A. Alexander Beaujean, Ph.D., ABAP

A. Alexander Beaujean, Ph.D., ABAP
Associate Professor of Psychology
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Associate Professor of Psychology

Education

Ph.D., School Psychology, University of Missouri, 2006

Ph.D., Educational Psychology (Emphasis: Statistics, Measurement, & Evaluation in Education), University of Missouri, 2005

M.A., Educational Psychology (Minor: Statistics), University of Missouri, 2004

M.A., School Psychology, University of Missouri, 2003

B.A., Psychology & History (Minor: Secondary Education), Cedarville, 1999

Biography

Dr. Beaujean joined the Psychology & Neuroscience department in 2017. Prior to joining, he worked in Baylor's Educational Psychology department where he created and coordinated the quantitative methods specializations for the doctoral and master's programs. In addition, he contributed to the school psychology program and served as the program coordinator for two years where he developed the program's doctoral specialization.

Dr. Beaujean is a prolific scholar, having published 2 books on latent variable models, more than 80 articles and book chapters in peer-reviewed scientific outlets, and presented more than 80 papers/posters at professional conferences. In 2016, he was listed as one of the most prolific faculty members in non-doctoral school psychology programs across the nation, and has won research awards from the American Academy of Health Behavior, American Psychological Association (school psychology division), Mensa Education & Research Foundation, and Society for Applied Multivariate Research. He has been previously awarded funding from the National Institutes of Health, and aided in program evaluations for the National Science Foundation, Inter-American Development Bank, and Lego Foundation. Moreover, multiple organizations and universities have invited him to speak on the issue of data analysis and psychological measurement.

In addition to his scholarship, Dr. Beaujean has extensive experience with psychological assessment in both school and clinical environments. He holds licensure for the independent practice of psychology in Texas. In 2015, his advanced clinical competence was recognized by the American Board of Assessment Psychology when they awarded him a diplomate in Assessment Psychology. In 2020, he was elected President of Division 5 of the American Psychological Association, with his term beginning in 2021.

Academic Interests and Research

Dr. Beaujean's research interests are broadly in the field of individual differences. More specifically, he is interested the application of quantitative methods to study human variability, especially as it relates to cognitive ability and educational outcomes.

For additional information about Dr. Beaujean's research, please see the website for Baylor Psychometric Laboratory.

Selected Publications:

Books

Beaujean, A. A. (in progress). Individual differences, intelligence, & personality. London, England: MacMillan.

Beaujean, A. A. (2014). Latent variable modeling using R: A step-by-step guide. New York, NY: Routledge/Taylor and Francis.

Loehlin, J. C., & Beaujean, A. A. (2016). Latent variable models: An introduction to factor, path, and structural equation analysis (5th ed.). New York, NY: Routledge.

Articles/Chapters

Beaujean, A. A., Benson, N. F., McGill, R. J., & Dombrowski, S. C. (2018). A misuse of {IQ} scores: Using the dual discrepancy/consistency model for identifying specific learning disabilities. Journal of Intelligence, 6(3), 1-25. https://doi.org/10.3390/jintelligence6030036

Beaujean, A. A., & Benson, N. F. (2019). Theoretically-consistent cognitive ability test development and score interpretation. Contemporary School Psychology, 23, 126-137. 

Beaujean, A. A., & Benson, N. F. (2019). The one and the many: Enduring legacies of Spearman and Thurstone on intelligence test score interpretation. Applied Measurement in Education, 32, 198-215. 

Beaujean, A. A. (2020). Observing a master teacher. In C. J. Richmann & J. L. Wright (Eds.), Called to teach: Excellence, commitment, and community in Christian higher education (pp. 20--36). Eugene, OR: Wipf and Stock Publishers.

Renbarger, R., & Beaujean, A. A. (2020). A meta-analysis of graduate school enrollment from students in the Ronald E. McNair Post-Baccalaureate Program. Educational Sciences, 10, 1-15. https://doi.org/10.3390/educsci10010016

Beaujean, A. A., & Jensen, A. R. (2002, July). SASP Interviews: Arthur R. Jensen [Interview with Arthur R. Jensen]. SASP News, 2(4), 8-19.

Beaujean, A. A., & Osterlind, S. J. (2008). Using item response theory to assess the Flynn effect in the National Longitudinal Study of Youth 79 Children and Young Adults data. Intelligence, 36, 455-463.

Beaujean, A. A. (2005). Heritability of cognitive abilities as measured by mental chronometric tasks: A meta-analysis. Intelligence, 33, 187-201. doi: 10.1016/j.intell.2004.08.001

Beaujean, A. A., & Sheng, Y. (2010). Examining the Flynn effect in the general social survey vocabulary test using item response theory. Personality and Individual Differences, 48, 294-298. doi: 10.1016/j.paid.2009.10.019

Young, J. K.*, & Beaujean, A. A. (2011). Measuring personality in wave I of the National Longitudinal Study of Adolescent Health. Frontiers in Quantitative Psychology and Measurement, 2, 1-8. Retrieved from http://journal.frontiersin.org/article/10.3389/fpsyg.2011.00158

Beaujean, A. A., Freeman, M. J., Youngstrom, E., & Carlson, G. (2012). The structure of cognitive abilities in youths with manic symptoms: A factorial invariance study. Assessment, 19, 462-471. doi: 10.1177/1073191111399037

Beaujean, A. A., & Parkin, J. (2013). Using R for the analysis of cognitive abilities and behavior genetic data. In J. Kush (Ed.), Intelligence quotient: Testing, role of genetics and the environment and social outcomes (pp. 129-168). New York, NY: Nova Science.

Beaujean, A. A. (2013). Factor analysis using R. Practical Assessment, Research, and Evaluation, 18(4), 1-11. Retrieved from http://pareonline.net/pdf/v18n4.pdf

Beaujean, A. A., Parkin, J., & Parker, S. (2014). Comparing Cattell-Horn-Carroll models for predicting language achievement: Differences between bi-factor and higher-order factor models. Psychological Assessment, 26, 789-805.

Beaujean, A. A., & Sheng, Y. (2014). Assessing the Flynn effect in the Wechsler scales. Journal of Individual Differences, 35, 63-78.

Beaujean, A. A. (2014). Sample size determination for regression models using Monte Carlo methods in R. Practical Assessment, Research, and Evaluation, 19(12), 1-16. Retrieved from http://pareonline.net/getvn.asp?v=19&n=12

Beaujean, A. A. (2015). Adopting a new test edition: Psychometric and practical considerations . Research and Practice in the Schools, 3, 51-57.

Beaujean, A. A. (2015). John Carroll's views on intelligence: Bi-factor vs. higher- order models. Journal of Intelligence, 3, 121-136.

Benson, N., Beaujean, A. A., & Taub, G. E. (2015). Using score equating and measurement invariance to examine the Flynn effect in the Wechsler Adult Intelligence Scale. Multivariate Behavioral Research, 50, 398-415.

Former Graduate Student

Ross Ewert, M.A.

Courses taught at Baylor

  • Statistics/Research Design
    Introductory Statistics, Multiple Regression, Latent Variable Models, Program Evaluation
  • Psychometrics/Individual Differences
    Individual Differences, Measurement/Evaluation, Psychometric Theory, Item Response Theory, Theories of Personality
  • Psychological Assessment
    Cognitive Assessment, Psychoeducational Assessment, Socio-emotional Assessment