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Tzu-Jung Lin

Associate Professor, Department of Educational Studies

Program Area: Educational Psychology

(614) 292-6124
lin.1653@osu.edu

Personal Website

Biography

Tzu-Jung Lin is an associate professor of Educational Psychology in the Department of Educational Studies, and a faculty associate of the Crane Center for Early Childhood Research and Policy. Her primary research interests focus on (1) process of learning and development in dynamic classroom environments, (2) contextual or individual factors mediating or moderating the socialization of cognition and social relationships, (3) instructional approaches to foster a positive climate and better learning in classrooms, (4) psychology of reading and writing.

Link: Curriculum Vita

Education

  • PhD, Educational Psychology, Cognitive Science of Teaching and Learning program, University of Illinois at Urbana-Champaign
  • MS, Applied Statistics, University of Illinois at Urbana-Champaign
  • MS, Industrial Engineering and Management, Human Factors Engineering program, National Chiao Tung University, Hsinchu, Taiwan
  • BBA, Management Science, National Chiao Tung University, Hsinchu, Taiwan

Research Interests

Honors

  • Winner of "DiveE In" Seed Grand Competition, American Educational Research Association Division E (Counseling and Human Development), 2015
  • Graduate Student Research Excellence Award, American Educational Research Association Division C (Learning and Instruction), 2013
  • Hardie Dissertation Award, University of Illinois, 2011
  • First Annual Raymond W. Kulhavy Prize for Student Research in the Cognitive Science of Learning, University of Illinois, April 2010
  • Research Creativity Award, National Science Council, Taiwan, 2004

Selected Grants

  • Examining group processes within a discussion-based approach for promoting youths’ interpersonal competencies. PI. Spencer Small Research Grant.
  • Promoting interpersonal competencies and academic achievement through collaborative social reasoning. PI. Spencer Postdoctoral Fellowship, National Academy of Education and Spencer Foundation.
  • Teaching and learning literature-related argumentative writing in high school English Language Arts classrooms. Co-PI. Institute of Education Sciences, Goal Two (Development and Innovation).
  • Early learning network: Critical contributions of classroom ecology to children's learning. Co-PI. Institute of Education Sciences, Goal I (Exploratory). 
  • Buffering against peer rejection through collaborative social reasoning: A study with early adolescents in Taiwan. PI. Junior Scholar Grant, Chiang Ching-kuo Foundation.

Selected Presentations

National Conferences

  • *Kraatz, E., *Ha, S. Y., Lin, T. -J., *Paul, N., & *Tonissen, A. (2019, April). Students’ goal setting as predictors of growth in social reasoning in small-group discussions. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
  • *Hsieh, M. -Y., Lin, T. -J., & *Sallade, R. (2019, April). A collaborative dialogic inquiry approach to improving students’ academic and social-emotional language. Roundtable presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
  • *Chen, J., & Lin, T. -J. (2019, April). Cognitive and social dialogue patterns during collaborative small group discussions. Poster presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
  • *Paul, N., Lin, T. -J., & Glassman, M. (2019, April). Developing elementary students’ motivation for online discussions and argument-counterargument integration: An intervention study. Poster presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
  • Lin, T. -J., *Ha, S. Y., & Newell, G. (2019, April). How dialogic approaches effect literature-related argumentative writing in high school English language arts classrooms. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
  • 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 presented at the National Research Conference on Early Childhood, DC.
  • Lin. T. -J., *Li, W. -T., *Chiu, Y. -J., *Hong, Y. -R., Tsai, C. -C., & *Ha, S. Y. (2018, April). Effects of collaborative small-group discussions on early adolescents’ social reasoning. Poster presented at the annual meeting of the American Educational Research Association, New York.
  • *Ha, S. Y., *Li, W. -T., Lin. T. -J., *Kraatz, E., & *Shin, S. (2018, April). Cultural influence on early adolescents’ social reasoning: U.S and Taiwanese students’ reasoning about social exclusion. Paper presented at the annual meeting of the American Educational Research Association, New York.
  • *Kraatz, E., & Lin, T. -J. (2018, April). Goal setting and self-reflection in collaborative small-group discussions. Roundtable presented at the annual meeting of the American Educational Research Association, New York.
  • *Shin, S., & Lin, T. -J. (2018, April). Cultural differences in interpersonal competencies and sense of belonging: A multi-group path analysis. Poster presented at the annual meeting of the American Educational Research Association, New York.
  • Lin. T. -J., Newell, G. E., *Buescher, E., *Ha, S. Y., & *Hsieh, M. -Y. (2018, April). Adaptive expertise for teaching argumentative writing in high school English Language Arts classrooms. Symposium paper presented at the annual meeting of the American Educational Research Association, New York.
  • Lin. T. -J., *Chen, J., *Ha, S. Y., *Kuznetcova, I., *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 presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
  • *Ha, S. Y., & Lin. T. -J. (2016, December). The case of Mr. Watson: Adaptive teaching and responsiveness in teaching argumentative writing. In T.-J. Lin (Chair and Discussant), On the evolution of teaching argumentative writing across an academic year in high school English Language Arts classrooms. Symposium presented at the Literacy Research Association Annual Conference, Nashville, TN.
  • *Paul, N. & Lin, T. -J. (2016, August). Designing online discussion for enhancing satisfaction of students’ psychological needs. Paper presented at the American Psychological Association’s annual conference, Denver, CO.

 

International Conferences

  • Chen, J., Lin, T. -J., & Anderman, L. (2019, March). Friendship effects on socially anxious students’ dialogue patterns during collaborative small group discussions. Symposium paper to be presented at biennial meeting of the Society for Research for Child Development, Baltimore, MD.
  • Lin, T. -J., Chen, J., Justice, L., Logan, J., & Purtell, K. (2019, March). Peer influence on dual language learners’ language and literacy development. Symposium paper to be presented at biennial meeting of the Society for Research for Child Development, Baltimore, MD.
  • *Myrtil, M., Lin, T. -J., Chen, J., Purtell, K., Logan, J., & Justice, L. (2019, March). The sequence of preschoolers’ insistent behavior, teachers’ intervention strategies, and conflict outcome during peer conflicts. Poster to be presented at biennial meeting of the Society for Research for Child Development, Baltimore, MD.
  • *Ha, S. Y., & Lin, T. -J. (2018, October). Epistemic cognition on social knowledge in small-group discussions. Paper presented at the 2018 Meeting of the European Association for Research on Learning and Instruction (EARLI) Special Interest Groups 20 and 26, Jerusalem, Israel.
  • *Paul, N., Lin, T. -J., Glassman, M. (2018, October). Developing elementary students’ motivation for online discussions and argumentation skills in blended classrooms. Paper presented at the 2018 Meeting of the European Association for Research on Learning and Instruction (EARLI) Special Interest Groups 20 and 26, Jerusalem, Israel.
  • Lin. T. -J., *Li, W. -T., *Chiu, Y. -J., *Hong, Y. -R., Tsai, C. -C., *Kraatz, E., & *Shin, S. (2017, April). Differential effects of social talk on children’s social-emotional development. Strategic Plan Poster presented at the bi-annual meeting of the Society for Research on Child Development, Austin, TX.
  • *Chen, J., Lin. T. -J., & *Shin, S. (2017, April). The moderating effects of ability grouping on shy children’s peer relationships. Poster presented at the bi-annual meeting of the Society for Research on Child Development, Austin, TX.
  • Zhang, J., Lin. T. -J., & Nagy, W. (2015, August). Morphological awareness and decontextualized word learning in first and second language. Paper presented at the Twenty-second Annual Meeting of the Society for the Scientific Study of Reading, The Big Island, Hawaii.

Graduate students marked with *.

Selected Publications

Journal Articles

  • Lin, T. -J., *Ha, S. Y., *Li, W. -T., *Chiu, Y. -J., *Hong, Y. -R., & Tsai, C. -C. (2019). Effects of collaborative small-group discussions on early adolescents’ social reasoning. Reading & Writing. doi: 10.1007/s11145-019-09946-7
  • Lin, T. -J., *Chen, J., Justice, L. M., & Sawyer, B. (2019). Peer interactions in preschool inclusion classrooms: The roles of pragmatic language and self-regulation. Exceptional Children. doi: 10.1177/0014402919828364
  • *Kuznetcova, I., Glassman, M., & Lin, T. -J. (2019). Multi-user environments as a pathway to distributed social networks in the classrooms. Computer & Education, 130, 26-39. doi: 10.1016/j.compedu.2018.11.004 
  • *Chen, J., Justice, L. M., Rhoad-Drogalis, A., Lin, T. -J., & Sawyer, B. (2019). Social networks of children with developmental language disorder in inclusive preschool programs. Child Development. doi: 10.1111/cdev.13183
  • Morris, J. A., Miller, B. W., Anderson, R. C., Nguyen-jahiel, K., Lin, T. -J., Scott, T., Zhang, J., Sun, J., & Ma, S. (2018). Instructional discourse and argumentative writing. International Journal of Educational Research, 90, 234-247. doi: 10.1016/j.ijer.2018.03.001
  • *Chen, J., Lin, T. -J., Ku, Y. -M., Zhang, J., & O’Connell, A. (2018). Reader, word, and character attributes contributing to Chinese children’s concept of word in print: Cross-classified multilevel logistic models. Scientific Studies of Reading, 22, 209-224. doi: 10.1080/10888438.2017.1414220
  • *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. doi: 10.1016/j.cedpsych.2017.08.007
  • *Chen, J., Lin, T. -J., Justice, L. M, Sawyer, B. (2017). The Social networks of children with and without disabilities in early childhood special education classrooms. Journal of Autism and Developmental Disorders.
  • Sun, J., Anderson, R. C., Perry, M., Lin, T. -J. (2017). Emergent leadership in children’s cooperative problem solving groups. Cognition and Instruction, 35, 212-235. doi: 10.1080/07370008.2017.1313615
  • Lin, T. -J., Justice, L. M., Emery, A. A., Mashburn, A., Pentimonti, J. (2017). Impacts of teacher-child managed whole-group language and literacy instruction on the depth of preschoolers’ social interaction. Early Education and Development, 28, 457-474doi: 10.1080/10409289.2016.1246287
  • Ma, S., Zhang, J., Anderson, R. C., Morris, J. A., Nguyen-Jahiel, K., Miller, B. W., Jadallah, M., Sun, J., Lin, T. -J., Scott, T., Hsu, Y.-L., Zhang, X., Latawiec, B., Grabow, K. (2017). Children’s productive use of academic vocabulary. Discourse Processes, 54, 40-61. doi:10.1080/0163853X.2016.1166889
  • Ma, S., Anderson, R. C., Lin, T.-J., Zhang, J., Morris, J. A., Nguyen-Jahiel, K., Miller, B. W.,  Jadallah, M., Scott, T., Sun, J., Grabow, K., Latawiec, B. M., Yi, S. (2017). Instructional influences on English language learners' storytelling. Learning and Instruction, 49, 64-80doi: 10.1016/j.learninstruc.2016.12.004
  • Lin, T. -J., Justice, L. M., Paul, N., Mashburn, A. (2016). Peer interaction in rural preschool classrooms: Contributions of children’s learning-related behaviors, language and literacy skills, and problem behaviors. Early Childhood Research Quarterly, 37, 106-117.doi: 10.1016/j.ecresq.2016.04.001
  • Zhang, X., Anderson, R. C., Morris, J. A., Miller, B. W., Nguyen-Jahiel, K., Lin, T. -J., Zhang, J., Jadallah, M., Scott, T., Sun, J., Lataweic, B., Ma, S., Grabow, K., Hsu, Y. -L. (2016). Improving children’s competence as decision makers: Contrasting effects of collaborative interaction and direct instruction. American Educational Research Journal, 53,194–223.doi: 10.3102/0002831215618663
  • Lin, T. -J., Anderson, R. C., Jadallah, M., Nguyen-Jahiel, K., Kim, I. -H., Kuo, L. -J., Miller, B. W., Logis, H. A., Wu, X., Li, Y. (2015). Social influences on the development of relational thinking during small-group discussions. Contemporary Educational Psychology, 41, 83-97.doi:10.1016/j.cedpsych.2014.12.004
  • Lin, T. -J., Jadallah, M., Anderson, R. C., Baker, A. R., Nguyen-Jahiel, K., Kim, I.-H., Kuo, L. -J., Miller, B. W., Dong, T., Wu, X. (2015). Less is more: Teacher’s influence on peer collaboration. Journal of Educational Psychology, 107, 609-629doi: 10.1037/a0037758
  • Miller, B. W., Anderson, R. C., Morris, J. A., Lin, T. -J., Jadallah, M., Sun, J. (2014). The effects of reading to prepare for argumentative discussion on cognitive engagement and conceptual growth. Learning and Instruction, 33, 67-80. doi: 10.1016/j.learninstruc.2014.04.003
  • Justice, L. M., Logan, J., Lin, T. -J., Kaderavek, J. (2014). Peer effects in early childhood education: Testing the assumptions of special-education inclusion. Psychological Science, 25, 1722-1729.doi: 10.1177/0956797614538978
  • Lin, T. -J., Horng, R. -Y., Anderson, R. C. (2014). Effects of argument scaffolding and source credibility on science text comprehension. Journal of Experimental Education, 82, 264-282. doi: 10.1080/00220973.2013.769423
  • Zhang, X., Anderson, R. C., Dong, T., Nguyen-Jahiel, K., Li, Y., Lin, T. -J., Miller, B. W. (2013). Children’s moral reasoning: Influence of culture and collaborative discussion. Journal of Cognition and Culture, 13, 497-516. doi: 10.1163/15685373-12342106
  • Lin, T. -J., Anderson, R. C., Hummel, J. E., Jadallah, M., Miller, B. W., Nguyen-Jahiel, K., Morris, J. A., Kuo, L. -J., Kim, I. -H., Wu, X., Dong, T. (2012). Children’s use of analogy during Collaborative Reasoning. Child Development83, 1429-1443. doi: 10.1111/j.1467-8624.2012.01784.x

Graduate students marked with *.

 Book Chapters

  • Lin, T. -J., Ma, S., Sun, Anderson, R. C., Jadallah, M., Sun, J., J., Morris, J. A., & Miller, B. W. (2019). Promoting academic talk through Collaborative Reasoning. In R Gillies (Ed.), Promoting academic talk in schools: Global practices and perspectives. Abingdon, OX: Taylor and Francis.
  • Newell, G., Bloome, D., Hirvela, A., Lin, T. -J., Kim, M.-Y., Goff, B., Ryu, S., Weyand, L., Buescher, E., & Ha, S. Y. (2017). Teaching and learning literary argumentation in high school English Language Arts classrooms. In K. A. Hinchman, & D. A. Appleman (Eds.), Adolescent Literacies: A Handbook of Practice-Based Research (pp. 379-397). New York, NY: Guilford Press.
  • Newell, G. E., Bloome, D., Hirvela, A., Lin, T. -J., VanDerHeide, J., Olsen, A. W., Buescher, E., Goff, B., Kim, M. Y., Ryu, S. H., Weyand, L. (2015). Teaching and learning argumentative writing in high school English Language Arts classrooms. New York: Routledge.
  • Sun, J., Anderson, R. C., Lin, T. -J., Morris, J. A. (2015). Social and cognitive development during Collaborative Reasoning. In L. B. Resnick, C. Asterhan, S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp.63-76). Washington DC: American Educational Research Association.
  • Zhang, J., Lin, T. -J., Wei, J., Anderson, R. C. (2014). Morphological awareness and learning to read Chinese and English. In X. Chen, Q. Wang, Y. C. Luo (Eds.), Reading development and difficulties in monolingual and bilingual Chinese children (pp. 3-22). Dordrecht, NL: Springer Science.