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Fakultät Erziehungswissenschaft, Psychologie und Bildungsforschung

Dr. Yi-Jhen Wu


  • Wohlbefinden
  • internationale Schulleistungsstudie
  • Fragebogen- und Testkonstruktion
  • Item-Response-Theorie 


nach Vereinbarung

Akademischer Werdegang

  • 2019: Promotion in Empirischer Bildungsforschung, Universität Bamberg
  • 2014: Master of Science in Measurement and Statistics, Florida State Universität, U.S.A.
  • 2010: Bachelor in Financial Engineering and Actuarial Mathematics, Soochow Universität, Taiwan 

Beruflicher Werdegang

  • Seit 01/2021: Postdoctoral Researcher, Institut für Schulentwicklungsforschung, TU Dortmund
  • 05/2019-12/2020: Postdoctoral Researcher, Universitätsmedizin Göttingen
  • 05/2018-10/2018: Visiting Researcher, City University of Hong Kong


Weitere Informationen

  • Wu, Y. J., & Lee, J. (2022). The most salient global predictors of adolescents’ subjective Well-Being: parental support, peer support, and anxiety. Child Indicators Research (15), 1601–1629. https://doi.org/10.1007/s12187-022-09937-1 
  • Jin, K.-Y., Wu, Y.-J., & Chen, H.-F. (2022). A new multiprocess IRT model with ideal points for Likert-Type Items. Journal of Educational and Behavioral Statistics, 47(3), 297–321. https://doi.org/10.3102/10769986211057160
  • Wu, Y.-J., Rauen, K., Zeldovich, M., Voormolen, D., Covic, A., Cunitz, K., Plass, A. M., Polinder, S., Haagsma, J., Zeldovich, M. & von Steinbüchel, N. (2021). Reference values and psychometric properties of the quality of life after traumatic brain injury overall scores (QOLIBRI-OS) in Italy, the Netherlands, and the United Kingdom. Value in Health, 24(9), 1319-1327. https://doi.org/10.1016/j.jval.2021.04.1282
  • Wu, Y. -J., Carstensen, C. H., & Lee, J. (2019). A New Perspective on Memorization Practices among East Asian Students Based on PISA 2012, Educational Psychology-An International Journal of Experimental Educational Psychology 40(5), 1-20. http://dx.doi.org/10.1080/01443410.2019.1648766 
  • Wu, Y. -J., Kiefer, S. M., & Chen, Y.-H. (2019). The Relationship between Learning Strategies and Self-efficacy: A Cross-Cultural Comparison between Taiwan and USA Using Latent Class Analysis, International Journal of School & Educational Psychology 8(1), 1-13. http://dx.doi.org/10.1080/21683603.2019.1566104
  • Wu, Y.-J., & Paek, I. (2018). Agreement on the Classification of Latent Class Membership between Different Identification Constraint Approaches in the Mixture Rasch Model, European Journal of Research Methods for the Behavioral and Social Sciences 14(2), 82–93. https://doi.org/10.1027/1614-2241/a000148