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Hyanghee Lee

Title: Assistant Professor

Department: Educational Psychology

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • GAC, University of Connecticut, 2018
    Major: Quantitative Research Methods in Psychology
  • PhD, University of Connecticut, 2018
    Major: Human Development & Family Studies
    Dissertation: Toward a Culturally Robust Measure to Assess Martial Relations
  • MA, Seoul National University, 2012
    Major: Child Development & Family Studies
  • BA, Seoul National University, 2010
    Major: Family & Child Studies

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

EPSY 6313.001Application of Family Theory in ResearchSpring 2025 SPOT
EPSY 5453.462Family Law and PolicySpring 8W2 2025 SPOT
EPSY 5453.490Family Law and PolicySpring 8W2 2025 SPOT
EPSY 5413.461Family RelationshipsFall 8W1 2024 SPOT
EPSY 5413.480Family RelationshipsFall 8W1 2024 SPOT
EPSY 5060.490Introduction to Program EvaluationFall 8W2 2024 SPOT
EPSY 6030.728Practicum, Field Problem or InternshipFall 2024
EPSY 5453.090Family Law and PolicySpring 8W2 2024 SPOT
EPSY 5453.602Family Law and PolicySpring 8W2 2024 SPOT
HDFS 1013.003Human DevelopmentSpring 2024 Syllabus SPOT
EPSY 6413.001Current Issues in Family ScienceFall 2023 SPOT
EPSY 5413.080Family RelationshipsFall 8W1 2023 SPOT
EPSY 5413.601Family RelationshipsFall 8W1 2023 SPOT
EPSY 6313.001Application of Family Theory in ResearchSpring 2023 SPOT
EPSY 6950.728Doctoral DissertationFall 2022
HDFS 4413.001Family Life EducationFall 2022 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Lee, H., Fosco, G.M., Feinberg, M.E. (2025). Family functioning and child internalizing and externalizing problems: A 16‐wave longitudinal study during the COVID‐19 pandemic. Other. 96 (1) 426-440. Wiley. https://doi.org/10.1111/cdev.14179
  • Fosco, G.M., Van Ryzin, M.J., Feinberg, M.E., Lee, H. (2024). Cascading effects of the family context in adolescence: Implications for young adult antisocial behavior and intergenerational transmission of risk. Other. https://doi.org/10.1007/s11121-024-01727-1
  • Fosco, G., Lee, H., Feinberg, M., Fang, S., Sloan, C. (2023). COVID-19 family dynamics and health protective behavior adherence. Health Psychology. 42 (10) 756-765.
  • Lee, H. (2023). Stability and change in men’s intimate partner violence and substance use in early adulthood. Journal of Interpersonal Violence. 38 3445-3467.
  • Henry, K.L., Tran, T.P., Agbeke, D.V., Lee, H., Williford, A., Dziak, J.J. (2022). Two-part models for father-child relationship variables: Presence in the child’s life and quality of the relationship conditional on some presence. Journal of the Society for Social Work and Research.
  • Lee, H., Henry, K.L. (2022). Adolescent substance use prevention: Long-term benefits of early school engagement. Journal of School Health.
  • Morse, J.L., Lee, H., Haddock, J.A., Henry, K.L. (2022). Meaning in life trajectories among college students: Differential effects of a mentoring program.
  • Lee, H., Augustyn, M.B., Henry, K.L. (2021). Racial/ethnic differences in 30-year trajectories of cannabis use among males. Substance Use & Misuse.
  • Lee, H., Henry, K.L., Buller, D.B., Pagoto, S., Baker, K., Walkosz, B., Hillhouse, J., Berteletti, J., Bibeau, J. (2021). Mutual influences of mother’s and daughter’s mental health on the closeness of their relationship: An actor-partner interdependence model. Journal of Child and Family Studies.
  • Lee, H. (2021). Toward a Culturally Robust Measure to Assess Marital Relationships. Journal of Family Issues. 42 (1) 201-225. SAGE Publications. https://doi.org/10.1177/0192513x20926202
  • Haddock, S.A., Weiler, L.M., Lee, H., Henry, K.L., Lucas-Thompson, R., Zimmerman, T.S., Krafchick, J.L., Fredrickson, G.F., Yetz, N., Youngblade, L.M. (2020). Does organizing mentor-mentee matches into small groups enhance treatment effects in a site-based mentoring program for adolescents? Results of a randomized control trial. Journal of Youth and Adolescence.
  • Lee, H., Sabatelli, R.M. (2018). Measurement invariance of the Differentiation of Family System Scale for Koreans and Americans. Journal of Comparative Family Studies.
  • Sabatelli, R.M., Lee, H., Ripoll-Núñez, K. (2018). Placing the social exchange framework in an ecological context. Journal of Family Theory & Review.
  • Lee, H., Heafner, J., Sabatelli, R.M., LaMotte, V. (2017). Side-by-side: An evaluation of Connecticut’s police and youth interaction model. Journal of Human Behavior in the Social Environment.
  • Lee, J., Kim, J., Cha, D., Lee, H. (2013). Are Parent Education Programs in South Korea Really Effective? : A Meta-Analytic Study Using Journal Articles.
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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