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甄瑞

副研究员,硕士生导师

E-mailzhenrui@hznu.edu.cnzhenrui1206@126.com

研究方向:中小学生学习心理,青少年心理健康

个人履历

2018年6月---至今 杭州师范大学心理科学研究院 副研究员

2015年9月---2018年6月 北京师范大学心理学部 教育学博士

2012年9月---2015年6月 安徽师范大学教育科学学院 理学硕士

2006年9月---2010年6月 安徽师范大学生命科学学院 理学学士

科学研究

主要论文:

1. Zhen, R., Li, L., Liu, X., & Zhou, X. (2020). Negative life events, depression, and mobile phone dependency among left-behind adolescents in rural China: An interpersonal perspective. Children and Youth Services Review, 109, 104688.

2. Hong, W., Zhen, R#., Liu, R., Wang, M. T., Ding, Y., & Wang, J. (2020). The longitudinal linkages among Chinese children’s behavioural, cognitive, and emotional engagement within a mathematics context. Educational Psychology. doi: 10.1080/01443410.2020.1719981 (#Share the first authorship)

3.甄瑞,周宵. (2020, 已接受). 新型冠状病毒肺炎疫情下普通民众焦虑的影响因素研究.应用心理学.

4. Zhen, R., Liu, R. D, Wang, M. T., Ding, Y., Jiang, R., Fu, X., et al. (2019). Trajectory patterns of academic engagement among elementary school students: The implicit theory of intelligence and academic self-efficacy matters. British Journal of Educational Psychology. doi:10.1111/bjep.12320

5. Zhen, R., Wu, X., & Zhou, X. (2019). Longitudinal development of adolescent academic engagement following the Wenchuan earthquake: Domain-specific trajectories. School Psychology International. http://doi.org/10.1177/0143034319884615

6. Zhen, R., Liu, R., Ding, Y., Jiang, R., Jiang, S., & Hong, W. (2019). Gratitude and math engagement among primary students: Examining a multiple mediating model. Current Psychology. doi: 10.1007/s12144-019-00202-3

7. Zhen, R., Liu, R.-D., Hong, W., & Zhou, X. (2019). How do Interpersonal Relationships Relieve Adolescents’ Problematic Mobile Phone Use? The Roles of Loneliness and Motivation to Use Mobile Phones. International Journal of Environmental Research and Public Health, 16(13). doi:10.3390/ijerph16132286

8. Zhen, R., Zhou, X., & Wu, X. (2019). Patterns of posttraumatic stress disorder and depression among adolescents following an earthquake: A latent profile analysis. Child Indicators Research, 1-15. doi: 10.1007/s12187-019-09634-6

9. Liu, R., Zhen, R*., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2018). Teacher support and math engagement: Roles of academic self-efficacy and positive emotions. Educational Psychology, 38, 1-14. (*corresponding author)

10. Zhen, R., Liu, R., Ding, Y., Liu, Y., Wang, J., & Xu, L. (2018). The moderating role of intrinsic value in the relation between psychological needs support and academic engagement in mathematics among Chinese adolescent students. International Journal of Psychology, 53, 313-320.

11. Zhen, R., Quan, L., & Zhou, X. (2018). How does social support relieve depression among flood victims? The contribution of feelings of safety, self-disclosure, and negative cognition. Journal of Affective Disorders, 229,186-192.

12. Zhen, R., Quan, L., & Zhou, X. (2018). Fear, negative cognition, and depression mediate the relationship between traumatic exposure and sleep problems among flood victims in China. Psychological Trauma: Theory, Research, Practice, and Policy, 10, 602-609.

13. Zhen, R., Liu, R., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210-216.

14. Zhou, X., Zhen, R., & Wu, X. (2018). Trajectories of problematic internet use among adolescents over time since Wenchuan earthquake. Computers in Human Behavior. doi: 10.1016/j.chb.2018.02.030

15. Quan, L., Zhen, R., Yao, B., Zhou, X., & Yu, D. (2017). The roles of trait resilience, perceived severity of disaster, and rumination in the relationship between rainstorm-related experiences and PTSD among Chinese adolescents following rainstorm disasters. Archives of Psychiatric Nursing, 31, 507-515.

16. Hong, W., Liu, R., Oei, T., Zhen, R., Jiang, S., Sheng, X. (2019). The mediating and moderating roles of social anxiety and relatedness needs satisfaction on the relationship between shyness and problematic mobile phone use among adolescents. Computers in Human Behavior, 93, 301-308.

17. Hong, W., Liu, R.-D., Ding, Y., Sheng, X., & Zhen, R. (2020). Mobile phone addiction and cognitive failures in daily life: The mediating roles of sleep duration and quality and the moderating role of trait self-regulation. Addictive Behaviors, 107, 106383. doi:https://doi.org/10.1016/j.addbeh.2020.106383

18. Hong, W., Liu, R. D., Ding, Y., Oei, T. P., Zhen, R., & Jiang, S. (2019). Parents’ phubbing and problematic mobile phone use: The roles of the parent-child relationship and children’s self-esteem. Cyberpsychology Behavior and Social Networking, 22(12), 779-786. doi:10.1089/cyber.2019.0179

19. Liu, Y., Liu, R.-D., Star, J., Wang, J., Zhen, R., & Tong, H. (2019). The effect of perceptual fluency on overcoming the interference of the More A–More B intuitive rule among primary school students. Journal of Educational Psychology. doi:10.1037/edu0000403

20. Wang, J., Liu, R., Star, J. R., Liu, Y., & Zhen, R. (2019). The moderating effect of regulatory focus in the relationship between potential flexibility and practical flexibility. Contemporary Educational Psychology, 56, 218–227.

21. 洪伟, 刘儒德, 郭明佳, 甄瑞, 蒋舒阳, 金芳凯. (2019). 自我感知的外表吸引力与自拍发布行为的关系:一个有调节的中介模型. 心理科学, 42(1), 90-96.

22. 蒋舒阳, 刘儒德, 甄瑞, 洪伟, 金芳凯. (2019). 高中生数学能力实体观对数学学习投入的影响:学业自我效能感和消极学业情绪的中介作用. 心理发展与教育, 35, 48-56.

科研项目:

1. 受欺凌经历对青少年创伤后应激障碍的影响:行为与生理机制研究(LQ20C090006),

省自然科学基金/探索项目Q,2020.01-2022.12,主持

2. 青少年创伤后应激障碍与成长的关系及影响因素研究(Y201840094),浙江省教育厅一般项目,2018.09-2020.08,主持

3. 青少年数学学习投入的影响机制研究(18JYXK016)杭州师范大学教育学院省优势学科培育项目,2018.12-2021.11,主持

学术兼职

Learning and Individual Differences, British Journal of Educational Psychology等期刊审稿人


【来源: 日期:2018-09-10 16:07:24 点击:1687

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