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Jing Chen

Post Doctoral Researcher, The Crane Center for Early Childhood Research and Policy

chen.4046@osu.edu

Personal Website

Biography

Jing Chen is a post-doctoral researcher at the Crane Center for Early Childhood Research and Policy. Her primary research interests focus on the interplay between classroom peer social relationships and students’ cognitive and social development during childhood and adolescence. Her ongoing research investigates how peer social relationships are associated with students’ dialogic interactions during the process of small group discussions; how cognitive and linguistic resources that students can access through their peer social interactions vary within classrooms and shape individuals’ development; and what contextual and individual factors are associated with peer isolation and social withdrawal.

Education

  • PhD, Educational Studies, Educational Psychology program, The Ohio State University, 2018
  • MA, Educational Studies, Quantitative Research, Evaluation and Measurement (QREM) program, The Ohio State University, 2015
  • BA, Education, Beijing Normal University, 2013

Research Interests

Selected Presentations

  • Lin. T. -J., Chen, J., Purtell, K. M., Justice, L., Logan, J., Jiang, H., Rhoad-Drogalis, A., & Bostic, J. (2018, June). The contribution of classroom friendships to children’s early academic and social behavioral development. Paper was presented at the National Research Conference on Early Childhood, Arlington, VA.
  • Chen, J., Lin, T.-J., & Shin, S. (2017, April). The moderating effects of ability grouping on shy children’s peer relationships. Paper was presented at the Society for Research in Child Development, Austin, TX.
  • Lin, T.-J., Chen, J., Ha, S. Y., Kuznetcova, I. V., Paul, N., Won, S., Anderman, E. M., & Kraatz, E. (2017, April). The influence of collaborative small-group discussion on social self-efficacy and class relationships. Paper was presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
  • Chen, J., Lin, T.-J., Scott, A., Zhan, X., Ha, S. Y., Paul, N., … Anderman, E. (2016, August). The influence of ability grouping on early adolescents’ social interaction with peers. Paper was presented at the annual meeting of the American Psychological Association, Denver, CO.
  • Chen, J., Lin, T.-J., Justice, L, Piasta, S., & Sawyer, B. (2016, August). Examining children’s interaction in preschool inclusive classrooms: A social network approach. Poster was presented at the annual meeting of the American Psychological Association, Denver, CO.
  • Paul, N., Lin, T. -J., Ha, S. Y., Chen, J., & Newell, G. (April, 2016). Modeling relationships between writing anxiety, self-efficacy, and self-regulation in argumentative writing: A goal theory perspective. Paper was presented at the annual meeting of the American Educational Research Association, Washington DC.
  • Chen, J., Lin, T. -J., & Ku, Y. - M. (2015, April). Character, word, and student characteristics contribute to students’ concept of word in Chinese: Cross-classified multilevel logistic models. Paper was presented at the annual meeting of the American Educational Research Association, Chicago, IL.
  • Chen, J., Lin, T.-J., & Justice, L. (2015, April). Exploring the play and fight networks of young children in preschool inclusive classrooms. Paper was presented at the annual conference of Multiple Perspectives on Access, Inclusion, and Disability, Columbus, OH.
  • Baker, A., Lin, T. -J., Chen, J., Paul, N., Paul, N., Anderson, R. C. (2014, April). The effects of teacher framing on student engagement during collaborative reasoning discussions. Paper was presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Selected Publications

  • Chen, J., Justice, L., Rhoad-Drogalis, A., Lin, T. –J., & Sawyer, B. (In Print). Social networks of children with language impairment in inclusive preschool programs. Child Development.
  • Chen, J., Lin, T. -J., Ku, Y. - M., Zhang, J., & O’Connell, A. (2018). Reader, word, and character characteristics contributing to Chinese children’s concept of word. Scientific Studies of Reading, 22(3), 209-224. http://doi.org/10.1080/10888438.2017.1414220
  • Justice, L.M., Chen, J., Tambyraja, S., & Logan, J. (2018). Increasing caregivers’ adherence to an early-literacy intervention improves the literacy skills of children with language impairment. Journal of Autism and Developmental Disorders, 1-14.
  • Chen, J., Lin, T. –J., Justice, L., & Sawyer, B. (2017). The social networks of children with and without disabilities in early childhood special education classrooms. Journal of Autism and Developmental Disorders, 1-16.
  • Baker, A. R., Lin, T. -J., Chen, J., Paul, N., Anderson, R. C., & Nguyen-Jahiel, K. (2017). Effects of teacher framing on student engagement during Collaborative Reasoning discussions. Contemporary Educational Psychology, 51, 253–266. https://doi.org/10.1016/j.cedpsych.2017.08.007