36 Papers
37 Citations
Ting Dai is an academic researcher from University of Illinois at Chicago. The author has contributed to research in topics: Medicine & Expectancy theory. The author has an hindex of 10, co-authored 27 publications. Previous affiliations of Ting Dai include University of Illinois at Urbana–Champaign & Temple University.
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Papers
Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach
Ting Dai,Jennifer G. Cromley +1 more
TL;DR: This article investigated the associations between changes in implicit theories of ability in biology and college students' dropout from STEM majors, and found that the growth of incremental beliefs was directly associated with STEM dropout above and beyond biology course grade and knowledge and inference making.
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Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement
Tony Perez,Ting Dai,Avi Kaplan,Jennifer G. Cromley,Wanda D. Brooks,Arianna C. White,Kyle Mara,Michael J. Balsai +7 more
TL;DR: In this article, a cross-lagged path analysis of semester-long data from 234 undergraduate biology students pointed to variable relations among expectancies, task values, perceived costs, and biology achievement.
88
Cyberbullying, mental health, and violence in adolescents and associations with sex and race: data from the 2015 Youth Risk Behavior Survey
TL;DR: The findings show that female and white adolescents are at increased risk of being cyberbullied and negative mental health outcomes and violent behaviors are more pronounced in males, indicating potential negative effects of being a cyberbullying victim based on sex.
61
The Role of Context in Educational RCT Findings: A Call to Redefine “Evidence-Based Practice”:
TL;DR: In this paper, the authors complement other constructive critiques of educational randomized control trials (RCTs) by calling attention to the commonly ignored role of context in causal mechanisms in causal mechanism development.
Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability
TL;DR: This article examined the contributions of students' proportional reasoning skill and example-based practice when learning about probabilities from a reformed seventh grade curriculum and found that students in the treatment condition improved more in their probabilistic knowledge, if they started with less proportional reasoning skills.