Tzu‐Jung Lin
Psychology · The Ohio State University
Publications
129
Citations
1,938
Est. group size
~13
Recurring co-author estimate
Active years
18
Publishing since 2008
Tzu-Jung Lin studies how children and adolescents learn through classroom discussion, collaborative small-group talk, and technology-supported activities, focusing on skills like causal reasoning, social perspective-taking, and civic thinking. Much of the work examines the moment-to-moment dynamics of teacher-student and peer interactions and how digital tools (including immersive and mindfulness-based technologies) can support students' academic and social-emotional development. Recent projects also address the impacts of the COVID-19 pandemic on gifted and general student populations.
Publication output grew from a handful of papers in 2017 to a peak of around 16-17 per year between 2019 and 2023, with a somewhat lower but still active pace of 8-10 per year in 2024-2025.
Generated by claude-sonnet-5 from public bibliographic data · Jul 20, 2026
- The roles of technology efficacy and networking agency in elementary students' engagement in online and face‐to‐face technology‐mediated learning
British Journal of Educational Technology · 2025
- Reciprocal interactions between teachers’ instructional moves and students’ social reasoning during collaborative small group discussions
Instructional Science · 2025
- Using immersive civic discussion to cultivate civic purpose in elementary schools during politically volatile times
Theory Into Practice · 2025
- Aspects of the social construction of causal reasoning
Journal of the Learning Sciences · 2025
- Microdynamics of Discussions that Support the Growth of Causal Reasoning
SSRN Electronic Journal · 2025
- Contextualized Response to Dialogic Argumentative Writing in a Culturally and Linguistically Diverse High School English Language Arts Classroom
Journal of Adolescent & Adult Literacy · 2025
- Microdynamics of discussions that support the growth of causal reasoning
Contemporary Educational Psychology · 2025
- School Well-Being during the COVID-19 Pandemic: A Study of Academic Motivation, Peer Connectednessss, and School Liking Among Gifted and Nonidentified Early Adolescents
Gifted Child Quarterly · 2025
- Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes
Active Learning in Higher Education · 2024
- Cultivating Civic Competencies Through Immersive Inquiry: A Digital-age Approach to Fourth Grader’s Disciplinary Thinking and Argumentation
The Journal of Social Studies Research · 2024
- Technology‐enhanced mindfulness‐based collaborative social reasoning to improve adolescents' social–emotional competencies
Journal of Research on Adolescence · 2024
- Spaces of Rebellion: The Use of Multi-user Virtual Environments in the Development of Learner Epistemic Identity
2024
- Impacts of the COVID-19 Pandemic on Gifted and Nonidentified Early Adolescents’ Academic and Social-Emotional Development (Poster 49): Division C - Section 3a: Learning Environments, 11:30 AM
2024
- Impacts of the COVID-19 Pandemic on Gifted and Nonidentified Early Adolescents’ Academic and Social-Emotional Development (Poster 49)
2024
- Digital Civic Learning as a Community-Engaged Approach to Enhancing Early Adolescents’ Interpersonal Competencies
2024
- PsycEXTRA Dataset×15
- Frontiers in Psychology×7
- Early Education and Development×7
- Journal of Applied Developmental Psychology×6
- Early Childhood Research Quarterly×6
- Cindy E. Hmelo‐Silver
Psychology · Indiana University
- Seung Yon Ha
Psychology · The Ohio State University
- Hong H. Tran
Psychology · Purdue University West Lafayette
- Susan O’Hara
Psychology · The Ohio State University
- Megan Humburg
Psychology · Indiana University
This profile was generated automatically from public scholarly data (OpenAlex). Group size and activity levels are estimates derived from co-authorship patterns.
Last updated Jul 19, 2026.
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