Texas Tech University

Dr. William Y. Lan, Ph.D

Professor
Educational Psychology and Leadership

Email: william.lan@ttu.edu

Phone: 806-834-2007

Office: Education 376

Dr. William Y. Lan earned his Bachelor degree of Educational Psychology in 1982 from the Shanghai Normal University, China. After teaching in the university for three years, he started his pursuit for graduate education at the University of Iowa from 1985 and earned the Master's degree in Educational Psychology in 1988 and the PhD degree in Educational Psychology in 1990. After graduating from University of Iowa, Dr. Lan started his professional career in the College of Education at the Texas Tech University as an Assistant Professor from September, 1990, teaching courses in educational psychology, statistics, research methodology, and measurement. He was tenured and promoted to the rank of Associate Professor in 1996 and promoted to the rank of professor in 2004. During his tenure at Texas Tech University, he served as the Associate Dean of the College of Education (2001-2004), the Director of Assessment of the College of Education (2004-2008), and the Chairperson of the Department of Educational Psychology and Leadership in the College of Education (2008-2013). He has published more than 70 refereed research articles and book chapters and presented more than 100 papers at international, national, and regional professional conferences. He served and is serving as the member of the editorial board and/or the external reviewer for multiple professional journals. In 2013, he was selected to be a Fulbright Scholar and led an international collaborative project at the Chulalongkorn University in Bangkok, Thailand. He was invited to teach and lecture in universities in China, Taiwan, and Thailand.


William Lan

Education

  • Ph.D in Educational Psychology, 1990, University of Iowa, Iowa City, Iowa.
  • M.A. in Educational Psychology, 1988, University of Iowa, Iowa City, Iowa.
  • B.E. in Educational Psychology, 1982, Shanghai Teachers’ University, Shanghai, China.

Areas of Expertise

  • Motivational theories and educational applications
  • Self-regulated learning theories and educational application
  • Positive psychology theories and applications
  • Research methodology and statistics 

Selected Publications

DePountis, V., Pogrund, R., Griffin-Shirley, N., & Lan, W. Y (2015). Technologies that facilitate the study of advanced mathematics by students who are blind: Journal of Visual Impairment & Blindness, 109, 265-278.

Lan, W., Bradley, L., & Parr, G. (2014).  The effects of a self-monitoring process on college students’ learning in an introductory statistics course.  In J. Gardner (Ed.), Assessment in Education (xx-xx). SAGE Publications Ltd.

Li, J., Liu, X., Wei, T., & Lan, W. (2013). Acculturation, internet use, and psychological well-being among Chinese international students. Journal of International Students, 3(2), 174-192.  

Lee, P., L., Lan, W. Y., & Lee C. C. (2012). Physical activity, depression, and predicted mortality risk: Results from Americans’ changing lives study. Educational Gerontology, 38, 1-13.

Zhou, L., Griffin-Shirley, N., Kelley, P., Banda, D., Lan, W., Parker, A. T., & Smith, D. W. (2012). The relationship between computer and internet use and performance on standardized tests by secondary school students with visual impairments. Journal of Visual Impairment & Blindness, 106, 609-621.

Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2011). Measuring and profiling self-regulated learning in the online environment. In G. Dettori, & D. Persico (Eds.), Fostering Self-Regulated Learning through ICTs (pp. 27-38). New York: Information Science Reference.

Lee, P. L, Lan, W. Y., & Yen, T. W. (2011). Aging successfully: A four-factor model. Educational Gerontology, 37, 210-227.

Tallent-Runnels, M. K., Thomas, J. A., Lan, W., Cooper, C., Ahern, T. C., Shaw, S. M., Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76, 93-135. 

Lan, W., & Williams, A. (2005).  Demandingness and responsiveness of advisors as determinants of doctoral students’ experience. National Academic Advising Association Journal, 25(1), 31-41.

Lan, W. (2005).  Self-monitoring and its relationship with educational level and task importance. Educational Psychology 25(1), 109-127.

Lan, W., & Morgan, J. (2003).  Videotaping as a means of self-monitoring to improve theatre students’ performance. Journal of Experimental Education. 71, 371-381.

Lan, W., & Lanthier, R. (2003).  Changes in students’ academic performance and perceptions of school and self before dropping out of schools. Journal of Education for Students Placed At Risk, 8, 309-332.

Lan, W. (1996).  The effects of self-monitoring on students’ course performance, use of learning strategies, attitudes, self-judgment ability, and knowledge representation.  Journal of Experimental Education, 64, 101-115.