Tianyu Li

Dr. Li is originally from China. He came to the U.S after graduating from high school in China. He teaches classes in the field of developmental science. His research tries to understand the individual differences in children's and adolescents' academic emotions (e.g., math anxiety), motivational beliefs, as well as how contextual factors shape child/adolescent development in academic settings. Dr. Li is also interested in learning and applying advanced longitudinal modeling approaches to his research. He is actively looking for collaborations and mentoring students from diverse backgrounds. Feel free to email Dr. Li at lit@apsu.edu.

• Academic emotions (e.g. Math anxiety)
• Academic motivation (e.g. Expectancy-value theory, Control-Value theory)
• Contextual influences (teacher-student relationship, peer relationship, parental involvement)
• Longitudinal modeling (latent growth curve modeling, latent class/transition analysis, growth mixture modeling)

• Bi, K., Merrin, G., Li, T., Chai, Y., Lu, Z., Sun, X., & Chen, S. (accepted). Navigating unmeasured confounding in non-experimental psychological research:  A practical guide to computing and interpreting E-value. Advances in Methods and Practices in Psychological Science. https://doi.org/10.31234/osf.io/egrvb

• Li, T., Wang, Z., Merrin, G. J., Wan, S., Bi, K., Quintero, M., & Song, S. (2024). The joint operations of teacher-student and peer relationships on classroom engagement among low-achieving elementary students: A longitudinal multilevel study. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2024.102258

• Song, S., Li, T., Quintero, M., & Wang, Z. (2023). The link between math anxiety and math achievement: The role of afterschool learning. Journal of Numerical Cognition. https://doi.org/10.5964/jnc.11325

• Bi, K., Li, T., Merrin, G. J., Zhang, C., Wang, Y., Xiao, Y., & Chen, M. S. (2024). Are there reciprocal interplays among Chinese adolescents’, fathers’, and mothers’ depression at the within-family level? A family systems perspective. Journal of Psychopathology and Clinical Science, 133(2), 140–154. https://doi.org/10.1037/abn0000883

• Hasty, L., Quintero, M., Li, T., Song, S., & Wang, Z. (2023). The longitudinal association among student externalizing behavior problems, teacher-student relationships, and classroom engagement. Journal of School Psychology, 100, 101242. https://doi.org/10.1016/j.jsp.2023.101242

• Kim, Y.+, Li, T. +, Kim, H. K., Oh, W., & Wang, Z. (2023). Socioeconomic status and school adjustment trajectories among academically at-risk students: The mediating role of parental school-based involvement. Journal of Applied Developmental Psychology, 87, 101561. https://doi.org/10.1016/j.appdev.2023.101561  [ + denotes co-first author]

• Li, T., Quintero, M., Galvan, M., Shanafelt, S., Hasty, L. M., Spangler, D. P., Lyons, I. M., Mazzocco, M. M. M., Brockmole, J. R., Hart, S. A. & Wang, Z. (2023). The mediating role of attention in the association between math anxiety and math performance: An eye-tracking study. Journal of Educational Psychology. https://doi.org/10.1037/edu0000759

• Li, T., & Wang, Z., (2022). Disaggregating the between-person and within-person components of the developmental association between peer acceptance and academic achievement in elementary school. Journal of Applied Developmental Psychology. https://doi.org/10.1016/j.appdev.2021.101357

• Quintero, M., Hasty, L. M., Li, T., Song, S., & Wang, Z.  (2021). A multi-dimensional examination of math anxiety and engagement on math achievement. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12482