Chia-Lin Tsai, Ph.D.
Associate Professor
Applied Statistics and Research Methods
Education and Behavioral Sciences
Contact Information
Mailing Address
University of Northern Colorado
Applied Statistics and Research Methods
Campus Box 124
Greeley, CO 80639
Education
- Ph.D., Educational Psychology – Statistics & Measurement, University of Missouri, Columbia, MO, 2012
- M.A., Statistics, University of Missouri, Columbia, MO
- M.A., School Counseling, Boston College, Chestnut Hill, MA
- B.A., Educational Psychology and Counseling, National Taiwan Normal University, Taipei,
Taiwan
Professional/Academic Experience
- Senior/ Research Data Analyst, Assessment Resource Center, University of Missouri,
2015-2017
- Adjunct Assistant Professor, Department of Educational, School and Counseling Psychology,
University of Missouri, 2015-2017
- Research Specialist/Project Coordinator, Alcohol Cognitions Lab, Department of Psychological
Science, University of Missouri, 2012-2015
- Summer Research Intern, Research, Assessment and Accountability Office of Columbia
Public School, Columbia MO, 2009
Research/Areas of Interest
Psychometric studies, Large-scale assessment in education, Latent variable modeling
Publications/Creative Works
- Murakami, C., Seidel, M., Tsai, C.-L., & Pope, J. (2023). COVID-19 and Pennsylvania farmers: Financial impacts, relief
programs, and resiliency strategies during the 2020 growing season. Journal of Agriculture, Food Systems, and Community Development, 12(3), 1–32. https://doi.org/10.5304/jafscd.2023.123.016
- Tsai, C.-L., Estrada, S., Flores, L. Y., & Brown, C. (2023). Motivation, College Integration,
and Intentions to Persist Among First-Generation College Students: A Latent Class
Approach. Journal of Career Development, 0(0). https://doi.org/10.1177/08948453231157757
- Tian, L., Tsai, C. L., Khalsa, G., Condie, M., Kopystynsky, N., Ohde, K., & Zhao, A. (2023). A PROACTIVE
Coping Scale for US College Students: Initial Evidence and Implications. Journal of Psychoeducational Assessment, 07342829221151005.
- Tsai, C. L., Bergin, C., & Jones, E. (2022). Students in 4th to 12th grade can distinguish dimensions
of teaching when evaluating their teachers: a multilevel analysis of the TESS survey. Educational Studies, 1-16.
- Seidel, M., Murakami, C. ., Egan, J., Pope, J., & Tsai, C.-L.(2021). Impact of COVID-19 on Pennsylvania farm revenue: Looking back at the 2020
season. Journal of Agriculture, Food Systems, and Community Development, 11(1), 1–6.
https://doi.org/10.5304/jafscd.2021.111.015
- Casey, K., Tsai, C.L., & Fink, R. (2021) A Psychometric Evaluation of the Casey-Fink Graduate Nurse Experience
Survey. The Journal of Nursing Administration, 51 (5), 242-248.
- Tsai, C. L., Ku, H. Y., & Campbell, A. (2021). Impacts of course activities on student perceptions
of engagement and learning online. Distance Education, 1-20.
- Tsai, C., Cho, M., Marra, R., & Shen, D. (2020) The Self-Efficacy Questionnaire for Online
Learning (SeQoL), Distance Education, DOI: 10.1080/01587919.2020.1821604
- Tsai, C.-L., Brown, A., Lehrman, A., & Tian, L. (2020). Motivation and Postsecondary Enrollment
Among High School Students Whose Parents Did Not Go to College. Journal of Career
Development. https://doi.org/10.1177/0894845320946397
- Liss, D. J., Kerl, M. E., & Tsai, C. L. (2020). Factors associated with job satisfaction and engagement among credentialed
small animal veterinary technicians in the United States. Journal of the American
Veterinary Medical Association, 257(5), 537-545.
- Tsai, C. & Ku, H. Y. (2020). Does teacher quality mean the same thing across teacher candidates,
cooperating teachers, and university supervisors? Educational Studies, 1-18.
- Romine, W., Tsai, C., Michele, M., Tang, N., & Folk, W. (2019). Evaluation of a Process by which Individual Interest Supports Learning within a Formal
Middle School Classroom Context. International Journal of Science and Mathematics Education.
- Tang, N, Tsai, C., Lloyd, B., & Romine, W. (2019). Impacts of Enquiry-Based Science Teaching on Achievement
Gap between High-and-Low SES Students: Findings from PISA 2015. International Journal of Science Education. 10.1080/09500693.2018.1555726
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