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Tzu-Jung Lin

Associate Professor, Department of Educational Studies

Program Area: Educational Psychology

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

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) how learning and development occur through the dynamic social interaction with peers and teachers in classrooms, (2) what contextual or individual factors mediate or moderate the socialization of cognition and social relationships, and (3) what instructional approaches can foster a positive climate and better learning in classrooms. Her second line of research centers on cognitive processes in learning to read.

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

  • 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

  • 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

  • *Chen, J., Justice, L. M., Rhoad-Drogalis, A., Lin, T. -J., & Sawyer, B. (forthcoming). Social networks of children with language impairment in inclusive preschool programs. Child Development.
  • 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. (in press). 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.