Zhang, Y., Pinto, J., Fan, A.X., & Paquette, L.
(2023). Using problem similarity- and order-based weighting to model
learner performance in introductory computer science problems.
Jorunal of Educational Data Mining, 15(1), 63–99. https://doi.org/10.5281/zenodo.7646789
Zhang, Y., Paquette, L., Pinto, J., & Fan, A.X.
(2023). Utilizing programming traces to explore and model the dimensions
of novices’ code writing skill. Computer Applications in Engineering
Education https://doi.org/10.1002/cae.22622
Zhang, Y., Paquette, L., Pinto, J., Liu, S.Q., &
Fan, A.X. (2022). Combining latent profile analysis and programming
traces to understand novices’ differences in debugging. Education
and Information Technologies https://doi.org/10.1007/s10639-022-11343-7
Zhang, Y., Yang, Z., & Wang, Y. (2022). The impact
of extreme response style on the mean comparison of two independent
samples. Sage Open https://doi.org/10.1177/21582440221108168
Zhang, Y., Paquette, L., Baker, R. S., Bosch, N.,
Ocumpaugh, J., & Biswas, G. (2022). How are feelings of difficulty
and familiarity linked to learning behaviors and gains in a complex
science learning task? European Journal of Psychology of
Education https://doi.org/10.1007/s10212-022-00616-x
Zhang, Y., Paquette, L., Bosch, N., Ocumpaugh, J.,
Biswas, G., Hutt, Stephen., Baker, R. S. (2022). The evolution of
metacognitive strategy use in an open-ended learning environment: Do
prior domain knowledge and motivation play a role? Contemprary
Educational Psychology, 69, 102064. https://doi.org/10.1016/j.cedpsych.2022.102064
Zhang, Y., Paquette, L., Baker, R. S., Ocumpaugh, J.,
Bosch, N., Biswas, G., ’& Munshi, A. (2021). Can strategic behavior
facilitate confusion resolution? The interplay between confusion and
metacognitive strategies in Betty’s Brain. Journal of Learning
Analytics, 8(3), 28-44. https://doi.org/10.18608/jla.2021.7161
Zhang, Y., & Wang, Y. (2020). Validity of Three IRT
Models for Measuring and Controlling Extreme and Midpoint Response
Styles. Frontiers in Psychology, 11, 271. https://doi.org/10.3389/fpsyg.2020.00271
Wang, Y., Ma, X., Zhang, Y., Wu, L., Yang, Z., Yang,
T., & Li, Y. (2019). The relationship of physical education
curriculum implementation and mathematics achievement in Chinese youth.
Research Quarterly for Exercise and Sport, 90(2), 133-140. https://doi.org/10.3389/fpsyg.2019.01282
Wang, Y., Yang, Z., Zhang, Y., Wang, F., Liu, T., &
Xin, T. (2019). The effect of socialemotional competency on child
development in western China. Frontiers in Psychology, 10,
1282. https://doi.org/10.3389/fpsyg.2019.01282
Zhang, Y., & Wang, Y. (2019). The methods for
measuring and controlling response styles. Journal of Psychological
Science. 42(3), 747-758. https://doi.org/10.16719/j.cnki.1671-6981.20190334
(In Chinese)
Nie, X., Chen, P., Zhang, Y., & He Y. (2018). Item
position effects: conceptualization, detection and developments.
Advances in Psychological Science. 26(2), 368-380. https://doi.org/10.3724/SP.J.1042.2018.00368 (In
Chinese)
Wang, Y., Zhang, Y., & Xin T. (2018). The effect of
parents’ educational aspirations on children’s mathematics achievement:
Analysis of the multiple mediation effects. Studies of Psychology
and Behavior.16(1), 96-102. https://doi.org/xxxx1212121 (In Chinese)
Wang, Y., Zhang, Y., Yang, T., & Xin, T. (2017).
Applications and implications of test equating in large-scale
international educational assessments. China Examinations, (8),
43-49. https://doi.org/10.19360/j.cnki.11-3303/g4.2017.08.008
(In Chinese)
Pinto, J. D., Zhang, Y., Paquette, L., & Fan, A. X.
(2021). Investigating Elements of Student Persistence in an Introductory
Computer Science Course. In Joint Proceedings of the CSEDM Workshops
at the International Conference on Educational Data Mining 2021 CEUR
Workshop Proceedings. Virtual, Online. http://ceur-ws.org/Vol-3051/CSEDM_2.pdf
Bosch, N., Zhang, Y., Paquette, L., Baker, R.,
Ocumpaugh, J., & Biswas, G. (2021). Students’ verbalized
metacognition during computerized learning. In Proceedings of the
2021 CHI Conference on Human Factors in Computing Systems (CHI ’21)
(pp. 680:1-680:12). ACM, Yokohama, Japan. https://dl.acm.org/doi/10.1145/3411764.3445809
Paquette, L., Grant, T., Zhang, Y., Biswas, G., &
Baker, R. (2021). Using epistemic networks to analyze self-regulated
learning in an open-ended problem-solving environment. In Ruis A.R., Lee
S.B. (eds), Advances in Quantitative Ethnography. ICQE 2021.
Communications in Computer and Information Science, vol 1312
(pp. 185-201). Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-030-67788-6_13#citeas
Zhang, Y., Paquette, L., Baker, R., Ocumpaugh, J.,
Bosch, N., Munshi, A., & Biswas, G. (2020) The relationship between
confusion and metacognitive strategies in Betty’s Brain. In
Proceedings of the 10th International Conference on Learning
Analytics & Knowledge (LAK’20) (pp. 276-284). ACM, Frankfurt,
Germany. https://doi.org/10.1145/1234567890
Zhang, Y. & Paquette, L. (2021). Mining sequential
patterns with high usage variation. Poster presented at the 14th
International Conference on Educational Data Mining (EDM ’21).
(Fully virtual conference)
Zhang, Y. & Paquette, L. (2020). An
effect-size-based temporal interestingness metric for sequential pattern
mining. Poster presented at the 13th International Conference on
Educational Data Mining (EDM ’20). (Fully virtual conference)
Zhang, Y., & Liu, T. (2019). Using person-fit
statistics to detect response styles. Paper presented at the
National Council on Measurement in Education, Toronto, Canada.
Yingbin Zhang