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Liu, H., Yuan, K-H., Li, H. (2023). A Systematic Framework for Defining R-squared Measures in Mediation Analysis. Psychological Methods. (in press)
Xu, X., Chen, C., Wang, L., Zhao, M., Xin, Z., Liu, H.* (2023). Longitudinal relationship between number line estimation and other mathematical abilities in Chinese preschool children. Journal of Experimental Child Psychology. 228, 105619.
Xiao,Y., Liu,H.*(2023). A state response measurement model for problem?solving process data. Behavior Research Methods. https://doi.org/10.3758/s13428-022-02042-9.
Zhao, D., Wang, D., He, Z., Yuan, S., Zhu, D., Liu, H.*(2022). Victim profiles and the protective role of school anti?bullying norms: a study of Chinese adolescents. Current Psychology. https://doi.org/10.1007/s12144-022-04204-6
Wu,R., Shi, P., Wu,X., Yang,H., Liu,H*., Liu, J*.(2022). A multilevel person-centered examination of students' learning anxiety and its relationship with student background and school factors. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2022.102253
Li, R., Liu,H*., Chen, Z., Wang, Y. (2022). Dynamic and cyclic relationships between employees' intrinsic and extrinsic motivation: Evidence from dynamic multilevel modeling analysis. Journal of Vocational Behavior. https://doi.org/10.1016/j.jvb.2022.103813.
Li, H., & Liu, H.* (2022). A monte carlo confidence interval method for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal. https://doi.org/10.1080/10705511.2022.2034114
He, M., Xu, L.-X., Li, C.-s. R., Liu, Z., Hu, J., Guo, X., Liu, H*., & Zhang, J.-T. (2022). Do real-time strategy video gamers have better attentional control? Human Factors. https://doi.org/10.1177/00187208211064683
Wang D., Liu H*, Hau K-T. (2021). Automated and interactive game-based assessment of critical thinking. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10777-9
Liu Y., Wang C., Liu J., & Liu H* (2021): The role of cognitive activation in predicting mathematics self-efficacy and anxiety among internal migrant and local children, Educational Psychology, DOI: 10.1080/01443410.2021.1987388
Liu,H., Yuan, K-H., Wen, Z. (2021). Two-level moderated mediation models with single-level data and new measures of effect sizes. Behavior Research Method. https://doi.org/10.3758/s13428-021-01578-6
Han, Y., Liu, H*., & Ji, F. (2021): A Sequential Response Model for Analyzing Process Data on Technology-Based Problem-Solving Tasks, Multivariate Behavioral Research, DOI: 10.1080/00273171.2021.1932403
Xiao, Y., He, Q., Veldkamp, B., & Liu, H*. (2021). Exploring latent states of problem-solving competence using hidden Markov model on process data. Journal of Computer Assisted Learning, 1–16. https://doi.org/10.1111/jcal.12559
Liu,Y., Liu,H*.(2021). Detecting Noneffortful Responses Based on a Residual Method Using an Iterative Purification Process. Journal of Educational and Behavioral Statistics. DOI: 10.3102/1076998621994366
Liu H, Liu Q, Du X, Liu J*, Hoi W, Schumacker, R.E.(2021) Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis. Current Psychology. DOI : https://doi.org/10.1007/s12144-021-01598-7
Yuan K-H, Liu H*, Han Y. (2021). Differential Item Functioning Analysis without A Priori Information on Anchor Items: QQ Plots and Graphical Test. Psychometrika. DOI : https://doi.org/10.1007/s11336-021-09746-5
Li M, Cai M, Zhong H, Liu H*. (2021). Comparisons of academic achievements of one-only children vs. children with siblings in China. Current Psychology. DOI : 10.1007/s12144-020-01263-5
Liu H, Yuan K-H*. (2021). New Measures of Effect Size in Moderation Analysis. Psychological Methods. Vol. 26, No. 6, 680–700
Liu Y, Cheng Y, Liu H*. (2020). Identifying Effortful Individuals with Mixture Modeling Response Accuracy and Response Time Simultaneously to Improve Item Parameter Estimation. Educational and Psychological Measurement. DOI: 10.1177/0013164419895068
Li H, Liu J, Zhang D, Liu H*. (2020). Examining the relationships between cognitive activation, self‐efficacy, socioeconomic status, and achievement in mathematics: A multi‐level analysis. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12351
Liu H, Yuan K-H*, Liu F (2019). A Two-level Moderated Latent Variable Model with Single Level Data. Multivariate Behavioral Research. DOI:10.1080/00273171.2019.1689350.
Xiao Y, Liu H*, Hau K.T (2019). A Comparison of CFA, ESEM, and BSEM in Test Structure Analysis. Structural Equation Modeling: A Multidisciplinary Journal. DOI: 10.1080/10705511.2018.1562928
You X, Li M, Xiao Y and Liu H* (2019). The Feedback of the Chinese Learning Diagnosis System for Personalized Learning in Classrooms. Front. Psychol. 10:1751. doi: 10.3389/fpsyg.2019.01751
Yuan J, Xiao Y and Liu H* (2019). Assessment of Collaborative Problem Solving Based on Process Stream Data: A New Paradigm for Extracting Indicators and Modeling Dyad Data. Front. Psychol. 10:369.doi: 10.3389/fpsyg.2019.00369
Ding Y, Liu R-D, Liu H, Wang J, Zhen R and Jiang R-H (2019). Effects of Working Memory, Strategy Use, and Single-Step Mental Addition on Multi-Step Mental Addition in Chinese Elementary Students. Frontiers in Psychology 10:148. doi: 10.3389/fpsyg.2019.00148
Liu Y, Li Z, Luo F*, Liu H*. (2019). Modeling Test-taking Non-effort in MIRT Models. Frontiers in Psychology. 10:145. doi: 10.3389/fpsyg.2019.00145
Liu H., Liu Y., Li M. (2018). Analysis of Process Data of PISA 2012 Computer-Based Problem Solving: Application of the Modified Multilevel Mixture IRT Model. Frontiers In Psychology. doi: 10.3389/fpsyg.2018.01372
Liu Y. Liu H* (2018). Effect of Distance and Shape on the Estimation of the Piecewise Growth Mixture Model. Journal of Classification. https://doi.org/10.1007/s00357-018-9291-9
Liu Y, Liu H, Zheng X. (2018). Piecewise growth mixture model with more than one unknown knot: An application in reading development. Nonlinear Dynamics, Psychology, and Life Sciences (In Press)
Liu Y. Li Z. Liu H*. (2018). Reporting Valid and Reliable Overall Scores and Domain Scores Using Bi-Factor Model. Applied Psychological Measurement. DOI: 10.1177/0146621618813093
Zhang D, Cui Y, Zhou Y, Cai M and Liu H* (2018) The Role of School Adaptation and Self-Concept in Influencing Chinese High School Students’ Growth in Math Achievement. Front. Psychol. 9:2356. doi: 10.3389/fpsyg.2018.02356
Chen N., Li M. & Liu H* (2018): Comparison of maximum likelihood approach, Diggle–Kenward selection model, pattern mixture model with MAR and MNAR dropout data, Communications in Statistics - Simulation and Computation, DOI: 10.1080/03610918.2018.1506028
Gong J, Xiao W, Gao H, Wei W, Zhang W, Lv J, Xiao L, Duan L, Zhang Y, Liu H* and Huang Y (2018) How to Best Convey Information About Intensive/Comfort Care to the Family Members of Premature Infants to Enable Unbiased Perinatal Decisions. Front. Pediatr. 6:348. doi: 10.3389/fped.2018.00348
You X., Li M., Zhang D., Liu H.* (2018). Application of a Learning Diagnosis System in Chinese Classrooms. Applied Psychological Measurement. 2018, Vol. 42(1) 89–94
Gong J., Zhang Y., Gao H., Wei W., Lu J., Liu H,* Huang Y(2017). Choices regarding Thrombolysis are Modified by the Way to Transfer the Messages. Frontiers in Neurology. doi: 10.3389/fneur.2017.00589
Li M., Zhang Y., Liu H.* Hao Y. (2017). Gender differences in mathematics achievement in Beijing: A meta-analysis, British Journal of Educational Psychology. DOI:10.1111/bjep.12203
Xiao Y., Liu H.*, Li H.（2017）. Integration of the Forced-Choice Questionnaire and the Likert Scale: A Simulation Study. Frontiers in psychology. Vol 8.
Li M., Chen N., Cui Y., Liu H.* (2017). Comparison of Different LGM-Based Methods with MAR and MNAR Dropout Data. Frontiers in psychology. Vol 8.
Wang R., Liu H., Jiang J., Song Y. (2017). Will materialism lead to happiness? A longitudinal analysis of the mediating role of psychological needs satisfaction. Personality and Individual Differences 105 312–317
Liu Y., Luo F., Zhang，D. & Liu H.* (2017): Comparison and robustness of the REML, ML, MIVQUE estimators for multi-level random mediation model, Journal of Applied Statistics, Abingdon44.9: 1644-1661. DOI: 10.1080/02664763.2016.1221904
Cheng, Y., Zhang J., Li H., Wu X., Liu H.,(2017). Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study From Grade 1 to Grade 2. Reading Research Quarterly; Newark52.1 (Jan-Mar 2017): 91
Liu Y., Liu H*., Hau K.T (2016). Reading Ability Development from Kindergarten to Junior Secondary: Latent Transition Analyses with Growth Mixture Modeling. Frontiers in Psychology7: 1659. doi: 10.3389/fpsyg.2016.01659
Jiang J., Song Y., Ke Y., Wang R., & Liu H. (2016). Is disciplinary culture a moderator between materialism and subjective well-being? A three-wave longitudinal study. Journal of Happiness Studies, Vol (17):1391–1408
Sun J., Liu Y, Chen E., Rao N., Liu H. (2016). Factors related to parents’ engagement in cognitive and socio-emotional caregiving in developing countries: Results from Multiple Indicator Cluster Survey 3.Early Childhood Research Quarterly. Vol(36):21-31
Kevin K. H. Chung*, H. Liu, C. McBride, Anita M.-Y. Wong & Jason C. M. Lo (2016). How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children. Educational Psychology.
Cheng Y., Zhang J., Li H., Wu X., Liu H., Dong Q., Li L., Nguyen T. P., Zheng M., Zhao Y. & Sun P. (2016).Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study From Grade 1 to Grade 2.Reading Research Quarterly.
Pan J., Kong Y., Song S., McBride C., Liu H., & Shu H. (2016). Socioeconomic status, parent report of children’s early language skills, and late literacy skills: a long term follow-up study among Chinese children. Reading and Writing An Interdisciplinary Journal.
Gong J., Zhang Y., Feng J., Zhang W.,Yin W., Liu H*.,Miao D.(2016). How best to obtain consent to thrombolysis individualized decision-making. Neurology.
Pan J., Song S., Su M., McBride C., Liu H., Zhang Y,, Li H., & Shu H. (2015). On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: evidence from an 8‐year longitudinal study. Developmental science.
Liu, Y., Liu, H*., Li, H., & Zhao, Q. (2015). The effects of individually varying times of observations on growth parameter estimations in piecewise growth model. Journal of Applied Statistics, 42(9), 1843-1860.
Song, S., Su, M., Kang, C., Liu, H., Zhang, Y., McBride‐Chang, C., Tardif,T., Li,H., Liang,W., Zhang,Z., & Shu, H. (2015). Tracing children's vocabulary development from preschool through the school‐age years: an 8‐year longitudinal study. Developmental science, 18(1), 119-131.
Wang,Y.,Liu, H.*, Su, Y(2014)., Development of preschoolers' emotion and false belief understanding: A Longitudinal study, Social Behavior and Personality,2014,42,645-654
Liang,X., Wang，Z.，Liu, H., Lin,Q.(2014). Adult attachment statue predicts the development trajectory of maternal sensitivity in new motherhood among Chinese mother, Midwifery,2014,30.
Wen Z. Herbert W. Hau K.T. Wu Y. Liu H (2014). Interaction effects in latent growth models:evaluation of alternative approaches，Structural equation modeling，361-374
Liu,H*., You, X., Wang, W., Ding, S., Chang, H.(2013). The Development of Computerized Adaptive Testing with Cognitive Diagnosis for English Achievement Tests in China，Journal of Classification,Vol 30（2）
Rao N,Sun J, Pearson E, Liu H.(2013). Is Something Better Than Nothing? An Evaluation of Early Childhood Programs in Cambodia, Child development, 83(3), 864-76
Zhang,Y., Tardif, T., Shu, H. *, Li, H., Liu, H., McBride-Chang, C., Liang, W., Zhang, Zh. (2013). Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children, Developmental Psychology, 49(4): 665-671.
Li, H., Shu, H., McBride-Chang, C., Liu, H., & Peng, H. (2012). Chinese Children’s Character Recognition: Visuo-orthographic, Phonological Processing, and Morphological Skills. Journal of Research in Reading. (SSCI) doi: 10.1111/j.1467-9817.2010.01460.x
Lei, L., Pan, J.,Liu, H., McBride-Chang, C., Li, H., Zhang, Y., Chen L., Tardif, T., Liang, W. Zhang, Z., & Shu, H. (2011). Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children.Journal of Child Psychology and Psychiatry, 52(2),212-220.
Li, H., Shu, H., McBride-Chang, C.,Liu, H.,& Peng, H. (2011). Chinese children's character recognition: Visuo-orthographic, phonological processing and morphological skills. Journal of Research in Reading.
Chang, L., Liu, H., Wang, Y., Fung, K.Y., Wen, Z., Li, H., & Farver, J. The mediating and moderating effects of teacher preference on the relations between students’ social behaviors and peer acceptance. Merrill-Palmer Quarterly, 2007, 53(4): 603-630.
Shu, H., McBride-Chang, C., Wu, S.N., Liu, H. Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology，2006.98: 122-133.
Chang, L., Liu, H., Wen, Z. Commentary: Longitudinal Data Analysis: How to abstract Developmental Variations, International Society for the study of Behavioural Developmental, 2005,29:14-16.
McBride-Chang, C., Cho, J.R., Liu, H. Changing Models across Cultures: Associations of Phonological and Morphological Awareness to Reading in Beijing, Hong Kong, Korea, and America. Journal of Experimental Child Psychology, 2005,92, 140-160.
Chen, X., Chang, L., He, Y., Liu, H. The peer group as a context: Moderating effects on relations between maternal parenting and social and school adjustment in Chinese children. Child Development,2005.76,417-434.
Chang, L., Lei, L, Guo, B,. Liu, H. Peer acceptance and self-perceptions of verbal and behavioral aggression and social withdrawal. International Society for the study of Behavioural Developmental,2005,29,48-57.
Chang, L., Liu, H., Wen, Z., Fung, K.Y., Wang, Y., & Xu, Y.. Mediating teacher liking and moderating authoritative teachering on Chinese students’ perceptions of antisocial and prosocial behaviors. Journal of Educational Psychology, 2004, 96, 369-380.
中文发表
游晓锋, 杨建芹, 秦春影, 刘红云*(2023). 认知诊断测评中缺失数据的处理: 随机森林阈值插补法，心理学报（In press）.
袁建林，李美娟，刘红云*(2023). 情境化测验的进展与挑战. 中国考试, 2023年第3期，17-26.
袁建林，刘红云*(2022).合作问题解决能力测量：真实性与过程性评价视角,电化教育研究，2022年第5期，101-108.
刘玥，刘红云*(2022). 用于处理不努力作答的标准化残差系列方法和混合多层模型法的比较，心理学报, Vol. 54, No. 4, 411-425
李美娟，刘红云，张咏梅(2022). 计算心理测量在核心素养测评中的应用——以合作问题解决为例, 教育研究, 2022年第3期：127-137.
韩雨婷，肖悦，刘红云*（2022）. 问题解决测验中过程数据的特征抽取与能力评估. 心理科学进展，Vol. 30, No. 6, 1393–1409
刘玥，刘红云* (2021). 心理与教育测验中异常作答处理的新技术：混合模型方法. 心理科学进展, Vol. 29, No. 9, 1696-1710
刘红云，袁克海*，甘凯宇（2021），有中介的调节模型的拓展及其效应量. 心理学报. Vol. 53, No. 3, 322-336
袁建林，刘红云（2020）. 过程性测量：教育测量的新范式. 中国考试, 344, 1-9.
周园，刘红云（2020）. 教育增值评价中嵌套数据增长百分位估计方法探析:多水平线性分位数回归模型的应用. 341, 32-39.
周园，刘红云，袁建林（2019）. 增值评价中学生增长百分位模型及其估计方法概述. 教育导刊，11月, 61-67.
李美娟，刘玥，刘红云*（2020）. 计算机动态测验中问题解决过程策略的分析：多水平混合IRT模型的拓展与应用. 心理学报, Vol. 52, No. 4, 528-540.
魏丹，张丹慧，刘红云*（2019）. 多维题组反应模型在项目功能差异检验中的应用探究，心理科学.
王璞珏，刘红云*（2019）. 让自适应测验更知人善选——基于推荐系统的选题策略，心理学报，9
张茂鑫，刘红云*(2019).公平感对社会认知的影响:经济因素的调节作用. 心理学探新，2019, 39(2), 159-164
马洁，刘红云*.（2018）高中英语阅读测验中题组模型的选择与应用,心理科学，41(6)：1374-1381
魏丹，刘红云，张丹慧.(2017) 多维题组反应模型：多维随机系数多项Logistic 模型的应用拓展, 心理学报，49(12):1604 -1614
刘源，刘红云. (2018).非连续性与异质性——多阶段混合增长模型在语言发展研究中的应用, 华东师范大学学报(教育科学版),1. 137-148
刘玥，刘红云*. (2017). 基于双因子模型的测验总分和维度分合成方法的探索. 心理学报，第8期
袁建林，刘红云.(2017) 核心素养测量:理论依据与实践指向.教育研究.第7期
张杉杉，陈楠，刘红云*. (2017). LGM模型中缺失数据处理方法的比较及稳健性. 心理学报，第5期.699-710
李辉，肖悦，刘红云*. (2017).抗作假人格迫选测验中瑟斯顿IRT模型的影响因素. 北京师范大学学报（自然科学版）
宋晓娟，刘红云*(2016). 成对比较数据和排序数据的处理： 模型分析的方法. 北京师范大学学报（自然科学版）,52(4): 525-531
袁建林，刘红云*（2016）.合作问题解决能力的测评： PISA2015和ATC21S的测量原理透视. 外国教育研究,12期，45-56
刘玥，刘红云*，游晓锋(2015).初一学生学习适应性对学业成绩的调节作用: 基于多水平分析的研究.基础教育,12(4):93-104
刘玥，刘红云*(2015).无铆题情况下测验分数等值方法探索——构造铆测验法. 心理科学.38(6) :1504-1512
周翠敏, 陶沙*, 刘红云, 王翠翠, 齐雪, & 董奇(2016).学校心理环境对小学 4~ 6 年级学生学业表现的作用及条件.心理学报,2:185-198
穆洪华, 胡咏梅, & 刘红云(2016). 中学教师工作满意度及其影响因素研究. 教育学报.2:71-80
袁建林，刘红云(2016).国际大规模教育评价的经验与趋势_以PISA为例. 中小学信息技术教育.
袁建林，刘红云*，张生(2016).数字化测验环境中学生问题解决能力影响因素——以PISA2012为例. 中国电化教育, 第355期
刘源, 刘红云*，潜变量量尺的拓展及研究展望，统计与决策, 2015 (6): 8-12
刘玥, 刘红云*，多维数据 IRT 真分数等值和 IRT 观察分数等值研究，心理学探新, 2015, 35(1): 56-61
陈楠, 刘红云*，基于增长模型的非随机缺失数据处理: 选择模型和极大似然方法，心理科学, 2015, 2: 031
陶沙*, 刘红云, 周翠敏, 等. 学校心理环境与小学 4~ 6 年级学生认知能力发展的关系: 基于全国代表性数据的多水平分析，心理科学, 2015, 38(1): 2-10
杨丽珠, 张金荣, 刘红云, 孙岩*，3~ 6 岁儿童人格发展的群组序列追踪研究，心理科学, 2015, 38(3): 586-593
李美娟, 刘红云，网络双评过程中作文评分误差以及评分者效应的分析--以大规模英语考试作文评分为例，中国考试, 2015 (2): 39-48
李美娟, 刘红云*，基于多级计分题目的分步功能差异检验，江西师范大学学报: 自然科学版, 2014, 38(6): 593-599
刘玥, 刘红云, 题组模型及其在教育测验中的应用，教育测量与评价，2014,1,4-9
刘晓宇，刘红云*，高中生价值选择特点及其影响因素，教学与管理，2014，87-80
王珊，骆方*，刘红云，迫选式人格测验的传统计分与IRT计分模型，心理科学进展，2014, 22(3)，549-557
刘源，骆方，刘红云*. 多阶段混合增长模型的影响因素：距离与形态,心理学报，2014, 46(8), 1-10
骆方，刘红云*，张东，王珊，神经质人格迫选量表的开发及其抗作假效果研究，心理学探新，2013, 33(5), 460-464
刘源,赵骞,刘红云*，多阶段增长模型的方法比较，心理学探新，2013, 33(5)
刘红云，骆方，张玉，张丹慧*，因变量为等级变量的中介效应分析，心理学报，2013,45(12)，1431-1442
刘玥，刘红云*，不同铆测验设计下多维IRT等值方法的比较，心理学报，2013,45（4）
张勋,李凌艳,刘红云，IRT_Δb法和修正LR 法对矩阵取样DIF 检验的有效性，心理学报，2013,45（8）
张咏梅,刘红云，表现性评定对数学自我效能与问题解决能力关系影响的实验研究，教育学报，2013,9（2）
刘红云，骆方*，王玥，张玉，多维测验项目参数的估计：基于SEM与MIRT方法的比较， 心理学报，2012, 44(1), 121-132
刘红云, 李冲, 张平平, 骆方*. 分类数据测量等价性检验方法及其比较：项目阈值(难度)参数的组间差异性检验. 心理学报. 2012, 44(8), 558-568
刘红云，李美娟，骆方*，李小山，单维项目因素分析: CCFA与IRT估计方法的比较，心理科学，2012, 35(2), 441-445
刘玥, 刘红云*，贝叶斯题组随机效应模型的必要性及影响因素，心理学报，2012，44（1），121-132
刘源，刘红云*，音乐能力测验: 结构拓展与分析方式的转换，心理科学进展，2012,44（2），263-275
王家祺，刘红云*，融合模型在小学数学认知诊断评价中的应用，心理学探新，2012，32（5），423-428
刘源，刘红云*，音乐能力个体因素测验：结构验证及其应用，重庆大学学报（社会科学版)，2012，18.159-166
侯杰泰 刘红云 Herbert W ，心理统计分析：趋势、契机与展望，中国科学院院刊，2012年12月
刘红云,张月,骆方,李美娟,李小山. 多水平随机中介效应估计及其比较. 心理学报. 2011,43(6)
骆 方, 刘红云, 张月. 应聘情景下作假识别量表的开发. 心理学报. 2010,42(7)
游晓峰, 丁树良, 刘红云. 计算机自适应测验中原始题项目参数的估计. 心理学报. 2010,42(7)
刘红云, 陈阅, 骆方. 学业水平测试中作文评分误差的多面Rasch分析. 心理科学. 2010.33(4)
刘 玥, 骆方, 刘红云*. 真分数等值和观测分数等值的比较研究. 心理科学. 2010, 33(3)
刘源，郑健，杨熹，刘红云*.英文阅读材料的颜色对阅读成绩的影响.心理学探新，2010，30（2）:48-54
刘红云. Alpha系数与测验的同质性. 心理科学. 2008,(1)
刘红云, 骆方.多水平项目反应模型在测验发展中的应用. 心理学报. 2008,40(1):92-100
刘红云.如何描述个体间发展趋势的差异:潜变量混合模型. 心理科学进展. 2007,13(3): 539-544
骆方, 刘红云. 计算机化测验不同测验形式的比较. 中国考试. 2007.2: 24-28
张厚粲, 刘红云. 提高考试的科学性完善考试的功能. 中国考试. 2007.1: 9-11
刘红云, 张雷, 孟庆茂. 小学教师集体效能及其对自我效能功能的调节. 心理学报. 2005,37(1):79-86
刘红云, 孟庆茂, 张雷. 班主任教师班级管理效能感对学生学习态度及其与学业效能间关系的影响. 心理发展与教育. 2005,2:62-68
王燕, 张雷, 刘红云. 同伴关系在儿童社会自我概念形成中的中介作用. 心理科学. 2005. 28(5):1152-1155
温忠麟, 侯杰泰, 张雷, 刘红云. 中介效应检验程序及其应用. 心理学报. 2004,36(5):614-620
刘红云, 孟庆茂, 张雷. 教师集体效能和自我效能对工作压力影响作用的调节:多水平分析. 心理科学, 2004,27(5):1073-1076
刘红云, 张雷, 孟庆茂. 教师集体效能量表的修订. 应用心理学. 2004,10(1):28-32
王争艳, 雷雳, 刘红云. 家庭亲子沟通对青少年社会适应的影响---兼工读学校比较. 心理科学. 2004,27(5):1056-1059
出版图书
刘红云（编著）.SPSS基础与应用，北京：中国人民大学出版社, 2022年7月
温忠麟，刘红云（著）. 调节效应和中介效应分析，北京：教育科学出版社, 2020年11月.
刘源，刘红云（著）.结构方程模型及其应用. 北京：北京师范大学出版社, 2020年10月
刘红云（编著）.高级心理统计.北京：人民大学出版社，2019.3
弗雷德里克·J·格雷维特(Frederick J Gravetter),拉里·B·瓦尔诺(Larry B.Wallnau)著,刘红云,骆方译. 行为科学统计概要(第8版). 北京:中国人民大学出版社, 2016
刘文，刘红云，李宏利 (著). 儿童青少年心理学丛书：儿童青少年心理学前沿. 浙江：浙江教育出版社，2016
刘红云，骆 方. 应用心理统计学. 北京：北京师范大学出版社, 2015年7月
张丹慧, 张生, 刘红云. 基础教育质量监测：抽样设计与数据分析. 北京：北京师范大学出版社, 2015年8月
温忠麟，刘红云，侯杰泰，调节效应和中介效应分析，北京：教育科学出版社，2012年1月
骆方，刘红云，黄崑著，SPSS数据统计与分析，清华大学出版社，2011
弗雷德里克·J·格雷维特(Frederick J Gravetter),拉里·B·瓦尔诺(Larry B.Wallnau)著,刘红云,骆方译. 行为科学统计概要(第5版). 北京:中国人民大学出版社, 2010
孟庆茂, 刘红云, 赵增梅. 心理与教育研究方法、设计及统计分析.北京：高等教育出版社,2006年12月
刘红云, 张 雷. 追踪数据分析方法及其应用. 北京：教育科学出版社, 2005年5月
Liu H., Zhang Y., Luo F. (2015) Mediation Analysis for Ordinal Outcome Variables. In: Millsap R., Bolt D., van der Ark L., Wang WC. (eds) Quantitative Psychology Research. Springer Proceedings in Mathematics & Statistics, vol 89. Springer, Cham（章节）
Luo F., Liu H. (2015) Multilevel Random Mediation Analysis: A Comparison of Analytical Alternatives. In: Millsap R., Bolt D., van der Ark L., Wang WC. (eds) Quantitative Psychology Research. Springer Proceedings in Mathematics & Statistics, vol 89. Springer, Cham（章节）
Liu,H. & Chang, L(2010). Multivariate Longitudonal Data Analysis, in The International Encyclopedia of Education, 3rd Edition, edited by Barry McGaw, Penelope Peterson and Eva Baker, Elsevier.（章节）
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