Park, Jung Yeon (Ellie)

Send email to Dr. Park

Phone: 703-993-3691
Fax: This information is not available
Email: jpark233 (@gmu.edu)

Dr. Jung Yeon (Ellie) Park is an Assistant Professor of Quantitative Research Methods at GMU (Spring 2020 - Current). She received her PhD in Measurement, Evaluation, and Statistics from Teachers College, Columbia University (2015) and M.S. in Statistics from The George Washington University (2009). Prior to joining Mason, Dr. Park was a postdoctoral researcher at ITEC - KU Leuven's Smart Education Program for projects to advance adaptive e-learning assessment and learning analytics methods to support technology-enhanced learning (2017-2019); and a postdoctoral associate for projects identifying risk and protective factors for suicides among sexual minority youth at New York University's Institute of Human Development and Social Change (2016). She served as a program committee for European Conference on Artificial Intelligence (ECAI; 2020) and a proposal review panelist at NSF (2021, 2022).       

She teaches doctoral-level quantitative methods courses including: Bayesian Methods (EDRS 897), Quantitative Methods in Educational Research (EDRS 811), Advanced Applications of Quantitative Methods (EDRS 821). 

Dr. Park's research focuses on psychometric modeling and statistical inference to understand minority populations in the fields of Education, Mental Health, and Applied Psychology. 

Dr. Park's research interests include Latent Variable Modeling (Cognitive Diagnosis Models, Item Response Theory Models), Bayesian Data Analysis, Learning Analytics (Adaptive Learning System), and Longitudinal Data Analysis. 

She is currently a program evaluator of DOE's NPD Grant titled "Advancing Content-Integrated Education for English Learners with a STEM-focus (ACE-STEM)"; and a Principal Investigator of CEHD's seed Grant titled "ClassSensing: Towards Adaptive Teaching and Engaged Learning in Hybrid-STEM Classrooms".  

If you are interested in these research areas, feel free to email Dr. Park. 

Park, J. Y., Dedja, K., Pliakos, K., Kim, J., Joo, S., Cornillie, F., Vens, C., & Van den Noortgate, W. (2022). Comparing the prediction performance of item response theory and machine learning methods on item responses for educational assessments. Behavior Research Methods. https://doi.org/10.3758/s13428-022-01910-8

Park, J. Y., Wall, M. M., Moustaki, I., & Grossman, A. H. (2022). A Joint Modeling Approach for Longitudinal Outcomes and Non-ignorable Dropout under Population Heterogeneity in Mental Health Studies. Journal of Applied Statistics, 49(13), 3361–3376. https://doi.org/10.1080/02664763.2021.1945000

Adamczyk, K., Morelli, N. M., Segrin, C., Jiao, J., Park, J. Y., & Villodas, M. T. (2022). Psychometric Analysis of the Dating Anxiety Scale for Adolescents in Samples of Polish and U.S. Young Adults: Examining the Factor Structure, Measurement Invariance, Item Functioning, and Convergent Validity. Assessment, 29(8), 1869–1889. https://doi.org/10.1177/10731911211017659

Adamczyk, K., Park, J. Y., & Segrin, C. (2022). Patterns of intimacy crisis resolution and their associations with romantic loneliness in Polish and U.S. young adults. Developmental Psychology, 58(8), 1600–1613. https://doi.org/10.1037/dev0001371

Delafontaine, J., Chen, C., Park, J. Y., & Van den Noortgate, W. (2022). Using country-specific Q-matrices for cognitive diagnostic assessments with international large-scale data. Large-Scale Assessments in Education, 10(1), 19. https://doi.org/10.1186/s40536-022-00138-4

McKay, C., Park, J. Y., & Haegele, J. (2022). Contact Theory as the Theoretical Basis of the Paralympic Skill Lab: A Measurement of Implementation Fidelity. PALAESTRA, 36(3). https://js.sagamorepub.com/palaestra/article/view/11816

Park, J. Y., Kim, J., Debeer, D., & Van den Noortgate, W. (2021). Generalized Additive Modeling for Learning Trajectories in E-Learning Environments. In M. Wiberg, D. Molenaar, J. González, U. Böckenholt, & J.-S. Kim (Eds.), Quantitative Psychology (pp. 453–461). Springer International Publishing. https://doi.org/10.1007/978-3-030-74772-5_40

McKay, C., Park, J. Y., & Block, M. (2021). Exploring the variables associated with student attitudes toward inclusion in physical education after taking part in the Paralympic School Day programme. International Journal of Inclusive Education, 25(3), 329–347. https://doi.org/10.1080/13603116.2018.1550117

Grossman, A. H., Park, J. Y., Frank, J. A., & Russell, S. T. (2021). Parental Responses to Transgender and Gender Nonconforming Youth: Associations with Parent Support, Parental Abuse, and Youths’ Psychological Adjustment. Journal of Homosexuality, 68(8), 1260–1277. https://doi.org/10.1080/00918369.2019.1696103

Joo, S.-H., Lee, P., Park, J. Y., & Stark, S. (2021). Assessing Dimensionality of the Ideal Point Item Response Theory Model Using Posterior Predictive Model Checking. Organizational Research Methods, 10944281211050608. https://doi.org/10.1177/10944281211050609

Kim, J., Park, J. Y., & Van den Noortgate, W. (2020). On the Use of Bayesian Probabilistic Matrix Factorization for Predicting Student Performance in Online Learning Environments. 6th International Conference on Higher Education Advances (HEAd’20). Sixth International Conference on Higher Education Advances. https://doi.org/10.4995/HEAd20.2020.11137

Vanneste, P., Huang, Y., Park, J. Y., Cornillie, F., Decloedt, B., & Van den Noortgate, W. (2020). Cognitive support for assembly operations by means of augmented reality: an exploratory study. International Journal of Human-Computer Studies, 143, 102480. https://doi.org/10.1016/j.ijhcs.2020.102480

Park, J. Y., Cornillie, F., van der Maas, H. L. J., & Van Den Noortgate, W. (2019). A Multidimensional IRT Approach for Dynamically Monitoring Ability Growth in Computerized Practice Environments. Frontiers in Psychology, 10. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00620

Park, J. Y., Joo, S.-H., Cornillie, F., van der Maas, H. L. J., & Van den Noortgate, W. (2019). An explanatory item response theory method for alleviating the cold-start problem in adaptive learning environments. Behavior Research Methods, 51(2), 895–909. https://doi.org/10.3758/s13428-018-1166-9

Pliakos, K., Joo, S.-H., Park, J. Y., Cornillie, F., Vens, C., & Van den Noortgate, W. (2019). Integrating machine learning into item response theory for addressing the cold start problem in adaptive learning systems. Computers & Education, 137, 91–103. https://doi.org/10.1016/j.compedu.2019.04.009

McKay, C., & Park, J. Y. (2019). The Impact of Paralympic Skill Lab on College Student Cognitive Attitudes toward Inclusive Lifetime Sport and Fitness. International Journal of Kinesiology in Higher Education, 3(3), 67–76. https://doi.org/10.1080/24711616.2018.1551732

McKay, C., Park, J. Y., & Haegele, J. (2019). An Analysis of the Structure, Validity, and Reliability of the Collegian Attitudes Toward Inclusive Campus Recreation (CAICR) Scale. Recreational Sports Journal, 43(2), 73–83. https://doi.org/10.1177/1558866119884895

McKay, C., Park, J. Y., & Block, M. (2018). Fidelity Criteria Development: Aligning Paralympic School Day With Contact Theory. Adapted Physical Activity Quarterly: APAQ, 35(2), 233–242. https://doi.org/10.1123/apaq.2017-0064

Park, J. Y., Lee, Y.-S., & Johnson, M. S. (2017). An efficient standard error estimator of the DINA model parameters when analysing clustered data. International Journal of Quantitative Research in Education, 4(1–2), 159–190. https://doi.org/10.1504/IJQRE.2017.086507

Grossman, A. H., Park, J. Y., & Russell, S. T. (2016). Transgender Youth and Suicidal Behaviors: Applying the Interpersonal Psychological Theory of Suicide. Journal of Gay & Lesbian Mental Health, 20(4), 329–349. https://doi.org/10.1080/19359705.2016.1207581

Wall, M. M., Park, J. Y., & Moustaki, I. (2015). IRT Modeling in the Presence of Zero-Inflation With Application to Psychiatric Disorder Severity. Applied Psychological Measurement, 39(8), 583–597. https://doi.org/10.1177/0146621615588184

Park, J. Y., Johnson, M. S., & Lee, Y.-S. (2015). Posterior predictive model checks for cognitive diagnostic models. International Journal of Quantitative Research in Education, 2(3–4), 244–264. https://doi.org/10.1504/IJQRE.2015.071738

McKay, C., Block, M., & Park, J. Y. (2015). The Impact of Paralympic School Day on Student Attitudes Toward Inclusion in Physical Education. Adapted Physical Activity Quarterly: APAQ, 32(4), 331–348. https://doi.org/10.1123/APAQ.2015-0045

Hasin, D. S., Fenton, M. C., Beseler, C., Park, J. Y., & Wall, M. M. (2012). Analyses related to the development of DSM-5 criteria for substance use related disorders: 2. Proposed DSM-5 criteria for alcohol, cannabis, cocaine and heroin disorders in 663 substance abuse patients. Drug and Alcohol Dependence, 122(1–2), 28–37. https://doi.org/10.1016/j.drugalcdep.2011.09.005

• Research Methodology
• Advancing Content Integrated Education for English Learners with a STEM Focus

• Introduction to Applied Quantitative Analysis (EDRS - 220)

• Quantitative Inquiry in Education (EDRS 620)
• Quantitative Methods in Educational Research (EDRS 811)
• Advanced Applications of Quantitative Methods (EDRS 821)
• Special Topics in Research Methods (EDRS 897)
• Independent Study for the Doctor of Philosophy in Education (EDUC 897)
• Advanced Internship in Education (EDUC 994)