姜 怡

职称：教授

Email：yjiang@dep.ecnu.edu.cn

个人主页：https://faculty.ecnu.edu.cn/_s8/jy2_3632/main.psp

2010-2015 韩国高丽大学，教育心理学博士

2008-2010 韩国高丽大学，教育心理学硕士

2002-2006上海大学，对外汉语学士

发展心理学（本科）

心智、大脑与教育（本科）

教育心理学（研究生）

教育心理学研究方法（研究生）

学习与教学（研究生）

学习与动机科学（研究生）

学习与动机的认知神经基础（研究生）

回避性动机与学生学习（研究生）

学习科学高级研讨（研究生）

量化科研论文写作（研究生）

学习动机

教育干预

社会情感学习

家庭教育

《为什么孩子不爱学习？回避性动机与学生学习》、《情智共育：社会情感学习及其教育实践》

Jiang, Y. (2024). Developmental trajectory of high school students’ learning motivation and its relation with academic achievement. Frontiers of Education in China, 19(4), 385‒402. https://doi.org/10.3868/s110-010-024-0021-6

Cai, Y., Xing, K., Wang, C., & Jiang, Y.* (2024). Uncovering the nonlinear relationship between metacognitive strategy use and L2 achievement from the lens of Island Ridge Curve: More is not always better. Language Awareness.https://doi.org/10.1080/09658416.2024.2428169

Jiang, Y.,Zhang, L., & Chen, C*. (2024). Latent profiles of Chinese students’ social-emotional learning competencies and their associations with academic motivation and achievement. Learning and Individual Differences, 116, 102580.https://doi.org/10.1016/j.lindif.2024.102580

Chen, S., Jiang, Y.*, Zhang, L., & Xu, J. (2024). Chinese adolescent students’ motivational profiles in English learning: A situated expectancy-value approach. Current Psychology, 43, 32774–32786.https://doi.org/10.1007/s12144-024-06820-w

Zhang, L., Jiang, Y.*, & Lu, L. (2024). Adolescent students’ psychological needs and educational outcomes in school: A latent profile analysis. The Journal of Experimental Education.https://doi.org/10.1080/00220973.2024.2378846

Zhang, L., & Jiang, Y.* (2024). Cross-lagged associations among expectancy-value-cost beliefs in adolescent students’ mathematics academic outcomes. TheJournal of Experimental Education.https://doi.org/10.1080/00220973.2024.2372669

Zhang, L., & Jiang, Y.*(2024). Analysis of the “lying flat” mentality among college students from the perspective of cost perception. Beijing Youth Research, 3, 79–87. 成本认知视域下的大学生“躺平”心理剖析。北京青年研究。

Jiang, Y.*, Li, Y., & Zhang, L. (2024). Distinct roles of autonomy satisfaction and frustration in predicting adolescent students’ academic motivation and achievement. Educational Psychology, 44, 377–394. https://doi.org/10.1080/01443410.2024.2354694

Chen, S., Jiang, Y.*, Qiu, S., Hu, J., Wang, S., Jiang, Y., & Wang, R.(2024). Distinct roles of parental autonomy support and psychological control in Chinese elementary school students’ intelligence mindsets and academic outcomes. TheAsia-Pacific Education Researcher. https://doi.org/10.1007/s40299-024-00842-5

Jiang, Y.*, & Konorova, E. (2023). Distinct roles of self-oriented and socially prescribed perfectionism in adolescent students’ achievement goals, classroom affect, and academic achievement. Learning and Individual Differences, 106, 102341. https://doi.org/10.1016/j.lindif.2023.102341

Zhang, L., & Jiang, Y.*(2023). Patterns of the satisfaction and frustration of psychological needs and their associations with adolescent students’ school affect, burnout, and achievement. Journal of Intelligence, 11: 111. https://doi.org/10.3390/jintelligence11060111

Guo, J., Jiang, Y.*, Lin, S., & Pang, W. (2023). Individualism and collectivism as predictors of creative potentials and real-life creativity in China and US. Creativity Research Journal.Advance online publication. https://doi.org/10.1080/10400419.2023.2217028

Zhang, L., Jiang, Y.*, &Chen, S.(2023). Longitudinal interrelations among self-efficacy, interest value, and effort cost in adolescent students’ English academic achievement and future choice intentions. Contemporary Educational Psychology, 73, 102176. https://doi.org/10.1016/j.cedpsych.2023.102176

Jiang, Y.*, & Zhang, L. (2023). High school students’ expectancy, value, and cost profiles and their relations with engagement and achievement in math and English. Learning and Individual Differences, 101, 102252. https://doi.org/10.1016/j.lindif.2022.102252

Liu, D., Jiang, Y.*, Wu, F., Yang, X., & Huang, R. (2022). Distinct roles of perceived teacher and peer relationships in predicting adolescent student’ academic motivation and outcomes: Father absence as a moderator. Journal of Pacific Rim Psychology, 16, 1–17. https://doi.org/10.1177/18344909221146236

Jiang, Y.* (2022). Developmental trajectory of high school students’ learning motivation and its relation with academic achievement. Journal of East China Normal University (Educational Sciences), 11, 80–91. https://doi.org/10.16382/j.cnki.1000-5560.2022.11.007. 高中生学习动机发展模态及其对学业成绩的影响。华东师范大学学报（教育科学版）

Anderman, E. M., Ma, S., Jiang, Y., & Yang, X.* (2022). The past, present, and future of educational psychology: A discussion with Professor Eric Anderman. Journal of East China Normal University (Educational Sciences), 11, 123–134.https://doi.org/10.16382/j.cnki.1000-5560.2022.11.010.教育心理学的过去、现在和未来：对艾瑞克·安德曼（Eric Anderman）教授的访谈。华东师范大学学报（教育科学版）。

Jiang, Y.*, & Yang, X. (2022). Individual and contextual determinants of students’ learning and performance. Educational Psychology,42(4), 397–400. https://doi.org/10.1080/01443410.2022.2055958

Wu, F., Jiang, Y.*, Liu, D., Konorova, E., & Yang, X. (2022). The role of perceived teacher and peer relationships in adolescent students’ academic motivation and educational outcomes. Educational Psychology,42(4), 439–458. https://doi.org/10.1080/01443410.2022.2042488

Shin, D. D., Kim, S.*, Lee, M., Jiang, Y., & Bong, M. (2022). Role of perceived competence and task interest in learning from negative feedback. Frontiers in Psychology, 13:830462. https://doi.org/10.3389/fpsyg.2022.830462

Jiang, Y.*, & Rosenzweig, E. Q. (2021). Using cost to improve predictions of adolescent students’ future choice intentions, avoidance intentions, and course grades in math and English. Learning and Individual Differences,86, 101978. https://doi.org/10.1016/j.lindif.2021.101978

Jiang, Y.*, Kim, S., & Bong, M. (2020). The role of cost in adolescent students’ maladaptive academic outcomes. Journal of School Psychology, 83, 1–24. doi: 10.1016/j.jsp.2020.08.004

Gaspard, H., Jiang, Y.*, Piesch, H., Nagengast, B., Jia, N., Lee, J., & Bong, M. (2020). Assessing students’ values and costs in three countries: Gender and Grade differences within countries and structural differences across countries. Learning and Individual Differences, 79, 101836.https://doi.org/10.1016/j.lindif.2020.101836.

Liu, T.*, Zhang, X., & Jiang, Y. (2020). Family socioeconomic status and the cognitive competence of very young children from migrant and non-migrant families: The mediating role of parenting self-efficacy and parental involvement. Early Childhood Research Quarterly, 51, 229–241. https://doi.org//10.1016/j.ecresq.2019.12.004

Song, J., & Jiang, Y.* (2019). The distinct roles of proximal and distal utility values in academic behaviors: Future time perspective as a moderator. Frontiers in Psychology, 10:1061. https://doi.org/10.3389/fpsyg.2019.01061

Jiang, Y.*, Rosenzweig, E. Q., & Gaspard, H. (2018). An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement. Contemporary Educational Psychology 54, 139–152.https://doi.org/10.1016/j.cedpsych.2018.06.005

Gaspard, H.*, Wigfield, A, Jiang, Y., Nagengast, B., Trautwein, U., & Marsh, H. W. (2018). Dimensional comparison effects of students’ achievements on their expectancy and value beliefs across multiple domains. Contemporary Educational Psychology.52, 1–14. https://doi.org/10.1016/j.cedpsych.2017.10.003

Jiang, Y.*(2016). Neural mechanisms of motivation. Journal of Bio-Education, 4, 194–202. https://doi.org/10.3969/j.issn.2095-4301.2016.04.005. 动机的神经机制。教育生物学杂志

Woo, Y., Song, J., Jiang, Y., Cho, C., Bong, M., & Kim, S.* (2015). Effects of informative and confirmatory feedback on brain activation during negative feedback processing.Frontiers in Human Neuroscience, 9:378. https://doi.org/10.3389/fnhum.2015.00378

Jiang, Y., Bong, M.*, & Kim, S. (2015). Conformity of Korean adolescents in their perceptions of social relationships and academic motivation. Learning and Individual Differences, 40, 41–54. https://doi.org/10.1016/j.lindif.2015.04.012

Jiang, Y., Kim, S.*, & Bong, M. (2014). Effects of reward contingencies on brain activation during feedback processing.Frontiers in Human Neuroscience, 8:656. https://doi.org/10.3389/fnhum.2014.00656

Jiang, Y., Song, J., Lee, M., & Bong, M.* (2014). Self-efficacy and achievement goals as motivational links between perceived contexts and achievement. Educational Psychology, 34,92–117.https://doi.org/10.1080/01443410.2013.863831

Song, J., Jiang, Y., & Kim, S.*(2013). Comparison of the predictive power of interest and utility value in predicting students’ classroom engagement and achievement in English across grade levels: The moderating role of perceived competence. The Korean Journal of Educational Psychology, 27, 783–805.

全国教育科学规划一般项目：大学生学习成本认知的形成发展机制与干预策略研究（主持，2022-2025）

上海市自然科学基金面上项目：基于多模态数据融合的在线学习认知模型及优化研究（参与，2022-2025）

国家自然科学基金面上项目：内外动机对青少年学习的影响：行为和神经机制研究（参与，2022-2025）

华东师范大学“幸福之花”先导研究基金项目（人文社会科学）：复杂学习情境下核心素养测评范式及其培养机制研究（子课题负责人，2019-2022）

上海市教委项目：上海市小升初入学评价推进研究（主持，2019-2020）

上海市教委项目：上海市小升初入学准备指南研究（主持，2018-2019）

华师大教育学部高峰学科项目：青少年学习成本认知研究（主持，2017-2018）

杰出研究奖，韩国高丽大学（2014，2015）

留学生奖学金，韩国高丽大学（2009 -- 2015）

2016.03-2017.03德国图宾根大学教育科学与心理学核心研究所客座研究员

Educational Psychology期刊顾问编委

韩国教育心理协会高级学习咨询顾问