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Dr. Yuchun Zhou is an associate professor in Educational Research and Evaluation.  She earned a Ph.D. in Quantitative, Qualitative & Psychometric Methods (Department of Educational Psychology) from The University of Nebraska-Lincoln with a cognate on child psychology, and a M.A. in Cross-cultural Education from Bowling Green State University.  Dr. Zhou teaches multiple doctoral-level research courses including EDRE7700: Introduction to Mixed Methods Research, EDRE7710: Advanced Mixed Methods, EDRE 7110: Theory and Techniques of Test Development, EDRE7120: Item Response Theory, EDRE 7330: Research Designs in Education, and EDRE 7500: Introduction to Qualitative Methods.

Research, Engagement, and Outreach interests: Mixed methodology; Scale Development and Validation Analysis; Structural Equation Modeling, Qualitative Research Approaches, Statistics.

Recent Publications

Zhou, Y., Wu, M., & Liu, Y. (2024).  Exploring students’ self-directed and collaborative learning in research courses: A comparison of in-person and written-response interviewing.  Journal of Ethnographic and Qualitative Research, 17(3), 237-250.

Jing X, Cimino J. J, Patel V. L, Zhou Y., Shubrook J. H, Liu C, & De Lacalle S. (2024) Data-driven hypothesis generation in clinical research: What we learned from a  human subject study? Medical Research Archives, 12(2), 1-17. Doi: 10.18103/mra.v12i2.5132

Jing, X., Cimino, J. J., Patel, V. L., Zhou, Y., Shubrook, J. H., De Lacalle, S., ... & Liu, C. (2024). Data-driven hypothesis generation among inexperienced clinical researchers: A comparison of secondary data analyses with visualization (VIADS) and other tools. Journal of Clinical and Translational Science, 1-31. doi: 10.1101/2023.05.30.23290719 

 Zhou, Y., Zhou, Y., & Machtmes, K. (2024). Mixed methods integration strategies used in education: A systematic review. Methodological Innovations, 0(0).  

 Wu, M. L., Li, L., & Zhou, Y. (2023). Enhancing technology leaders' instructional leadership through a project-based learning online course. STEM Education, 3(2), 89-102. DOI: 10.3934/steme.2023007. 

Wu, M. L., Zhou, Y., & Li, L. (2023). The effects of a gamified online course on pre-service teachers’ confidence, intention, and motivation in integrating technology into teaching. Education and Information Technologies, 1-16.  

Jing, X., Patel, V. L., Cimino, J. J., Shubrook, J. H., Zhou, Y., Draghi, B. N., ... & De Lacalle, S. (2023). A Visual Analytic Tool (VIADS) to Assist the Hypothesis Generation Process in Clinical Research: Mixed Methods Usability Study. JMIR Human Factors, 10, e44644.doi: .   

Zhou, Y. (2022). Teaching mixed methods using active learning approaches. Journal of Mixed Methods Research, 17(4), 396-418.    

Zhou, Y. (2022).  Teaching mixed methods using active learning approaches.  Journal of Mixed Methods Research,

Sokoya, T., Zhou, Y., Diaz, S., Law, T., Himawan, L., Lekey, F., Shi, L., Gimbel, R., & Jing, X. (2022).  Health indicators as measures of individual health status and their public perspectives: cross-sectional survey study.  Journal Medical Internet Research, 24(6), e38099

Jing, X., Patel. V., Cimino, J., Shubrook, J., Zhou, Y., Liu, C., De Lacalle, S. (2022). The roles of a secondary data analytics tool and experience in scientific hypothesis generation in clinical research: Protocol for a mixed methods study.  JMIR Research Protocols, 1(7), e39424. https://doi.org/10.2196/39414

Zhou, Y., & Wu, M. L. (2022). Reported methodological challenges in empirical mixed methods articles: A Review on JMMR and IJMRA. Journal of Mixed Methods Research, 16(1), 47-63.

Zhou, Y., Zhou, Y., Yang, L., & Yu, S. (2020). Evaluating mixed methods research integration quality in three top journals of higher education. International Journal of Multiple Research Approaches, 12(3). 304-318. DOI: 10.29034/ijmra. v12n3a2

Li, L., Murnen, T., Zhou, Y., Wu, M., & Xiong, Y. Globalizing technology education for teachers: The dual challenge of strengthening skills and changing perceptions. Journal of Technology and Teacher Education, 27(1), 97-116.

Zhou, Y. (2019). A mixed-methods model of scale development and validation analysis. Measurement: Interdisciplinary Research and Perspectives, 17(1), 38-47. DOI:

Jing, X., Emerson, M., Masters, D., Brooks, M., Buskirk, J., Abukamail, N., Liu C., Cimino, J., Shurbrook, J., De Lacalle, S., Zhou, Y., & Patel, V. (2019). A visual interactive analytic tool for filtering and summarizing large data sets coded with hierarchical terminologies (VIADS). BMC Medical Informatics and Decision Making, 19(1):31. DOI: 10.1186/s12911-019-0750-y

Xiong, Y., & Zhou, Y. (2018). Understanding East Asian graduate students’ socio-cultural and psychological adjustment in a U.S. Mid-western University.  Journal of International Students, 8(2), 769-794. DOI:10.5281/zenodo.1250379

Zhou, Y. (2018). A survey on Chinese scholars’ adoption of mixed methods. International Education Studies, 11(2), 27-37. DOI:

Zhou, Y. (2017). Blended teaching for research methods and statistics courses, People: International Journal of Social Sciences, 3(3), 1275-1283. DOI: 10.20319/pijss.2018.33.12751283

Lu, H., Zhou, Y., & Pillay, Y. (2017). Counselor education students’ exposure to trauma cases.  International Journal for the Advancement of Counseling, 39(4), 322-332.

Creswell, J., & Zhou, Y.  (2016). What is mixed methods research? In Moeller, A., Creswell, J., & Saville, N. (Eds.), Second Language Assessment and Mixed Methods Research (pp.35-50). Cambridge: Cambridge University Press.

Stover, C., Zhou, Y., Kiselica, A., Leve, L., Neiderhiser, J., Shaw, D., Natsuaki, M.,   Scaramelia, L., & Reiss, D. (2016).  Marital hostility, hostile parenting and child aggression:  Associations from toddlerhood to school age. Journal of The American Academy of Child and Adolescent and Psychiatry, 55(3), 235-242. DOI:

Stover, C., Zhou, Y., Leve, L., Neiderhiser, J., Shaw, D., & Reiss, D. (2015). The relationship between genetic attributions, appraisals of birth mothers and parenting.  Journal of Applied Developmental Psychology, 41, 19-27. DOI:

Li, L., Worch, E., Zhou, Y., & Aguiton, R. (2015). How and why digital native generation teachers use technology in the classroom: An explanatory sequential mixed methods study.  International Journal for the Scholarship of Teaching and Learning, 9(2), Art.9. DOI:

Plano Clark, V., Anderson, N., Wertz, J., Zhou, Y., Schumacher, K., & Miaskowski, C. (2015).  Conceptualizing longitudinal mixed methods designs: A methodological review of health sciences research.  Journal of Mixed Methods Research, 9(4), 297-319. DOI: 

Bang, H., & Zhou, Y. (2014).  The function of wisdom dimension in ego-identity development among Chinese university students.  International Journal of psychology, 49(6), 434-445. DOI:

Zhou, Y., & Creswell, W. J. (2012). The use of mixed methods by Chinese scholars in East China: A case study. International Journal of Multiple Research Approaches, 6(1), 73-87. DOI:

Li, L.,Liu, X., & Zhou, Y. (2012). Give and take: A re-analysis of assessor and assessee’s roles in technology-facilitated peer assessment. British Journal of Educational Technology, 4(3), 376-384. DOI:

Zhou, Y., Frey, C., & Bang, H. (2011). Understanding of international graduate students’ academic adaptation to a U.S. graduate school. International Education, 41(1), 76-94. https://eric.ed.gov/?id=EJ978699