Dr. Qi Chen
University of North Texas
Educational Psychology
(940) 565-3398
Email:

Education

PhD, Texas A&M University, 2008.
Major: Educational Psychology
Degree Specialization: Research, Measurement, Statistics
MA, Nanjing University, China, 2002.
Major: English: Applied Linguistics
BA, Nanjing University, China, 1999.
Major: English Language and Literature

Professional Positions

Uncategorized
Associate Professor, University of North Texas. (2015 – Present).
Assistant Professor, University of North Texas. (2009 – 2015).
Postdoctoral Fellow, The University of Texas,Austin. (2008 – 2009).

Professional Memberships

American Educational Research Association. (Present).

American Statistical Association. (Present).

Psychometric Society. (Present).

Awards and Honors

Junior Faculty Summer Research Fellowship, University of North Texas, Denton. (2010 – 2010).

Graduate Student Research and Presentation Grant, Texas A&M University. (2008 – 2008).

Tuition Fellowship, Texas A&M University. (2002 – 2008).

Educational Psychology Student Organization's Excellence in Empirical Research, Texas A&M University. (2007 – 2007).

International Education Study Grant Scholarship, Texas A&M University. (2007 – 2007).

National Center for Education Statistics Travel Grant. (2007 – 2007).

Kappa Delta Pi, an International Honor Society in Education. (2003 – 2003).

Regents' Graduate Fellowship, Texas A&M University. (2002 – 2002).

Excellent Graduate Student Scholarship, Nanjing University. (2001 – 2001).

People's Scholarship for Excellent Undergraduates, Nanjing University. (1996 – 1998).

Teaching

Teaching Experience

University of North Texas
EPSY 5210, ED STATISTICS, 2 courses.
EPSY 6010, Statistics for Educational Research, 20 courses.
EPSY 6020, Research Methods in Education, 6 courses.
EPSY 6030, Practicum, Field Problem or Internship, 3 courses.
EPSY 6210, Multiple Regression Analysis and Related Methods, 10 courses.
EPSY 6230, Theory and Application of Hierarchical Linear Modeling, 12 courses.
EPSY 6270, Structural Equation Modeling, 4 courses.
EPSY 6900, Special Problems, 11 courses.
EPSY 6950, Doctoral Dissertation, 15 courses.

Directed Student Learning

Dissertation Committee Co-Chair,"Comparing raw score difference, multilevel modeling, and structural equation modeling methods for estimating discrepancy in dyads.," Educational Psychology. (December 2019).

Dissertation Committee Member,"Comparison of Heterogeneity and Heterogeneity Interval Estimators in Random-Effects Meta-Analysis," Educational Psychology. (2018).

Major Professor,"Comparing three approaches for handling a fourth level of nesting structure in cluster-randomized trials.," Educational Psychology. (2017).

Research

Published Intellectual Contributions

Conference Proceeding
Chen, Q., Hughes, J., Liew, J., Kwok, O. (2009). Effects of peer acceptance and peer academic reputation on academic outcomes among academically at-risk students: A dual pathway model. biennial meeting of the Society for Research in Child Development.
Journal Article
West, C. L., Chen, Q., Boika, N. (2024). Bringing them back: Using latent class analysis to re-engage college stop-outs.. Frontiers in Psychology. 15, 1297464. https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1297464/full
DeJong, T., Chen, Q. (2023). Utility of a slopes difference test for probing longitudinal multilevel aptitude treatment interactions: A simulation.. Frontiers in Psychology. 14, 1156962. https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1156962/full
Glaman, R., Chen, Q., Henson, R. K. (2022). Comparing three approaches for handling a fourth level of nesting structure in cluster-randomized trials. Journal of Experimental Education. 90(3), 712-730.
Nievar, A., Brown, A., Nathan, L., Q. C., Martinez-Cantu, V. (2018). Home Visiting Among Inner-City Families: Links to Early Academic Achievement. Early Education and Development. 29(8), 1115-1128.
Hull, D., Hinerman, K., Ferguson, S., Chen, Q., Näslund-Hadley, E. (2018). Teacher-Led math inquiry: A cluster randomized trial in Belize.. 40(3), 336–358.
Glaman, R., Chen, Q. (2018). Measurement Invariance of a Classroom Engagement Measure among Academically At-Risk Students. Frontiers in Psychology. 8, 2345. Frontiers. https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02345/full
Chen, Q., Luo, W., Palardy, G. J., Glaman, R., McEnturff, A. (2017). The Efficacy of Common Fit Indices for Enumerating Classes in Growth Mixture Models When Nested Data Structure Is Ignored: A Monte Carlo Study. Sage Open. 7(1), 1-19. SAGE Publications Sage CA: Los Angeles, CA.
Kim, S., Wang, Y., Chen, Q., Shen, Y., Hou, Y. (2015). Parent-child acculturation profiles as predictors of Chinese American adolescents’ academic trajectories.. Journal of Youth and Adolescence. 44, 1263-74.
Chen, Q., Hughes, J. N., Kwok, O. (2014). Differential growth trajectories for achievement among children retained in first grade: A growth mixture model. Elementary School Journal. 114, 327-353.
Nievar, M. A., Moske, A., Johnson, D. J., Chen, Q. (2014). Parenting practices in preschool leading to later cognitive competence: A family stress model. Early Education and Development. 25, 318-337.
Turner, J., Chen, Q., Danks, S. (2014). Team shared cognitive constructs: A meta-analysis exploring the effects of shared cognitive constructs on team performance. Performance Improvement Quarterly. 27, 83-117.
Kim, S. Y., Chen, Q., Wang, Y., Shen, Y., Orozco-Lapray, D. (2013). Longitudinal linkages among parent-child acculturation discrepancy, parenting, parent-child sense of alienation, and adolescent adjustment in Chinese immigrant Families. Developmental Psychology. 49(5), 900-12.
Zhang, T., Solmon, M. A., Xiang, P., Gu, X., Chen, Q. (2013). Relationships among self-determined motivation, achievement outcomes and related social and individual factors in middle school physical education. The Global Journal of Health and Physical Education Pedagogy.
Chen, Q. (2012). The impact of ignoring a level of nesting structure in multilevel mixture model: A Monte Carlo study. Sage Open.
Nievar, M. A., Jacobson, A., Chen, Q., Johnson, U., Diera, S. (2011). Impact of HIPPY on home learning environments of Latino families. Early Childhood Research Quarterly. 26, 268-277.
Hughes, . N., Chen, Q. (2011). Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self efficacy. Journal of Applied Developmental Psychology. 32, 278-287.
Hughes, J., Chen, Q., Thoemmes, F., Kwok, O. (2010). An investigation of the relationship between retention in first grade and performance on high stakes tests in third grade. Educational Evaluation and Policy Analysis. 32, 166-182.
Liew, J., Chen, Q., Hughes, J. N. (2010). Child effortful and inhibitory control and teacher support on achievement: Additive and interactive effects. Early Childhood Research Quarterly. 25, 51-64.
Liew, J., Chen, Q., Hughes, J. N. (2010). Child effortful control, teacher--student relationships, and achievement in academically at-risk children: Additive and interactive effects. Early Childhood Research Quarterly. 25(1), 51--64. Elsevier.
Chen, Q., Hughes, J. N., Liew, J., Kwok, O. (2010). Joint contributions of peer acceptance and peer academic reputation to achievement in academically at-risk children: Mediating processes. Journal of Applied Developmental Psychology. 31, 448-459.
Chen, Q., Kwok, O., Luo, W., Willson, V. L. (2010). The impact of ignoring a level of nesting structure in multilevel growth mixture models: A Monte Carlo study.. Structural Equation Modeling: A Multidisciplinary Journal. 17, 570-589.
Kim, S. Y., Chen, Q., Li, J., Huang, X., Moon, U. J. (2009). Parent-child acculturation, parenting, and adolescent depressive symptoms in Chinese immigrant families. Journal of Family Psychology. 23, 426-437.
Allen, C. S., Chen, Q., Willson, V. L., Hughes, J. N. (2009). Quality of research design moderates effects of grade retention on achievement: A meta-analytic, multilevel analysis. Educational Evaluation and Policy Analysis. 31, 480-499.
Chen, Q. (2001). An insider's perspective:Junior year writing experiences in the three types of situations. Journal of Beijing Second Foreign Language Institute, Beijing. (104), 13-18. Beijing:.
Chen, Q. (2001). The characteristics and standardization of translated film names. Translation Quarterly, Hong Kong Translation Society. (20), 100-120.

Presentations Given

Paper

Allen, L. (Author & Presenter), Chen, Q. (Author), Annual Meeting of American Educational Research Association, The Impact of including teacher and school characteristics on predicting value-added score estimates, San Diego, CA, United States of America. (2022 – ).

Boedecker, P. (Author), Fagan, M. A. (Author), Hull, D. M. (Author), Chen, Q. (Author), AERA Annual Meeting, Cross-cluster propensity score matching with cluster-level assignment, San Francisco, CA, United States of America. (2020).

Xin, X. (Author & Presenter), Chen, Q. (Author), Palka, J. (Author), 28th Convention of Association for Psychological Science, Disentangling the indiscernible patterns of cross-loadings in the measurement model of the strengths and difficulties questionnaire: Insights from Bayesian structural equation modeling., Chicago, IL., United States of America. (2016).

Glaman, R. (Author & Presenter), Chen, Q. (Author), Annual Meeting of the American Educational Research Association,, The impact of ignoring a higher level of nesting in cluster-randomized experiments: A simulation study., Washington D.C., United States of America. (2016).

McEnturff, A. (Author & Presenter), Chen, Q. (Author), Luo, W. (Author), 2015 Annual Meeting of the American Educational Research Association, Comparing methods for estimating discrepancy in dyads: A Monte Carlo simulation., Chicago, IL., United States of America. (2015).

Turner, J. R. (Author & Presenter), Chen, Q. (Author & Presenter), Shelby, D. (Author & Presenter), The 6th Annual International Symposium: Emerging Technologies for Online Learning, Team Shared Cognitive Constructs: A Meta-analysis Exploring the Effects of Shared Cognitive Measures on Team Performance, SLOA, Las Vegas, NV, United States of America. (2013 – 2013).

Poster

Glaman, R. R. (Author & Presenter), Chen, Q. (Author), Biennial Meeting of Society for Research in Child Development, Longitudinal measurement invariance of a measure of classroom engagement., Austin, TX, United States of America. (2017).

Scholarly Meeting Contribution

Hinerman, K. M. (Author & Presenter), Hull, D. M. (Author), Chen, Q. (Author), Booker, D. D. (Author), Society for Research on Educational Effectiveness Spring 2014 Conference, Teacher-led math inquiry in Belize: A cluster-randomized trial, SREE, Washington, DC, United States of America. (2014 – 2014).

Contracts, Grants and Sponsored Research

Uncategorized
Chen, Q. (Other), "The impact of grade retention: A developmental approach (PI: Dr. Jan Hughes)," Sponsored by Research Assistant for NICHD funded project. (2006 – 2008).
Chen, Q. (Other), "Preschoolers' stress and self-regulatory behaviors in classrooms: Relations between cortisol levels, classroom events, and child behaviors (PI: Dr. Jeffrey Liew)," Sponsored by Research Assistant for Texas A&M University's Children, Youth, and Families Initiative funded project. (2006 – 2007).
Chen, Q. (Other), "Texas A&M University Evaluation of TEA's High School Dropout and Completion Grant Programs (PI: Dr. Dennie Smith)," Sponsored by Research Assistant for Texas Education Agency funded project. (2004 – 2005).

Awards and Honors

American Psychological Association Travel Award for attending Advanced Training Institute, APA. (2015 – Present).

Travel Award to attend the Summer Research Training Institute on Cluster-Randomized Trials, Northwestern University, National Center for Education Research (NCER). (July 2014 – Present).

Junior Faculty Summer Research Fellowship, University of North Texas, Denton. (2012 – Present).

Travel Award to attend the Workshops on Quasi-Experimental Design and Analysis in Education, Northwestern University, Institute of Education Sciences (IES), U.S. Department of Education, and the Institute for Policy Research (IPR) at Northwestern University. (2011 – Present).

Nominated for: Department of Educational Psychology Nomination for College Junior Faculty Research Award, University of North Texas, Denton, TX. (2010 – Present).

Service

University Service

Committee Member, Doctoral Policy Committee. (August 2023 – Present).

Committee Member, Student Affairs Committee. (August 2020 – Present).

Member, Academic Affairs Committee. (August 2019 – Present).

Other, CORE Exam Coordinator. (August 2019 – Present).

Faculty Mentor, Faculty Mentor. (August 2019 – Present).

Member, RMS faculty search committee. (August 2019 – Present).

Program Coordinator, RMS Master Program Steward. (August 2019 – Present).

Member, EPSY Reappointment, Promotion, and Tenure Committee. (2015 – Present).

Member, Faculty Affairs Committee. (August 2022 – August 2025).

Committee Member, RMS Faculty Search Committee. (August 2019 – May 2021).

Member, Promotion Committee for Lecturer Line Faculty. (August 2019 – December 2020).

Member, Faculty Affairs Committee. (August 2019 – August 2020).

Member, College of Education Faculty Affairs Committee. (2017 – 2018).

Member, Merit and Award Committee. (2017 – 2018).

Member, SPED Faculty Search Committee. (2015 – 2016).

Member, College of Education Academic Affairs Committee. (2012 – 2016).

Professional Service

Other, Editorial Advisory Board Journal of School Psychology. (2015 – Present).

Other, Frontiers Journal Series in Quantitative Psychology and Measurement. (2010 – Present).

Chairperson, AERA Multilevel Modeling SIG. (2015 – 2016).

Other, AERA Multilevel Modeling SIG. (2014 – 2015).

Committee Member, AERA Division D Outstanding Quantitative Dissertation Award Committee. (2012 – 2015).

Awards and Honors

Nominated for: Recognition as Source of Support and Inspiration for Ms. Amber McEnturff (RMS doctoral student), the recipient of Excellence in Scholarship Award in Educational Psychology from Honors College, University of North Texas. (2013 – Present).