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Wei Wu

Assistant Professor
Quantitative Psychology

Research Areas: Quantitative Psychology

wwei@ku.edu
VITA


Related Links
Quantitative Psychology Program

Research Interests

My primary quantitative research interests include growth curve modeling, structural equation modeling, multilevel (mixed) modeling, and missing data analysis. I am also interested in the application of these methods in education, social, developmental and health related studies.

Publications

Wu, W., West, S. G., & Taylor, A. B. (in press). Evaluating model fit for growth curve models: integration of fit indices from SEM and MLM frameworks. Psychological Methods.

Wu, W., West, S. G., & Hughes, J. N. (2008). Effect of retention in first grade on children's achievement trajectories over four years: A piecewise growth analysis using propensity score matching. Journal of Educational Psychology, 100, 727‐740.

Wu, W., West, S. G., & Hughes, J. N. (2008). Short‐term effects of grade retention on the growth rate of Woodcock Johnson III broad math and reading scores. Journal of School Psychology, 46, 85‐105.

West, S. G., Aiken, L. S., Wu, W., & Taylor, A. B. (2007). Multiple regression: Application of the basics and beyond in personality research. In Robins, R. W., Fraley, R. C., & Krueger, R. F. (Eds.), Handbook of research methods in personality psychology. New York: Guilford Press.

Khoo, S.‐T., West, S. G., Wu, W., & Kwok, O‐M. (2005). Longitudinal methods. In M. Eid & E. Diener (Eds.), Handbook of psychological measurement: A multimethod perspective. Washington, DC: American Psychological Association books.

Wu, W., & Kong, K. (2002). Cognitive science research on the relationships between personality and emotion: A review, Psychological Science (China), 4, 450‐452

Wu, W. (1999). Mental health status of students in Airport middle school: A survey, Changling Education (China), 53, 12 – 14.

Wu, W., & Jin, Y. (1998). An investigation on the enrollment assessment of mentally retarded students in six special education schools in Shanghai. Shanghai Education Research (China), 127, 35 – 38.



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