Qi Chen

Previous Scheduled Teaching

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, 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.

Contracts, Grants and Sponsored Research

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).