognitive Enhancement and Intervention, 15(1), 41-62.
Kim, H., & Choi, N. (2024). Exploration of Literacy Guidance Types of Kindergarten and Elementary School Teachers and Parents Using Latent Profile Analysis: Predicting the Perception Toward Intensive Hangeul Education Policy and Children’s Types of Hangeul Acquisition Level. Early Childhood Education Research & Review, 28(1), 59-84.
Lee, S. E., Pyun, J., & Choi, N. (2023). Latent Profiles of Reading Time among Primary School Children: Their Association with Academic Association and Parent-Child Literacy Interactions. Korean Journal of Child Care and Education Policy, 17(3), 77-101. https://doi.org/10.5718/kcep.2023.17.3.77
Choi, N., Pyun, J., Kim, H., Lee, E., & Yang, Y. (2023). Comparison of Development and Home Literacy Environments of First Graders with Hangeul Acquisition Difficulties with Their Peers. The Korean Journal of Human Development, 30(4), 165-183. https://doi.org/10.15284/kjhd.2023.30.4.165
Choi, N., Jung, S., & No, B. (2023). Learning a Foreign Language under the Influence of Parents: Parental Involvement and Children’s English Learning Motivational Profiles. Journal of Child and Family Studies, 1-16. https://doi.org/10.1007/s10826-023-02701-1
Lee, S. E., Choi, N., & Kim, E. (2023). An Analysis of Latent Profiles of Parental Competence for Mothers of Third Graders:Differences in Parental Psychological Reactions and Support Activities to Education. The Korean Journal of Human Development, 30(3), 123-135. https://doi.org/10.15284/kjhd.2023.30.3.123
Kim, H., Choi, N., & Pyun, J. (2023). The relationship between kindergarten and elementary school teachers’and parents’ attitudes toward Intensive Hangeul Education Policyand literacy guidance. Korean Journal of Early Childhood Education, 43(5), 261-286. https://doi.org/10.18023/kjece.2023.43.5.011
Kim, H., & Choi, N. (2023). A comparison between parents’ and teachers’ literacy guidance to kindergarten and elementary school children: Focusing on the level of children’s Hangeul acquisition. The Journal of Korea Open Association for Early Childhood Education, 28(3), 153-175. http://dx.doi.org/10.20437/KOAECE28-3-07.
- Lee, S. E., Choi, N., & Kiaer, J. (2023). The social perceptions of young children’s use of smart devices in South Korea: Evidence from big data methodologies. Contemporary Educational Technology, 15(3). ep424. https://doi.org/10.30935/cedtech/13098.
- No, B., & Choi, N. (2023). The profile of children’s English learning motivation and English anxiety: Relationship with English achievement, self-efficacy, and self-directed learning strategies. The Journal of Child Education, 32(2), 83-102. http://dx.doi.org/10.17643/KJCE.2023.32.2.05.
Lee, S, E., & Choi, N. (2023). Ecological variables affecting library satisfactions of mothers of early school-age children. Journal of the Korean Society for Library and Information Science, 57(1), 233-261. https://doi.org/10.4275/KSLIS.2023.57.1.233.
Choi, N., Choi, J., Jung, S., Kim, H., & Park, S. (2023). Effects of literacy environment and quantity and quality of reading interaction on preschoolers’ early literacy skills: Latent profile analysis. The Korean Journal of Human Development, 30(1), 121-138. https://doi.org/10.15284/kjhd.2023.30.1.121.
Jung, S., & Choi, N. (2022). Effects of parents’ word instruction on preschoolers’ receptive vocabulary size: Mediating effect of word awareness. Korean Journal of Child Studies, 43(4), 377-387. https://doi.org/10.5723/kjcs.2022.43.4.377.
Han, Z., & Choi, N. (2022). The effect of Korean-Chinese parental cultural maintenance values on Children’s Korean language proficiency: sequential mediation of Korean use at home and children’s interest. Korean Journal of Early Childhood Education, 42(6), 127-153. http://dx.doi.org/10.18023/kjece.2022.42.6.006.
Lee, S. E., Choi, N., & Kiaer, J. (2023). The social perceptions of young children’s use of smart devices in South Korea: Evidence from big data methodologies. Contemporary Educational Technology, 15(3), ep424. https://doi.org/10.30935/cedtech/13098.
Choi, N., Sheo, J., Jung, S., & Choi, J. (2022). Newspaper Reading in Families with School-Age Children: Relationship between Parent–Child Interaction Using Newspaper, Reading Motivation, and Academic Achievement. International Journal of Environmental Research and Public Health, 19(21), 14423. https://doi.org/10.3390/ijerph192114423.
Choi, J., & Choi, N. (2022). The effects of gender role attitude, time used for childcare and cultural/leisure activities on life satisfaction of 30s and 40s parents in their child rearing stage: The aspects of time use. The Korean Journal of the Human Development, 29(3), 281-311.
Choi, J., & Choi, N. (2022). Trend analysis of parenting education programs using picture books in Korea. Journal of Children’s Literature and Education, 23(3), 49-83.
Pyun, J. A., & Choi, N. (2022). The moderating effects of maternal parenting behavior on the relationship between children’s reading time and executive function difficulty. Journal of Families and better life, 41(2), 31-45.
Cho, H. J., Jo, J. H., Choi, N., Choi, J., & Park, W. (2022). Environmental themes and ecosystem services in picture books about forests for sustainability education. Journal of Forest Research, 1-10. https://doi.org/10.1080/13416979.2022.2087667
Guo, M. Y., Choi, N., & K, L. (2022). The effects of bilingual language use and home literacy environment of Chinese-Korean families on 3-year-old children’s expressive vocabulary. Journal of future Early Childhood Education, 29(2), 185-214.
Cho, H. J., Choi, J., Choi, N., & Jo, J. H. (2022). Exploring the Emotional Vocabulary related to Ecosystem Services and Human Impact on Forests in the Picture Books about Forests. (Journal of Children’s Literature and Education, 23(2), 125-157.
Choi, N., Jung, S., Choi, J., Park, S., & Kim, H. (2022). Effects of Balanced and Integrated Literacy Education Program for Early Childhood on Preschoolers’ Basic Literacy Skills. Journal of Cognitive Enhancement and Intervention, 13(1), 21-49.
Choi, J. & Choi, N. (2022). The meaning of care that child-care teachers construct in social relationships. Korea Journal of Child Care and Education, 134, 29-56.
No, B. & Choi, N. (2022). Writing Development of Children before Entering Primary School: Focusing on Graphomotor Skills and Written Expression. Korean Journal of Child Studies, 43(1), 47-59.
Cho, H. J., Kiaer, J., Choi, N., & Song, J. (2022). The role of prosodic and visual information in disambiguating wh-indeterminates: The case of Korean three-year-olds. Journal of Child Language, 1-23.
Choi, N., No, B., Choi, J., & Oh, T. (2021). Differences in vocabulary and reading interests of children between clusters of reading environments at home. Journal of Learner-Centered Curriculum and Instruction, 21(22), 23-37.
Kang, L., Choi, N., & Kang, S., Y. (2021). Minority language proficiency of multicultural adolescents: The effects of bicultural acceptance attitudes, parents’ educational support, and the use of the minority language at home. Family and Environment Research, 59(4), 543-556.
Park, Y., Choi, N., & Kim, B. (2021). Effects of teaching presentation methods and visual and auditory working memory capacity. Korean Journal of Child Studies, 42(6), 721-740.
Choi, N., Kang, S., & Kim, D. (2021). Effects of temperament and parent–child interactions on children’s interest in learning English: The case of English immersion institutions. Asia-Pacific Education Researcher. doi:10.1007/s40299-021-00615-4
Jun, E,. & Choi, N. (2021). The Relationship between mother’s learning involvement, home literacy environment, and self-directed learning ability and literacy ability of preschoolers. Journal of Early Childhood Education & Educare Welfare, 25(3), 9-38.
Choi, N., Cho, H. J., Kang, S., & Ahn, H. (2021). Korean Children’s Attitudes toward Varieties of English: The Role of Age and English Learning Environment. Languages, 6(3), 133. https://doi.org/10.3390/languages6030133.
No, B. & Choi, N. (2021). Differences in graphomotor skills by the writing medium and children’s gender. Education Sciences, 11, 162.
Kang, S., & Choi, N. (2021). Effects of explaining on young children’s executive function: A comparative analysis of varying interaction levels during the explanation task. Journal of Cognitive Enhancement and Intervention, 12(2), 1-27.
Kiaer, J., Morgan-Brown, J., & Choi, N. (2021). Young children’s foreign language anxiety: The case of south Korea. Clevedon: Multilingual Matters.
Ahn, H., Choi, N., & Kiaer, J. (2021). Multilingual “native” speakers of the English language: The perceptions of university students from the United Kingdom, Singapore and South Korea, Journal of Language, Identity & Education, DOI: 10.1080/15348458.2021.1893174
Choi, N., Choi, J., No, B., & Oh, T. (2021). Effects of parent-child wordplay program using picture books on reading interactions, story comprehension, and phonological awareness of 4-year-old children. Journal of Cognitive Enhancement and Intervention, 12(1), 71-102.
Lee, S. E. & Choi, N. (2021). The mediating role of bicultural experience in the relationship between self-esteem and life satisfaction of multicultural adolescents. Journal of Families and Better Life, 39(1), 17-29.
No, B., & Choi, N. (2020). The developmental trajectories and predictors of peer support among multicultural adolescents using growth mixture models. Studies on Korean Youth, 31(4), 191-222.
Choi, N., Kim, T., Kiaer. J., & Morgan-Brown, J. (2020). Mothers’ educational beliefs and preschoolers’ English learning attitudes: The mediating role of English experiences at home. SAGE Open (Language Teaching Research). October 2020. 1-11.
Kang, S., & Choi, N. (2020). Prolonged breastfeeding can reduce internalizing problem behaviours of young children by enhancing mothers’ social parenting, Early Child Development and Care, 19(3), 2159-2169.
No, B., & Choi, N. (2020). Comparing young children’s writing development on a tablet screen and paper. Journal of Cognitive Enhancement and Intervention, 11(3), 27-52.
Choi, N., Park, Y., & Choi, J. (2020). Effects of education and mothers’ perceptions regarding English education on preschoolers’ interests in learning English: A comparison between general kindergartens and English immersion institutes. Family and Environment Research, 58(4), 585-599.
Ahn, H., Choi, N., & Kiaer, J. (2020). South Korean perceptions of ‘native’ speaker of English in socialand news media via big data analytics. Journal of English as a lingua franca, 9(1), 33-56.
Choi, N., Lee, S., & Zhao, H. (2020). The effects of L2 motivational self on English achievement with a mediating role of English learning strategies: Comparison of general and special-purpose high schools. Studies in English Education, 25(3), 471-493.
Choi, J., & Choi, N. (2020). Children’s prosocial choices after buddy reading: Intention to share resources in cooperative and competitive reading. Korean Journal of Early Childhood Education, 40(5), 113-133.
Choi, J., & Choi, N. (2020). Young children’s reading responses and story comprehension in the buddy reading of wordless picture books: Comparing cooperation and competition in reading. Korean Journal of Child Stuies, 41(5), 31-44.
Jung, S., & Choi, N. (2020). Development and validation of parent-child lexical interaction scale for preschoolers (PLIS-P). Family and Environment Research, 58(3), 429-445.
Choi, J., Park. Y., & Choi, N. (2020). The mediating factors between affective school environment and 3rd graders’ academic abilities: Teacher-child relationship, peer relationship, and executive function difficulty. The Journal of Elementary Education, 33(3), 259-282.
Choi, N., Sheo, J., & Kang, S. (2020). Individual and parental factors associated with preschool children’s foreign language anxiety in an EFL setting. Elementary Education Online, 19(3), 1116-1126.
Choi, N., Kiaer, J., Jun, E., & Kim, T. (2020). Effects of listening/reading comprehension and morphological awareness on first graders’ writing to dictation: A comparison of the effect of memorization. International Journal of Education & Practice, 8(2), 278-288.
Choi, J., & Choi, N. (2020). The influence of internal and external learning motivation of 4-year-old children on reading behaviors of wordless picture books: Moderating effect of cooperative and competitive context. Journal of Children’s Lirerature and Education, 21(2), 35-57.
Lee, M., Choi, N., Jung, S., & Cho, H. J. (2020). The influence of speaking and listening ability on the intrinsic and extrinsic learning motivation of 3 year old children. Journal of Early Childhood Education & Educare Welfare, 24(2), 161-186.
Lee, S., & Choi, N. (2020). A big data analysis of social perceptions of childhood obesity. Journal of Korean Society of Child Welfare, 69(1), 57-80.
Shim, D., & Choi, N. (2020). Creative problem solving process of infants in attempts to solve a problem in the touchscreen task. Journal of Cognitive Enhancement and Intervention, 11(1), 1-26.
No, B., Kang, S., Lee, N. K., & Choi, N. (2020). The structural relationship among trajectories of ego-resilience, neglectful parenting, bilingual competency, and acculturative stress of multicultural adolescents in South Korea. Sustainability, 12, 2108.
Kim, S., & Choi, N. (2020). The relationships between childrenʹs ego function and fear of negative evaluation affecting academic failure tolerance in early school age: Analysis by grade level considering sustainability of academic motivation. Sustainability, 12, 1888.
Jung, S., Choi, N., & Jung, S. (2020). The effects of the first reading experience of infancy on reading and academic achievement of elementary first graders. Elementary Education Online, 19(2), 415-425.
Jung, S., & Choi, N. (2020). Effect of family functioning on preschoolers’ school readiness: Mediating effects of mothers’ affective parenting and preschoolers’ self-regulation. Family and Environment Research, 58(1), 1-12.
No, B., Park, S., Park, H. J., & Choi, N (2020). An Analysis of Latent Profiles of Educational Support in Parents of Early School-Aged Children: Predictors and Differences in Children’s School Adjustment. Korean Journal of Child Studies, 41(1), 15-28.
Choi, N., Kang, S., Cho, H. J., & Sheo, J. (2020). Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use. Education Sciences, 10, 40.
Choi, N. & Cho, H. J. (2020). Temperament and home environment characteristics as predictors of young children’s learning motivation. Early Childhood Education Journal, 48, 607-620.
Choi, N., Jung, S., Park, Y., & Chung, H. (2020). The effects of satisfaction with school English instruction & parent’s pressure for academic achievement on student’s English motivation & behavior: Comparison between general & special-purpose high schools. Journal of Learner-Centered Curriculum and Instruction, 20(2), 1177-1206.
An, H., No, B., & Choi, N. (2019). Effects of child’s temperament, mother’s epistemic curiosity and child-mother exploratory interaction on child’s epistemic curiosity. Journal of Cognitive Enhancememt & Intervention, 10(4), 1-28.
Park, S., Jang, Y., & Choi, N. (2019). The influence of mother’s guidance on the languag ability of early childhoods: Focusing on the implications of language Education. Journal of Learner-Centered Curriculum and Instruction, 19(22), 345-362.
Choi, N., Cho, H. J, Kang, S., & Sheo, J. (2019). Development of young children’s English learning interest and anxiety rating scale. Journal of Early Childhood Education & Educare Welfare, 23(3), 7-38.
Kiaer, J., Park, M. J., Choi, N., & Driggs, D. (2019). The roles of age, gender and setting in Korean half-talk shift. Discourse and Cognition, 26(3), 279-308.
An, H. R. & Choi, N. (2019). Children’s evaluation of information on physical and biological phenomena: The roles of intuition and explanation. Korean Journal of Child Studies, 40(4), 179-198.
No, B., Jung, J., Choi, N., & Lee, K. (2019). The longitudinal effects of multicultural adolescents’appearance satisfaction and Korean language skills on school adjustment and the mediating effect of self-esteem. Family and Environment Research, 57(3), 407-417.
Choi, J., & Choi, N. (2019). Exploring the factors affecting the probability of addiction to digital media in te elementary 3rd graders: Focusing on executive function difficulty, pragmatical competence, and happiness. Journal of Learner-Centered Curriculum and Instruction, 19(13), 629-651.
Pack, Y. H., Park, J. E., Kim, D., Sheo, J., Choi, N. (2019). The mediating effect of sleep duration on the relationship between four-year-old’s electronic media usage time and third-grader’s peer attachment: Longitudinal analysis using latent variable modeling. The Journal of Korea Open Association for Early Childhood Education, 24(3), 317-338.
Choi, N., & Kim, S. (2019). Bilingual expectations and recognition of children by Korean mothers living in Singapore. Journal of Korean Home Management Association, 37(2), 207-220.
Choi, N., & Jung. S. (2019). Development and validation of Home Newspaper Utilization Scale for Elementary school students (HNUS-E). Family and Environment Research, 57(2), 225-241.
Kang, S., No. B., Lee, N. K., & Choi. N. (2019). Learning English at home: Young children’s use of English educational media in South Korea. International Journal of Information and Education Technology, 9(5), 350-355.
Choi, N., Kang, S., Cho, H. J., & Sheo, J. (2019). Promoting young children’s interest in learning English in EFL context: The role of mothers. Education Sciences, 9(1), 39.
Choi, N., No, B., Jung, S., & Lee, S. E. (2019). What affects middle school students’ English anxiety in the EFL context? Evidence from South Korea. Education Sciences, 9(1), 39, 1-11.
Pack, Y. H., Park, J. E., Kim, D., Sheo, J., Choi, N. (2019). The mediating effect of attentional problem on the relationship between preschool children’s educational electronic media usage time and first-grade children’s academic ability: Multigroup analysis across gender. The Journal of Korea Open Association for Early Childhood Education, 24(1), 1-23.
Park, J., Choi, N., Kiaer, J., & Seedhouse, P. (2019). Young children’s L2 vocabulary learning through cooking: The case of Korean EFL children. The Asian EFL Journal, 21(1), 110-139.
Kim. E., Kang, S., Jung, H., Lee, K., & Choi, N. (2018). The relations among middle school students’ perceived school climate, trajectories of self-resilience, and self-directed learning. Korean Journal of Educational Research, 56(4), 209-232.
Han, C. H., Choi, N., & Yi, S. (2018). The effects of a classical poetry program on aesthetic language expression and Chinese character recognition of four-year-old Chinese children. Korean Journal of Child Studies, 39(5), 93-109.
Park, J. E., Lee, J. A., Jung. H. M., Choi, N. (2018). The effects of fathers’ emotional valuation of children and parenting behaviors on children’s school readiness and executive function. Korean Journal of Child Studies, 39(5), 67-79.
No. B. & Choi, N. (2018). The effects of family SES on the home environment stimuli and affective parenting for linguistic and cognitive development of 5-year-olds. Journal of Learner-Centered Curriculum and Instruction, 18(20), 661-686.
Hong, Y. J., An. H. R., Lee, K., & Choi, N. (2018). Peer play discontinuity and school readiness in 5-year-olds: The moderating effect of social competence. The Korean Journal of the Human Development, 25(3), 133-152.
No, B., Park S., Choi, N., & Park, H. J. (2018). Examining developmental trajectories and predictors of early childhood externalizing behavioral problems and school adjustment: A growth mixture modeling approach. The Korean Journal of Early Childhood Special Education, 18(2), 175-201.
Choi, N., Jun, E. Song, J. M. (2018). Writing dictation in the first grade: Cluster predictability of mother’s stress in academic guidance and writing instruction. The Korean Journal of the Human Development, 25(2), 223-247.
Han, C. H., Choi, N., & Yi, S. (2018). The effects of language teaching programs through Tang poems on phonological awareness of Chinese 4-year-old children. Journal of Learner-Centered Curriculum and Instruction, 18(9), 415-442.
Jun, E. & Choi, N. (2018). The effects of mothers’ learning involvement, preschooler’s self-directed learning ability and self-regulation on their math ability: Relationship with maternal achievement goal orientation. International Journal of Management and Applied Science, 4(3), 76-79.
Jeong, S. & Choi, N. (2018). The Structures among elementary school students’ parent-child relationship, ego strength, school adaptation, self-regulated learning ability and academic achievement. The Korean Journal of Human Development. 25(1), 121-145.
Jeong, S. & Choi, N. (2018). The validity and norms of reading motivation scale for elementary school students. The Journal of Child Education, 27(1), 215-240.
Kang, S., Hong, Y., Choi, N., & Lee, K. (2017). The relationship between breastfeeding duration and preschooler problem behavior: The mediating role of cognitive development. Korean Journal of Child Studies, 38(6). 63-77.
Hong, Y., Kang, S., Lee, K., & Choi, N. (2017). The longitudinal effects of young children’s home environment stimuli on social competence: The mediating effects of linguistic and cognitive development. The Korean Journal of Human Development. 24(4), 161-178.
Jeong, S. & Choi, N. (2017). Development of reading motivation scale for elementary school students. The Journal of Elementary Education, 30(4), 151-187.
Cho, S., & Chio, N. (2017). The effects of children`s daily stress on their preferences for kindergarten activities and learning motivation. Journal of Future Early Childhood Education, 24(2), 261-284.
Han, J., & Choi, N. (2017). The effects of mothers’ play beliefs, children’s gender and home play frequency on their play preferences. Korean Journal of Child Studies, 38(2), 219-232.
Choi, Y,. & Choi, N. (2017). The influence of mothers’ beliefs, guidance, and use of resources about emergent and conventional writing on children’s writing ability. Journal of Korean Home Management Association, 34(2), 47-61.
Hawng, K., & Choi, N. (2017). Effects of mothers’ perceptions about early childhood English education on preschoolers’attitudes toward learning English. Journal of Early Childhood Education & Educare Welfare, 21(1), 189-211.
Park, S., & Choi, N. (2017). The relationships among mothers` perceptions on picture books, interactions with children through reading, and the expressive language ability of children: Comparison of regular books and E-books. Korean Society of Children’s Literature & Education, 18(1), 69-91.
Choi, N. (2017). Development and validation of the scale on young children’s preferences for literacy activities. The Korean Journal of Human Development, 24(1), 1-23.
Jun, E,. & Choi, N. (2017). Cluster analysis by children’s basic learning ability and mother’s achievement expectation anxiety: Predictability of children’s self-regulation ability and mother’s learning involvement. Korean Journal of Child Education and Care, 17(1), 75-98.
Jun, E,. & Choi, N. (2016). The relationships between physical and learning classrooms environments of early childhood institutions and children’s preferences for daily activities. Journal of Early Childhood Education & Educare Welfare, 20(4), 9-34.
Choi, N., & Kim, S. (2016). Factors affecting mother’s satisfaction, word-of-mouth, and repurchase intention for the complete collection and monography picture books. Korean Home Managment Association, 34(2), 95-111.
Sin, M., & Choi, N. (2016). The effects of mother`s academic support on children`s learning motivation and the mediating effects of children`s instrumental competence. The Journal of Child Education, 23(2), 237-256.
Lee, M., & Choi, N. (2016). The impact of storytelling grandmothers’ story delivery capability and language teaching efficacy on Their Interactions with Young Children. The Korea Society for Children’s Media, 15(1), 75-99.
Moon, H., & Choi, N. (2015). The effects of preschoolers’ school readiness on their self-concepts and learning behaviors. Journal of Human Science, 34(1), 81-99.
Lee, J., & Choi, N. (2015). Young children’s reading responsiveness to the pop-up books and regular picture books. Korean Journal of Childcare and Education, 11(5), 215-235.
Choi, N. (2015). Development and validation of the scale on young children’s preferences for daily activities in early childhood institutes. Korean Journal of Child Education and Care, 15(3), 293-320.
Jun, E,. & Choi, N. (2015). The relationships between home environment stimulation and kindergarteners’ school readiness : The Mediating Effect of Preschool Adjustment. Korea Journal of Child Care and Education, 94, 93-119.
Jang, B., & Choi, N. (2014). The relationships among teachers’ multi-media application ability, perception on the use of multi-media for story telling, and application in class. Journal of Korean Child Care and Education, 10(6), 5-23.
Park, S., & Choi, N. (2014). The effects of environmental picture book activities on improvement of young children’s vocabulary, knowledge and attitude about environmental preservation. Korean Journal of Child Education and Care, 14(1), 165-191.
Jang, H., & Choi, N. (2013). The effects of Montessori language teaching aids on 5-year-olds’ phonological awareness and vocabulary development. Journal of Human Science, 33(1), 121-143.
Choi, N., & Jeong, S. (2013). The effects of an school library program using picture books and graphic organizers: First graders’ literacy abilities, book lending frequency, and satisfaction for the program. Journal of Korean Library and Information Science Society, 44(4), 177-207.
Choi, N., & Kim, S. (2013). Mother’s preferences for picture books and related variables: Comparison between complete collection and monography. Journal of Korean Council for Children & Rights, 17(4), 515-539.
Jeong, S., & Choi, N. (2013). The effects of elementary school students` reading comprehension and reading attitude on their academic achievement. The Journal of Child Education, 22(4), 257-275.
Yoo, K., & Choi, N. (2013). The effects of one to one interactive picture book reading on two-year-olds’ verbal & nonverbal reading response and teachers’ language teaching efficacy. Korean Journal of Childcare and Education, 9(5), 251-276.
Lee, J., & Choi, N. (2013). The relationship among teacher’s play beliefs, play teaching efficacy and teacher-children interaction. Korean Journal of Child Education and Care, 13(3), 183-203.
Jun, E,. & Choi, N. (2013). Mother’s happiness, parenting efficacy, and preschooler’s happiness: The mediating effects of parenting efficacy. Korea Journal of Child Care and Education, 82, 103-126.
Kim, S., & Choi, N. (2013). The effects of ego strength, stress coping styles and fear of negative evaluation on children`s peer relationships. Korean Journal of Child Studies, 34(4), 37-52.
Kim, T., Choi, N., & Lee, S. (2013). What are computer games for adolescents?. Journal of Korea Game Society, 13(3), 105-120.
Kim, S., & Choi, N. (2013). Validating and setting criteria of the ego strength scale for children. Journal of Korean Council for Children & Rights, 17(1), 1-27.