Name: KUO, Yi-Lung
Position: Associate Professor, Applied Psychology

Academic & Professional Qualifications
  • Ph.D., University of Iowa, USA
Research Areas
  • Non-cognitive Assessment
  • Test Development
  • Gifted Education
Selected Publications
*Corresponding Author
  • Kuo, Y. L., Tseng, C. M., & Wu, T. W. (2017). The development of Work Preference Inventory (teacher form). In W. T. Wu, B. Zuo & G. Wang (Eds.), The Education Research of Taiwan (pp. 117-140). Beijing, China: Tsinghua University Press.
  • Kuo, Y. L. (2017). Gifted education practices: A movement from acceleration to enrichment. Journal of Lingnan Normal University, 38(2), 45-48.
  • Zhang, M., Quan, Y., Huang, L., *Kuo, Y. L. (2017). The impact of learning styles on academic achievement. The International Journal of Intelligent Technologies and Applied Statistics, 10(3), 173-185.
  • Wu, W. T., & Kuo, Y. L. (2016). Gifted and talented education in Taiwan: A 40-Year journey. In Y. Dai & C. C. Kuo (Eds.), Gifted Education in Asia: Problems and Prospects (pp. 33-50). Charlotte, NC: Information Age Publishing.
  • Hsieh, M. C., & *Kuo, Y. L. (2016). What's past is prologue: A survey of mathematically talented students in Taiwan. The International Journal of Intelligent Technologies and Applied Statistics, 9(3), 235-256.
  • Li, W., Kuo, Y. L., Ng, Y. F., Tseng, C., & Liang, B. (2015). The status of children with autism in Shunde, Foshan. Guangdong, China: Huaxia Publishing House.
  • Zhao, R., & Kuo, Y. L. (2015). The role of self-discipline in predicting achievement for 10th graders. The International Journal of Intelligent Technologies and Applied Statistics, 8(1), 61-70. doi:10.6148/IJITAS.2015.0801.05
  • Li, W., *Kuo, Y. L., & Tseng, C. (2014). Families with autistic children in Guangdong Shunde: A survey study. Hong Kong Journal of Special Education, 16, 67-81.
  • Schuh, K. L., & Kuo. Y. L. (2014). Seeking Construct Validity Grounded in Constructivist Epistemology: Development of the Survey of Contemporary Learning Environments. International Journal of Research & Method in Education, 38(4), 288-412. doi:10.1080/1743727X.2014.940307
  • Schuh, K. L., Kuo. Y. L., & Knupp, T. (2014). Knowledge-Linking Perceptions of Late-Elementary Students. Mid-Western Educational Researcher, 26(1), 3-27.
  • Schuh, K. L., Kuo. Y. L., & Knupp, T. (2013). Middle Grades Students' Situation Definitions:  Development of a Knowledge-linking Inventory. Research in Middle Level Education Online, 37(2), 1-19.
  • Kuo, Y. L. (2013). Talent search in the United States. In Y. Dai & J. Cai (Eds.), Gifted education in the USA (pp. 53-61). Hang Zhou, Zhejian: ZheJiang Education Publishing House.
  • Casillas, A., Robbins, S., Allen, J., Kuo. Y. L., Hanson, M. A., & Schmeiser, C. (2012). Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. Journal of Educational Psychology, 104(2), 407-420.
  • *Kuo, Y. L., & Lohman, D. F. (2011). The timing of grade skipping. Journal for the Education of the Gifted, 34(5), 731-741.
  • *Kuo, Y. L., Tseng, C. M., & Wu, T. W. (2011). The revision of Work Preference Inventory. Psychological Testing, 58(2), 317-341.
  • Casillas, A., Allen, J., Kuo, Y. L., Pappas, S. Hanson, M. A., & Robbins, S. B. (2011). Development and validation of ENGAGE Grades 6-9. ACT Research Reports. Iowa City, IA: ACT, Inc.
  • *Kuo, Y. L., & Chang, C. C. (2008). Teachers, are you ready?  Teachers’ attitudes toward practices of acceleration. Gifted Education Quarterly, 107, 1-7.
  • Ding, Y., Kuo, Y. L., & Van Dyke, D. C. (2008). School psychology in China (PRC), Hong Kong, and Taiwan: A cross-regional perspective. School Psychology International, 29(5), 529-548.
  • *Kuo, Y. L., & Tsou, S. L. (2008). Development of teacher education for creative teachers. Secondary Education, 59(1), 130-141.
  • Kuo, Y. L., & Chang, C. C. (2008). The introduction of American acceleration. In the Chinese Association of Gifted Education, The10th anniversary yearbook (pp. 298-316). Taipei: Author
  • Wu, W. T., & Kuo, Y. L. (2008). Teachers' professional development in creativity education. In The Office of Creativity Education Development Project, Ministry of Education, R.O.C. (Taiwan): Proceedings of Creativity Education Development Project, 2003-2007 (pp, 188-203). Taipei: Author.
  • *Kuo, Y. L., Tsou, S. L., & Ding, Y. (2007). Implications of creativity in gifted programs: Csikszentmihalyi’s approach. Gifted Education Quarterly, 103, 19-28.
  • Ding, Y., Yang, L.-Y., Kuo, Y. -L., & Xiao, F. (2006). Introduction and analysis of Wechsler Intelligence Scale for Children-Fourth edition. Chinese Journal of Special Education, 9, 35-42.
  • Kuo, Y. L. (2005). The effect of creativity development program for in-service teachers. Journal of Gifted Education, 5(1), 93-112.
  • Kuo, Y. L. (2004). Implications of Csikszentmihalyi's creativity theory in assessing gifted students. Gifted Education Quarterly, 90, 7-14.
  • Kuo, Y. L. (2002). What relates to Chinese creativity? Chinese personality, policy and generation. Research in Applied Psychology, 16, 10-14.
  • Huang, Y. C., Lin, C. Y., Chou, Y. Y., Kuo, Y. L., Huang, H. T., & Huang, F. S. (2001). The perspectives of mathematically gifted students on their independent-study courses. Gifted Education Quarterly, 79, 18-25.
Courses Taught at UIC
  • Educational Psychology (Spring, 2018)
  • Psychological Assessment and Testing (Spring, 2018)
  • Theories of Learning (Fall, 2018)
  • Applied Ethics in Science and Technology (Fall, 2018)
  • The Science of Well Being (Spring and Fall, 2018)

Dr. Kuo is a recipient of 2015-2016 UIC President’s Award for Teaching and Service and Guangdong High-level Talent (2017). Before joining UIC, he served as Senior Research Associate at the Center for Talented Youth at Johns Hopkins University, Research Assistant at ACT and Research Assistant at Belin-Blank Center at University of Iowa. He has extensive experiences in large-scale assessments (e.g., NCES data, ACT assessments). He authored about 30 publications, including journal papers, book chapters, and research reports, as well as more than 50 conference presentations. His research interests include non-cognitive assessment, test development, and gifted education.