Faculty & Staff

Ting Dai, Ph.D.

Assistant Professor

Ting Dai is an Assistant Professor in the Department of Educational Psychology.  Her research centers on measurement of student motivation, epistemic cognition, and achievement in STEM. She also studies methodological issues with educational and psychological research, such as validity and measurement invariance of motivational measures, missing data, and measurement of treatment effects. Dr. Dai is co-Principal Investigator on funded research projects by the Institute of Education Sciences and the National Institutes of Health. Her work is published in a number of peer-reviewed journals, and she is on the editorial boards of Contemporary Educational Psychology and Journal of Experimental Education. Dr. Dai teaches courses in statistics (e.g., Structural Equation Modeling), research design, and assessment.  


Ph.D. in Educational Psychology, Temple University

M.Ed. in Educational Psychology, Temple University

Research & Teaching Interests

Measurement invariance of educational and psychological measures

Epistemic cognition in formal and informal learning contexts

Cognition and motivation for learning in the STEM domains

STEM retention and achievement


Selected Publications

Dai, T., Boekel, M., Cromley, J., Nelson, F. & Fechter, T. (2018). Using think-alouds to create a better measure of biology reasoning. SAGE Research Methods Cases. doi: 10.4135/9781526437167

Zahner, W., Dai, T., Cromley, J.G., Wills, T., Booth, J.L., Shipley, T., Stepnowski, W. (2017). Coordinating multiple representations of polynomials: What do patterns in students’ solution strategies reveal? Learning and Instruction, 49, 131–141. doi: 10.1016/j.learninstruc.2017.01.007

Cromley, J.G., Weisberg, S.M., Dai, T., Newcombe, N.S., Schunn, C.D., Massey C., & Merlino, F.J. (2016). Improving middle school science learning using diagrammatic reasoning. Science Education, 100(6), 1184–1213. doi: 10.1002/sce.21241

Dai, T., & Cromley, J.G. (2014). Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach. Contemporary Educational Psychology, 39(3), 233–247. doi: 10.1016/j.cedpsych.2014.06.003

Dai, T., & Cromley, J.G. (2014). The match matters: Examining student epistemic preferences in relation to epistemic beliefs about chemistry. Contemporary Educational Psychology, 39(3), 262–274. doi: 10.1016/j.cedpsych.2014.06.002

Professional Affiliations & Activities

American Educational Research Association

American Psychological Association

Courses Taught

561 Assessment for Measurement Professionals


 ED 421 and ED 422; or consent of the instructor.

Plan, construct, administer, score, and report on classroom assessment; select and use standardized achievement tests; develop defensible grade procedures; measure issues in classroom assessment; validity and reliability of classroom assessments.

594 Special Topics in Educational Psychology


ED 421 and ED 422, or consent of the instructor.

Seminar on a preannounced topic focusing on methodology, research, and educational implications of recent models of learning, problem solving, and thinking. May be repeated to a maximum of 12 hours.