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

Academic & Professional Qualifications
  • Ph.D. Educational Psychology, University of Iowa, 2011
  • M.Ed. Gifted Education, Taiwan Normal University, 2005
  • B.Ed. Special Education, Taiwan Normal University, 1999
Research Areas
  • Social Emotional Learning
  • Educational Assessment
  • Test Development
  • Gifted Education
  • E-Learning
Honors & Awards
  • Guangdong Superior Talent Card (Type B), 2019
  • Guangdong High-level Talent (Hong Kong, Macau, Taiwan), 2017
  • President of Chinese American Educational Research and Development Association, 2016-2018
  • President's Award for Teaching and Service, BNU-HKBU United International College, 2016
  • Taiwan Studying Abroad Scholarship, 2010
  • Honorary Member of Phi Tau Phi Scholastic Honor Society, 2004
Selected Publications

Peer-reviewed Journal Articles (*Corresponding Author)

  1. 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. doi:10.6148/IJITAS.2017.1003.04 [link]
  2. Kuo, Y. L. (2017). Gifted education practices: A movement from acceleration to enrichment. Journal of Lingnan Normal University, 38(2), 45-48. [link]
  3. 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. doi:10.6148/IJITAS.2016.0903.04 [link]
  4. 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 [link]
  5. 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. [link]
  6. 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 [link]
  7. Schuh, K. L., Kuo. Y. L., & Knupp, T. (2014). Knowledge-Linking Perceptions of Late-Elementary Students. Mid-Western Educational Researcher, 26(1), 3-27. [link]
  8. 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. [link]
  9. 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. doi:10.1037/a0027180 [link]
  10. *Kuo, Y. L., & Lohman, D. F. (2011). The timing of grade skipping. Journal for the Education of the Gifted, 34(5), 731-741. doi:10.1177/0162353211417219 [link]
  11. *Kuo, Y. L., Tseng, C. M., & Wu, T. W. (2011). The revision of Work Preference Inventory. Psychological Testing, 58(2), 317-341. [link]
  12. *Kuo, Y. L., & Chang, C. C. (2008). Teachers, are you ready?  Teachers’ attitudes toward practices of acceleration. Gifted Education Quarterly, 107, 1-7. [link]
  13. 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. doi:10.1177/0143034308099200 [link]
  14. *Kuo, Y. L., & Tsou, S. L. (2008). Development of teacher education for creative teachers. Secondary Education, 59(1), 130-141. [link]
  15. *Kuo, Y. L., Tsou, S. L., & Ding, Y. (2007). Implications of creativity in gifted programs: Csikszentmihalyi’s approach. Gifted Education Quarterly, 103, 19-28. [link]
  16. Ding, Y., Yang, L.-Y., Kuo, Y. -L., & Xiao, F. (2006). Brief introduction and analysis of Wechsler Intelligence Scale for Children-Fourth edition. Chinese Journal of Special Education, 9, 35-42. [link]
  17. Kuo, Y. L. (2005). The effect of creativity development program for in-service teachers. Journal of Gifted Education, 5(1), 93-112. [link]
  18. Kuo, Y. L. (2004). Implications of Csikszentmihalyi's creativity theory in assessing gifted students. Gifted Education Quarterly, 90, 7-14. [link]
  19. Kuo, Y. L. (2002). What relates to Chinese creativity? Chinese personality, policy and generation. Research in Applied Psychology, 16, 10-14. [link]
  20. 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. [link]


Books/Book Chapters/Research Reports

  1. 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. [link]
  2. 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. [link]
  3. 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. [link]
  4. 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. [link]
  5. 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. [full text]
  6. Kuo, Y. L. (2011). The Impact of Psychosocial Factors on Achievement Gains between Eighth and Tenth Grade. Unpublished Doctoral Thesis, University of Iowa, Iowa City, Iowa. [full text]
  7. 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.
  8. 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.
  9. Kuo, Y. L. (2005). The effect of creativity development program for in-service teachers. Unpublished Master Thesis, Taiwan Normal University, Taiwan. [link]
  10. Kuo, Y. L. (1998). Learning adaptation of high school gifted students in mathematics and science but with poor performance in Chinese and English.  Taiwan Science Council Research Report (NSC-87-2815-C-003-004-S).
Courses Taught at UIC
  • Educational Psychology
  • Psychological Assessment and Testing
  • Theories of Learning
  • Applied Ethics in Science and Technology
  • The Science of Well Being

Dr. Yi-Lung Kuo is an associate professor in Applied Psychology program at Beijing Normal University-Hong Kong Baptist University United International College (UIC) in Zhuhai, China’s greater bay area, where he earned President’s Award for Teaching and Service (2015-1016). He was entitled Guangdong High-level Talent in 2017 and received Guangdong Superior Talent Card in 2019. He was a former President of Chinese American Educational Research and Development Association. Before starting his journey in mainland China in 2012, he served as a senior research associate at the Center for Talented Youth at Johns Hopkins University and an adjunct of psychology in Community College of Baltimore County. He earned his doctoral degree in Educational Psychology at University of Iowa where he worked as a research assistant at ACT, Inc. and Belin-Blank Center, and received master and bachelor’s degrees in Gifted Education and Special Education at Taiwan Normal University.  He has extensive experiences in large-scale educational assessments (e.g., NCES programs, ACT programs). He authored about 30 publications, including journal papers, book chapters, and research reports, as well as more than 60 conference presentations. He specializes in social emotional learning, educational assessment, test development, gifted education, and e-learning. Prior to being devoted in academia, he was a middle school teacher in Taiwan.