Arslan, G., Albertova, S. M., Bulus, M., & Coskun, M. (2022). Resilient mindset and psychological distress among college students: a latent profile analysis approach to understanding the complete mental health. Manuscript submitted for publication.

Bulus, M. (2022). The effect of scale reliability on bias and precision in (non-equivalent) pretest-posttest control-group designs: A Monte Carlo simulation. In preparation for submission.

Bulus, M., Dong, N., Kelcey, B., & Spybrook, J. (2022). PowerUpR: Power analysis stools for multilevel randomized experiments. In preparation for submission.

Bulus, M., & Dong, N. (2022). Minimum detectable effect size computations for multisite (blocked) individual-level regression discontinuity studies. In preparation for submission.

Bulus, M., Gocer-Sahin, S., & Evran, D. (2022). Kültürlerarası ölçek uyarlamada grup yanlılıklarının test edilmesi [Testing group biases in cross-cultural scale adaptation]. Manuscript submitted for publication.

Bulus, M., & Polat, C. (2022). pwrss R paketi ile istatistiksel güç analizine giriş [An introduction to statistical power analysis with pwrss R package]. Manuscript submitted for publication.

Cicek, I., & Bulus, M. (2022). Spirituality as predictor of psychological resilience and anxiety among hemodialysis patients. In preparation for submission.

Erdimez, O., & Bulus, M. (2022). Teacher bias in nominating students for a gifted program: Gender and service status moderation. In preparation for submission.

Kontas, H., Bulus, M., & Ozcan, B. (2022), Cognitive processes subscales of reading literacy as predictors of science and math achievement. In preparation for submission.

Ozcan, B., & Bulus, M. (2022). The role of metacognitive strategies in academic achievement in collectivist versus individualist nations: Evidence from PISA 2018 large scale assessment. In preparation for submission.



Bulus, M. (2022). A practical guide to designing cost-efficient randomized experiments in education research: From pilot studies to interventions at scale. Pamukkale University Journal of Social Sciences Institute, 51(1), 129-147.

Bulus, M., & Dong, N. (2022). Consequences of ignoring a level of nesting on design and analysis of blocked three-level regression discontinuity designs: Power and Type I error rates. Adiyaman University Journal of Educational Sciences, 12(1), 42-55.

Bulus, M. (2021). Minimum detectable effect size computations for cluster-level regression discontinuity: Specifications beyond the linear functional form. Journal of Research on Education Effectiveness. Advance online publication.

Dong, N., Spybrook, J., Kelcey, B., & Bulus, M. (2021). Power analyses for moderator effects with (non)random slopes in cluster randomized trials. Methodology, 17(2), 92-110.

Bulus, M. (2021). Sample size determination and optimal design of randomized/non-equivalent pretest-posttest control-group designs. Adiyaman Univesity Journal of Educational Sciences, 11(1), 48-69.

Bulus, M., & Koyuncu, I. (2021). Statistical power and precision of experimental studies originated in the republic of turkey from 2010 to 2020: Current practices and some recommendations. Journal of Participatory Education Research, 8(4), 24-43.

Bulus, M., & Dong, N. (2021). Bound constrained optimization of sample sizes subject to monetary restrictions in planning multilevel randomized trials and regression discontinuity studies. The Journal of Experimental Education, 89(2):379-401.

Bulus, M., & Sahin, S. G. (2019). Estimation and standardization of variance parameters for planning cluster-randomized trials: A short guide for researchers. Journal of Measurement and Evaluation in Education and Psychology, 10(2):178.


Dong, N., Curenton, S. M., Bulus, M., & Ibekwe-Okafor, N. (2022). Investigating the Differential Effects of Early Child Care and Education in Reducing Gender and Racial Academic Achievement Gaps From Kindergarten to 8th Grade. Journal of Education.

Ozcan, B., & Bulus, M. (2022). Protective factors associated with academic resilience of adolescents in individualist and collectivist cultures: Evidence from PISA 2018 large scale assessment. Advance online publication.

Koyuncu, I., Bulus, M., & Firat, T. (2022). The moderator role of gender and socioeconomic status in the relationship between metacognitive skills and reading scores. Journal of Participatory Education Research, 9(3), 82-97.

Otanga, H., Tanhan, A., Musılı, P.M., Arslan, G, & Bulus, M. (2021). Exploring college students’ biopsychosocial spiritual wellbeing and problems during COVID-19 through a contextual and comprehensive framework. Journal of Mental Health and Addiction, 20, 619-638.

Cicek, I., Tanriverdi, S., Sanli, M. E., & Bulus, M. (2021). Parental attitudes and socio-demographic factors as predictors of smartphone addiction in university students. International Journal of Psychology and Educational Studies, 8(2), 158-169.


Arslan, G., Yıldırım, M., Tanhan, A., Bulus, M., & Allen, K. (2021). Coronavirus stress, optimism-pessimism, psychological inflexibility, and psychological health: Psychometric properties of the coronavirus stress measure. Journal of Mental Health and Addiction, 19, 2423-2439.


Cicek, I., Tanhan, A., & Bulus, M. (2021). Psychological inflexibility predicts depression and anxiety during COVID-19 pandemic. i-manager's Journal on Educational Psychology, 15(1), 11-24.

Bulus, M., & Bonifay, W. (2022). irtDemo R Package: Pedagogical Interactive Web Applications for Estimation, Scoring, and Multi Dimensionality in Item Response Theory. Anadolu University Journal of Education Faculty, 6(1), 92-108.


Bulus, M. (2022). Çok Düzeyli Doğrusal Modellere Giriş [An Introduction to Multilevel Linear Models]. In Sahin, S. G., & Bulus, M. (Eds). Adım Adım Uygulamalı İstatistik (pp. 561- 613). Pegem Akademi.