Qi (Helen) Huang

Email:
huan2304@purdue.edu

Phone:
765-494-7247

Address:
Steven C. Beering Hall of
Liberal Arts and Education
100 N. University Street
West Lafayette, Indiana 47907-2098
BRNG 5126

Qi (Helen) Huang

Assistant Professor

Educational Psychology and Research Methodology,
Educational Studies

Email:
huan2304@purdue.edu

Phone:
765-494-7247

Address:
Steven C. Beering Hall of
Liberal Arts and Education
100 N. University Street
West Lafayette, Indiana 47907-2098
BRNG 5126

About

Education
  • Ph.D. — Educational Psychology (Quantitative Methods), University of Wisconsin, Madison (2024)
  • M.S. — Applied Statistics, Teachers College, Columbia University (2018)
  • B.A. — English Literature, Peking University (2016)

Career Experience
  • 2025-present
    Assistant Professor
    Department of Educational Studies
    College of Education, Purdue University

Research & Publications

My research focuses on the theory and application of latent variable models, including Item Response Theory (IRT) and Cognitive Diagnosis Models (CDMs), in educational, psychological, and health-related domains. I am particularly interested in addressing issues of model and metric misspecification and exploring their practical implications. My work seeks to develop statistical models that are grounded in educational and psychological theory, with the goal of deepening our understanding of these constructs and improving the utility of measurement in these fields.

Selected Publications

Methodological Articles

  • Huang, Q., Bolt, D. M., & Liao, X. (2025). Theory-driven IRT modeling of vocabulary development: Matthew effects and the case for Unipolar IRT. Journal of Educational Measurement. https://doi.org/10.1111/jedm.12433
  • Huang, Q., & Bolt, D. M. (2024). Unipolar IRT and the author recognition test (ART). Behavior Research Methods, 56, 5406-5423. https://doi.org/10.3758/s13428-023-02275-2
  • Huang, Q., Bolt, D. M., & Lyu, W. (2024). Investigating item complexity as a source of cross-national DIF in TIMSS Math and Science. Large-scale Assessments in Education. https://doi.org/10.1186/s40536-024-00200-3
  • Huang, Q., Bolt, D. M., Jonaitis, E. M., Hermann, B., Studer, R., Du, L., Ryther, B., Sparks, L., Galvin, J. E., Johnson, S. C., & Langhough, R. (2024). Performance of study partner reports in a non-demented at-risk sample. Alzheimer’s & Dementia. https://doi.org/10.1002/alz.14470
  • Huang, Q., & Bolt, D. M. (2023). Relative robustness of CDMs and (M)IRT in measuring growth in latent skills. Educational and Psychological Measurement, 83(4), 808-830.
  • Huang, Q., & Bolt, D. M. (2022). The potential for interpretational confounding in cognitive diagnosis models. Applied Psychological Measurement, 46(4), 203-220.

Substantive Articles

  • Huang, Q., Jonaitis, E.M., Studer, R.,Wilson, R., Rea Reyes, R. E., Zetterberg, H., Du, L. Hermann, B., Johnson, S.C., & Langhough, R. (2025). Preclinical dementia rating scores are associated with plasma phosphorylated tau-217. Alzheimer’s & Dementia: Diagnosis, Assessment & Disease Monitoring, 17(3), e70179. https://doi.org/10.1002/dad2.70179
  • Huang, Q., Bolt, D. M., Jonaitis, E. M., Hermann, B., Studer, R., Du, L., Ryther, B., Sparks, L., Galvin, J. E., Johnson, S. C., & Langhough, R. (2024). Performance of study partner reports in a non-demented at-risk sample. Alzheimer’s & Dementia, 21(2). https://doi.org/10.1002/alz.14470
  • Garbacz, A., Flack, C., Huang, Q., Bowen, A., Stormshak, E. A., & McIntyre, L. L. (2025) Examining a short form of the Positive Family Support Strengths and Needs Assessment. Assessment for Effective Intervention, 50(2). https://doi.org/10.1177/15345084251314799
  • Zuo, S., Huang, Q., & Qi, C. (2024). The relationship between cognitive activation and Mathematics achievement: Mediating roles of self-efficacy and mathematics anxiety. Current Psychology, 43, 30794-30805
  • Qi, C., Liu, X., Wang, R., Zhang, J., Fu, Y., & Huang, Q. (2022). Contradiction and its solutions in the mathematics teacher-research partnership: An activity theory perspective. ZDM- Mathematics Education, 54, 639-652.

Current Grants & Funded Research
  • Simmons School of Education & Human Development, Southern Methodist University (SMU)
    • Duration: Mid-July 2025 to 08/01/2026
    • Role: Co- Principal Investigator
    • Amount: $18,600
    • Title: Understanding and Building the Link between Spatial and Math Abilities
    • PI: Kelsey E. Schenck (SMU)

Courses Typically Taught

  • EDPS 53100 — Introduction to Educational Measurement
  • EDPS 55600 — Introduction to Quantitative Data Analysis Methods in Education I
  • EDPS 55700 — Introduction to Quantitative Data Analysis Methods in Education II