Photo of Dai, Ting

Ting Dai, PhD

Assistant Professor

Educational Psychology


Building & Room:

3048 ETMSW


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

Office Phone:

(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 missing data, validity and measurement invariance of motivational measures, 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

Perez, T., Dai, T., Kaplan, A., Cromley, J. G., Brooks, W. D., *White, A. C., … & Balsai, M. J. (2019). Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement. Learning and Individual Differences, 72, 26-38. doi: 10.1016/j.lindif.2019.04.001


Cromley, J. G., Dai, T., Fechter, T., Van Boekel, M., Nelson, F. E., & *Dane, A. (2019). What cognitive interviewing reveals about a new measure of undergraduate biology reasoning. Journal of Experimental Education, doi: 10.1080/00220973.2019.1613338


Kiuhara, S. A., Gillespie Rouse, A., Dai, T., Witzel, B. S., Morphy, P., & Unker, B. (2019, July 18). Constructing Written Arguments to Develop Fraction Knowledge. Journal of Educational Psychology. Advance online publication. doi: 10.1037/edu0000391


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
American Statistical Association
European Association for Research on Learning and Instruction