Photo of Dai, Ting

Ting Dai, PhD

Assistant Professor

Educational Psychology


Building & Room:

1408 ETMSW


1040 W. Harrison St. (M/C 147), Chicago, IL 60607

Office Phone Voice:

(312) 996-1878



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.

Selected Grants

Institute of Education Sciences, US Department of Education, Inference-Making and Reasoning: Refinement of an Assessment for Use in Gateway Biology Courses, Co-PI

Institute of Education Sciences, US Department of Education, Bootstrapping Achievement and Motivation in STEM: An Integrated Cognitive-Motivational Intervention to Improve Biology Grades, Co-PI

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


Ph.D. in Educational Psychology, Temple University
M.Ed. in Educational Psychology, Temple University

Professional Memberships

American Educational Research Association

American Psychological Association