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.
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.
