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Shuyan Sun, Ph.D.

Assistant Professor

Faculty webpage photo Sun

Contact Information:


Office:       Math/Psychology 334

Phone:      410.455.3431

Fax:          410.455.1055

Lab:          Sondheim 407

Phone:      410.455.2934


Ph.D. – University of Cincinnati, 2012

Area of Study:

Quantitative Methods

Research Interests:

Dr. Sun is a quantitative research methodologist whose areas of expertise in research and teaching are focused on applied statistics, psychometrics, and their applications in the social and behavioral research. Her methodological work includes modeling longitudinal data with complex structures, using Monte Carlo methods to examine the performance of statistical models, and evaluating psychometric properties of psychological measures. With a strong interest in educational psychology, Dr. Sun also conducts research on children’s academic development in early school years, the role of school engagement in academic achievement, as well as formal and informal learning environments for science, technology, engineering, and mathematics (STEM) from K-12 to higher education.

Courses Taught:

Experimental Psychology:  Design and Analysis I (PSYC 331)

Experimental Psychology:  Design and Analysis II (PSYC 332)

Data Analytic Procedures I (PSYC 611)

Data Analytic Procedures II (PSYC 711)

Measurement of Behavior (PSYC 715)

Graduate Research and Training Opportunities:

YES  Accepting new ADP students for Fall 2018

Dr. Sun would like to work with graduate students who are interested in either quantitative research methods (e.g., measurement, multilevel modeling, structural equation modeling, meta-analysis) or using quantitative methods to study important developmental issues (e.g., academic achievement, school engagement, formal and informal STEM learning environments).

Undergraduate Research and Training Opportunities:

YES  Undergraduate opportunities available

Dr. Sun’s Quantitative Methods Lab provides undergraduate students with training in statistical analysis and the opportunity to conduct independent research projects. Preference will be given to students who have taken PSYC 331 (or PSYC 311) and are interested in presenting at the UMBC Undergraduate Research and Creative Achievement Day (URCAD).



 Graduate Program Affiliation(s):

Applied Developmental Psychology


Selected Publications:

Yu, J., Sun, S., & Cheah, C. S. L. (2015). Multitrait-multimethod analysis of the Strengths and Difficulties Questionnaire in Asian-American preschoolers.  Assessment. DOI: 10.1177/1073191115586459.

Yu, W, Cheah, C. S. L., & Sun, S. (2015). The moderating role of English proficiency in the association between immigrant Chinese mothers’ authoritative parenting and children’s outcomes. The Journal of Genetic Psychology: Research and Theory on Human Development, 176(4), 272-279, DOI: 10.1080/00221325.2015.1022503.

Guo, Y., Sun, S., Breit-Smith, A., Morrison, F. J., & Connor, C. M. (2015). Behavioral engagement and reading achievement in elementary-school-age children: A longitudinal cross-lagged analysis. Journal of Educational Psychology, 107(2), 332-347. DOI: 10.1037/a0037638.

Yu, J., Cheah, C. S. L., Hart, C., Sun, S., & Olsen, J.A. (2015). Confirming the multidimensionality of psychologically controlling parenting among Chinese-American mothers: Love withdrawal, guilt Induction, and shaming. International Journal of Behavioral Development, 39(3), 285-292. DOI: 10.1177/0165025414562238.

Sun, S., & Wang, S. (2015). The Children’s Depression Inventory in worldwide child development research: A reliability generalization study. Journal of Child and Family Studies, 24(8), 2352-2363. DOI: 10.1007/s10826-014-0038-x.

Sun, S., & Pan, W. (2014). A methodological review of statistical methods for handling multilevel nonnested longitudinal data in educational research. International Journal of Research & Method in Education, 37(3), 285-308. DOI: 10.1080/1743727X.2014.885012.

Hwu, F., Pan, W., & Sun, S. (2014). Aptitude-treatment interaction effects on explicit rule learning: A latent growth curve analysis. Language Teaching Research, 18(3), 294-319.  DOI: 10.1177/1362168813510381.

Sun, S. & Pan, W. (2013). Investigating the accuracy of three estimation methods for regression discontinuity design. Journal of Experimental Education, 81(1), 1-21. DOI:10.1080/00220973.2012.678410.

Hwu, F., & Sun, S. (2012). The aptitude-treatment interaction effects on the learning of grammar rules. System, 40(4), 501-522. DOI:10.1016/j.system.2012.10.009.

Sun, S. (2011). Meta-analysis of Cohen’s Kappa. Health Services and Outcomes Research Methodology, 11(3), 145-163. DOI: 10.1007/s10742-011-0077-3.

Sun, S., & Pan, W. (2011). The philosophical foundations of prescriptive statements and statistical inference. Educational Psychology Review, 23(2), 207-220. DOI: 10.1007%2Fs10648-011-9157-8.

Sun, S., Pan, W., & Wang, L. (2011). Rethinking observed power: Concept, practice and implications. Methodology: European Journal of Research Methods for the Behavioral and Social Sciences, 7(3), 81-87. DOI: 10.1027/1614-2241/a000025.

Sun, S., Pan, W., & Wang, L. (2010). A comprehensive review of effect size reporting and interpreting practices in academic journals in education and psychology. Journal of Educational Psychology, 102 (4), 989-1004. DOI: 10.1037/a0019507.