主要科研项目

国家自然科学基金青年项目，社会流动信念对农村青少年求学意愿的影响机制及干预研究，主持

北京市教育科学规划青年项目，研究生教育中导师反馈效用、机制与边界条件研究，主持

北京市社会科学规划基金重点项目，青年志愿者社会动员的服务学习路径研究，参与

主要科研成果

Xing, H., Zhang, Y., Yao, M., Zhu, W., & Liu, H.* (2024). How perceived parenting qualities link to the reciprocal relationship between adolescents’ self-concept and life satisfaction. Journal of Social and Personal Relationships, 41(11), 3480-3502

Wu, X., Liu, H.*, Xiao, L., Yao, M.* (2024). Reciprocal Relationship Between Learning Interest and Learning Persistence: Roles of Strategies for Self-Regulated Learning Behaviors and Academic Performance. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-024-01994-9

Xing, H., Yao, M., & Liu, H.* (2024). Transition of academic motivation profiles and its relationship with academic outcomes, perceived parenting, and self-regulated emotion strategies. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2024.102460

Xiao, L., Yao, M., & Liu, H.* (2024). Beliefs about the universality of meaning in life enhance psychological and academic adjustment among university students: The role of meaning in life and stress mindset. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2024.107460

Xiao, L., Yao, M., & Liu, H.* (2024). Perceived Social Mobility and Smartphone Dependence in University Students: The Roles of Hope and Family Socioeconomic Status. Psychology Research and Behavior Management. https://doi.org/10.2147/PRBM.S455939

Liu, H., Liu, Y., & Yao, M. (2024). The Role of Social Comparison in Academic Development and Subjective Well‐Being Among Chinese Adolescents: From Variable‐ and Person‐Centered Perspectives. School Mental Health. https://doi.org/10.1007/s12310-024-09675-5

Zheng, S., Liu, H*., & Yao, M. * (2023). Linking Young Teachers’ Self-Efficacy and Responsibility with Their Well-Being: The Mediating Role of Teaching Emotions. Current Psychology, 42, 22551-22563. https://doi.org/10.1007/s12144-022-03342-1

Xing, H., Yao, M.*, Zhu, W., Li, J., & Liu, H.* (2022). The role of perceived parent social comparisons in adolescent academic social comparison, self-efficacy, and self-handicapping: a person-centered approach. Current Psychology. https://doi.org/10.1007/s12144-022-02850-4

王嘉莹，姚梅林，刘红瑞*.(2022). 成就目标与教师效能感、焦虑、工作投入的关系：基于变量中心和个体中心的视角. 心理与行为研究, 20(1), 122-129.

Li, J., Zhang, N., Yao, M., Xing, H., & Liu, H.*(2021). Academic Social Comparison and Depression in Chinese Adolescents: The Mediating Role of Basic Psychological Needs Satisfaction. School Mental Health. https://doi.org/10.1007/s12310-021-09436-8

Li, J., Yao, M., Liu, H.*, & Zhang, L. (2021). Influence of personality on work engagement and job satisfaction among young teachers: mediating role of teaching style. Current Psychology. https://doi.org/10.1007/s12144-021-01565-2

Li, R.，Liu, H., Chen, Y., & Yao, M. (2021). Why teachers want to leave? The roles of achievement goals, burnout and perceived school context. Learning and Individual Differences, 89(3), 102032. https://doi.org/10.1016/j.lindif.2021.102032

Liu, H., Yao, M., & Li, J. (2020). Chinese adolescents’ achievement goal profiles and their relation to academic burnout, learning engagement, and test anxiety. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2020.101945

Liu, H., Yao, M., Li, J., & Li, R. (2020). Multiple mediators in the relationship between perceived teacher autonomy support and student engagement in math and literacy learning. Educational Psychology. https://doi.org/10.1080/01443410.2020.1837346

Liu, H., Yao, M., Li, R., & Zhang, L. (2020). The relationship between regulatory focus and learning engagement among Chinese adolescents. Educational Psychology, 40 (40), 430-447.

Li, R., Yao, M., Liu, H., & Chen, Y. (2020). Chinese parental involvement and adolescent learning motivation and subjective well-being: More is not always better. Journal of Happiness Studies, 21, 2527–2555.

Liu, H., & Yao, M. (2019). Regulatory focus profiles among Chinese pre-adolescents and adolescents and their relationship to personality and psychological outcomes. Journal of Happiness Studies, 20, 1807–1824.

Li, R.#, Liu, H.#(Co-first author), Yao, M., & Chen, Y. (2019). Regulatory Focus and Subjective Well-Being: The Mediating Role of Coping Styles and the Moderating Role of Gender. The Journal of Psychology, 153(7), 714-731.

Li, R., Liu, H., Chen, Y, & Yao, M. (2019). Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience. Current Psychology. https://doi.org/10.1007/s12144-019-00575-5

Li, R., Liu, H., Chen, Y, & Yao, M. (2019). Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience. Current Psychology. https://doi.org/10.1007/s12144-019-00575-5