國立陽明交通大學教育研究所 Assistant Professor Yi-Kai Chen

Assistant Professor Yi-Kai Chen

Yi-Kai Chen
Assistant Professor

Office | HSS Building 1 Room HA323

Phone | +886-3-5712121*58030

ykchen@nycu.edu.tw

Dr. Yi-Kai Chen is an Assistant Professor in the Institute of Education/the Center of Teacher Education, National Yang Ming Chiao Tung University. He received his Ph.D. in Psychology from National Taiwan University in 2024. His areas of expertise include psychometrics, test development, and Confucian perspectives on education.
Dr. Chen previously served as a postdoctoral researcher at the Center for Teacher Education at NTU, where he gained substantial experience in evaluating educational policy effectiveness using institutional-level data. His current research focuses on two main areas: (1) Developing methods for identifying and handling anomalous responses in large-scale data. (2) Exploring how Confucian cultural values influence student learning, teacher practices, and parenting behaviors.

Education

  • Ph.D. in Psychology, National Taiwan University
  • B.S. in Psychology, National Taiwan University

Experience

  • Assistant Professor, Institute of Education/the Center of Teacher Education, National Yang Ming Chiao Tung University
  • Postdoctoral Research Fellow, Center for Teacher Education, National Taiwan University (2024 ~ 2025)
  • Adjunct Assistant Professor, Department of Educational Psychology and Counseling, National Tsing Hua University (2024 ~ 2025)

Teaching

  • Applied Multivariate Analysis and Machine Learning
  • Structural Equation Modeling
  • Latent Class Analysis
  • Educational Psychology

發表

Journal Articles & Book Chapter

  • Chen, Y.-K., Yang, T.-R., Chen, L.-T., Chen, Hsieh, C.-Y., Cheng, C., Wu, P.-J., & Peng, C.-Y. J. (in press). Improving estimation of a design-comparable effect size in single-case designs. Behavior Research Methods. https://doi.org/10.3758/s13428-025-02715-1
  • Yang, T. R., Chen, Y.-K., & Fwu, B.-J. (in press). Learning beliefs and students’ wellbeing: A dilemma between quitting and persevering after failure. In C. K. Lee and J. Chen (Eds.), Student and teacher mental and well-being in schools: Asian perspectives (Chapter 5). Springer.
  • Chen, L.-T., Chen, Y.-K., Yang, T.-R., Chiang, Y.-S., Hsieh, C.-Y., Cheng, C., Ding, Q.-W., Wu, P.-J., & Peng, C.-Y. J. (2024). Examining the normality assumption of a design-comparable effect size in multiple-baseline designs. Behavior Research Methods, 56, 379–405. https://doi.org/10.3758/s13428-022-02035-8
  • Chen, Y.-K., Yang, T.-R., & Weng, L.-J. (2023). Comparison of two approaches to detecting switched class labels in LCA simulations: Class assignment vs. class similarity. Structural Equation Modeling: A Multidisciplinary Journal, 30(6), 901–913. https://doi.org/10.1080/10705511.2023.2183502
  • Li, G.-Y., Fwu, B.-J., Yang, T.-R., & Chen, Y.-K. (2023). To approach or to avoid: The quadripolar model of achievement motivation revisited in a Confucian-heritage context. Frontiers in Psychology, 13, Article 1046775. https://doi.org/10.3389/fpsyg.2022.1046775
  • Fwu, B.-J., Yang, T.-R., Chen, Y.-K., & Chen, R. (2022). The impact of teacher feedback on students’ decisions to stay on or change course after math failure in a Confucian cultural context. Frontiers in Psychology, 13, Article 1046806. https://doi.org/10.3389/fpsyg.2022.1046806
  • Chen, R., Fwu, B.-J., Yang, T.-R., Chen, Y.-K., & Tran, Q. A. (2022). To mask or not to mask: Debunking the myths of mask-wearing during COVID-19 across cultures. PLoS ONE, 17(9), Article e0270160. https://doi.org/10.1371/journal. pone.0270160
  • Chen, L.-T、丁麒文、謝承佑、陳奕凱、江宇珊、黃思婧、楊同榮、鄭澈、劉佩艷、彭昭英(2020)：〈效果量在臺灣心理與教育期刊的應用：回顧與再思〉。《中華心理學刊》，62(4)，553–592。https://doi.org/10.6129/CJP.202012_62(4).0006