Dr. Qi Chen

Associate Professor

University of North Texas

Department of Educational Psychology

(940) 565-3398

Email: Qi.Chen@unt.edu

Education

PhD, Texas A&M University, 2008

Major: Educational Psychology
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

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

Professional Memberships

American Educational Research Association. (Present).
American Statistical Association. (Present).
Psychometric Society. (Present).

Teaching

Teaching Experience

University of North Texas

EPSY 5210 - ED STATISTICS, 2 courses.
EPSY 5990 - Supervised Research or Program Evaluation, 1 course.
EPSY 6010 - Statistics for Educational Research, 23 courses.
EPSY 6020 - Research Methods in Education, 6 courses.
EPSY 6030 - Practicum, Field Problem or Internship, 5 courses.
EPSY 6210 - Multiple Regression Analysis and Related Methods, 11 courses.
EPSY 6230 - Theory and Application of Hierarchical Linear Modeling, 15 courses.
EPSY 6270 - Structural Equation Modeling, 4 courses.
EPSY 6900 - Special Problems, 12 courses.
EPSY 6950 - Doctoral Dissertation, 19 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).

Awards and Honors

American Psychological Association Travel Award for attending Advanced Training Institute, APA. (2015).
Travel Award to attend the Summer Research Training Institute on Cluster-Randomized Trials, Northwestern University, National Center for Education Research (NCER). (July 2014).
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).
Junior Faculty Summer Research Fellowship, University of North Texas, Denton. (2012).
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).
Nominated for Department of Educational Psychology Nomination for College Junior Faculty Research Award, University of North Texas, Denton, TX. (2010).
Junior Faculty Summer Research Fellowship, University of North Texas, Denton. (2010).
Graduate Student Research and Presentation Grant, Texas A&M University. (2008).
Tuition Fellowship, Texas A&M University. (2002).
Educational Psychology Student Organization's Excellence in Empirical Research, Texas A&M University. (2007).
International Education Study Grant Scholarship, Texas A&M University. (2007).
National Center for Education Statistics Travel Grant, (2007).
Kappa Delta Pi, an International Honor Society in Education. (2003).
Regents' Graduate Fellowship, Texas A&M University. (2002).
Excellent Graduate Student Scholarship, Nanjing University. (2001).
People's Scholarship for Excellent Undergraduates, Nanjing University. (1996).

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

McEnturff, A., Chen, Q., Henson, R.K., Glaman, R., Luo, W. (2025). Comparing raw score difference, multilevel modeling, and structural equation modeling methods for estimating discrepancy in dyads.. Frontiers in Psychology. 16 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1499076/full
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, J.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

Uncovering differential growth trajectories of achievement scores over 6 years among children retained first grade., (2011 - 2011).
Can the correct number of classes be detected in misspecified multilevel growth mixture models: A Monte Carlo study?, (2009 - 2009).
Effects of peer acceptance and peer academic reputation on academic outcomes among academically at risk students: A dual-pathway model, (2009 - 2009).
The role of teachers in children's peer relations, (2009 - 2009).
The impact of ignoring a level of nesting structure in multilevel growth mixture models: A Monte Carlo study, (2008 - 2008).
Teacher-student processes that predict academic achievement in at-risk 1st to 3rd graders: Teachers' warmth and peer competence, (2007 - 2007).
The impact of ignoring a level of nesting structure in multilevel mixture models: A Monte Carlo study., (2007 - 2007).
The joint contribution of teachers' warmth and child effortful control on academic and social adjustment in the early elementary grades, (2007 - 2007).
Effect of covariate magnitude on latent class analysis determination, (2006 - 2006).
Choosing and developing research topics for MA thesis by EFL students in China, (2003 - 2003).
An insider's perspective: Junior year writing experiences under the three types of situations, (2001 - 2001).
The characteristics and standardization of translated film names., (2000 - 2000).

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

Li, X. (Author & Presenter), Liew, J. (Author), Lease, M. (Author), Chen, Q. (Author), Prochnow, T. (Author), Blake, J. (Author), 27th Biennial Meeting of International Society for the Study of Behavioural Development (ISSBD), Interpersonal relations, friendship motivation types, and social wellness among Black children in majority Black and majority White U.S. schools, Lisbon, Portugal, Portugal. (2024 - 2024).
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, Sponsored Research

Grant - Research

Yuan, X. (Principal), Chen, Q. (Supporting), "S-STEM: Attracting and Cultivating AI Scholars through Multi-faceted Mentoring, Research Experiences, and Cohort Building.," sponsored by National Science Foundation (2424803), Federal, $1999954 Funded. (2025 - 2030).

Grant - Service

Hull, D. (Principal), Roberts, K.M. (Co-Principal), Chen, Q. (Co-Principal), "Health Marriage and Relationship," sponsored by The Parenting Center, NFP, Funded. (2015 - 2016).

Service

University Service

Committee Member, SPED Search Committee. (January 2024 - Present).
Committee Member, Doctoral Policy Committee. (August 2023 - Present).
Committee Member, Student Affairs Committee. (August 2020 - Present).
Member, Academic Affairs Committee. (August 2019 - Present).
Other (Coordinator), 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 (Statistical and Methodological Advisor), Editorial Advisory Board Journal of School Psychology. (2015 - Present).
Other (Review Editor), Frontiers Journal Series in Quantitative Psychology and Measurement. (2010 - Present).
Chairperson, AERA Multilevel Modeling SIG. (2015 - 2016).
Other (Vice Chair), AERA Multilevel Modeling SIG. (2014 - 2015).
Committee Member, AERA Division D Outstanding Quantitative Dissertation Award Committee. (2012 - 2015).