姜怡



相关教师





个人资料
部门： 教育学部
性别： 男
专业技术职务： 副教授
毕业院校： 韩国高丽大学
学位： 博士
学历：
联系电话：
电子邮箱： yjiang@dep.ecnu.edu.cn
办公地址：
通讯地址：
邮编：
传真：


教育经历
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




工作经历
2017-至今 华东师范大学教育学部教育心理学系 副教授
2016-2017 德国图宾根大学教育科学与心理学核心研究所 研究教授
2015-2016 韩国高丽大学大脑动机研究所 研究教授



个人简介
姜怡，现任华东师范大学教育心理学系副主任、副教授、德国图宾根大学大使。2015年获得韩国高丽大学教育心理学博士，曾任韩国高丽大学大脑动机研究所研究教授、德国图宾根大学教育科学与心理学核心研究所研究教授等职。2017年作为人才引进回国，主要研究领域为学习动机、教育神经科学。目前研究聚焦于探析青少年学生回避性动机的形成发展机制及其影响学生学习的行为和脑神经机制，并基于此研发缓解回避性动机不利影响的针对性教育干预。


社会兼职
上海市心理协会教育心理学专业委员会秘书长
德国图宾根大学大使
期刊编委：Educational Psychology, Frontiers in Psychology




研究方向
学习动机
教育神经科学





开授课程
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）




科研项目

2019-至今 华东师范大学“幸福之花”基金先导项目（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
2019-2020 上海市教委项目：上海市小升初入学评价推进研究
2018-2019 上海市教委项目：上海市小升初入学准备指南研究
2017-2018 华师大教育学部高峰学科项目：青少年学习成本认知研究




学术成果
期刊论文

Jiang, Y.*, Kim, S., & Bong, M. (accept). The role of cost in adolescent students’ maladaptive academic outcomes. Journal of School Psychology
Gaspard, H., Jiang, Y.*, Piesch, H., Nagengast, B., Jia, N., Lee, J., & Bong, M. (in press). 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.doi: 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. doi:/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. doi: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. doi: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.doi:10.1016/j.cedpsych.2017.10.003
Jiang, Y.*(2016).Neural mechanisms of motivation. Journal of Bio-Education, 4,194-202.doi: 10.3969/j.issn.2095-4301.2016.04.005
Woo, Y., Song, J., Jiang, Y., Cho, C., Bong, M., & Kim, S. (2015). Effects of informativeand confirmatory feedback on brain activation during negative feedback processing. Frontiersin Human Neuroscience, 9:378. doi:10.3389/fnhum.2015.00378
Jiang, Y., Bong, M., & Kim, S. (2015). Conformityof Korean adolescents in their perceptions of social relationships and academic motivation. Learning and Individual Differences, 40, 41-54. doi: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. doi:10.3389/fnhum.2014.00656
Jiang, Y., Song, J., Lee, M., & Bong, M. (2014). Self-efficacyand achievement goals as motivational links between perceived contexts and achievement. Educational Psychology, 34,92-117. doi:10.1080/**.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.

著作章节

Jiang, Y.(2017). Neuralmechanism of motivation and its educational implications. In J. X. Zhou & K. W. Fischer (Eds.), Educational neuroscience: The evidence-based educational policy-making and practice (pp. 223-232). Beijing: Educational Science Publishing House.
Jiang, Y., Song, J., Lee, M.,& Bong, M. (2016). Self-efficacy and achievement goals as motivational links between perceived contexts and achievement. In J. Lee & L. Stankov (Eds.), Non-cognitive psychological processes andacademic achievement (pp. 92-117). New York, NY: Routledge.
Kim, S., Jiang, Y., & Song, J. (2015). The effects of interest and utility value on Mathematics engagement and achievement. In K. A. Renninger, M. Nieswandt,& S. Hidi (Eds.), Interest in Mathematics and science learning (pp. 63-78). Washington, DC: American Educational Research Association.

学会论文

Jiang, Y.(2020, April).Distinctroles ofdifferenttypes ofcost inpredictingadolescentstudents’academicmotivation andachievement. Poster presented at the annual meeting of the American Educational Research Association,San Francisco, California.
Jiang, Y.,&Rosenzweig, E. Q. (2020, April). Using cost to imporve predictions of adolescent students future choice intentions,avoidanceintentions, andachievement in Math and English. Paper presented at the annual meeting of the American Educational Research Association,San Francisco, California.
Tuominen, H., Gaspard, H.,Jiang, Y., & Niemivirta, M. (2019, August). Subject-specific task value profiles and well-being among students in Germany and Finland. Paper presented at the 18th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Aachen,Germany.
Wu, F. W., Liu, D. Y., Yang, X. D., & Jiang, Y.(2019, April). Perceived relationships at school in predicting adolescents’ motivation and Educational outcomes across different age groups. Poster presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
Liu, D. Y.,Jiang, Y., Yang, X. D., Tao, Y., & Gao, Z. Y. (2019, April). Perceived social relationships in predicting adolescents’ academic motivation and outcomes: Father absence as a moderator. Paper presented at the annual meeting of the American Educational Research Association, Toronto,Canada.
Jiang, Y., Hanna Gaspard, Heide Knei?ler, Benjamin Nagengast, Jeesoo Lee, & Mimi Bong. (2018, April). Exploring the cross cultural validity of a value/cost scale in three countries. In E. Ruzek (Organizer & Chair), Understanding and measuring achievement motivation in diverse contexts using practical measures: Expectancies, values, and costs. Symposium conducted at the annual meeting of the American Educational Research Association, New York, NY.
Jiang, Y., Rosenzweig, E. Q., & Gaspard,H. (2017, April). An expectancy-value-cost approach in predicting adolescentstudents’ academic motivation and achievement. Paper presented at the annualmeeting of the American Educational Research Association, San Antonio, Texas.
Jiang, Y., Lee, S. K., Lee, J., & Kim, S. (2017, April). Neural basis of the resource replenishment function of interest. Paper presented at the annual meeting of the AmericanEducational Research Association,San Antonio, Texas.
Jiang, Y., Kim, S., & Bong, M. (2016, April). Role of perceived cost in students’ academic motivation and achievement. In M. Bong (Organizer & Chair), Extending the expectancy-value model: Definitions and functions of cost in students’ choice, engagement, and performance. Symposium conducted at the annual meeting of the American Educational Research Association, Washington, DC.
Jiang, Y., Kim, S., & Bong, M. (2016, April). Measuring cost in the learning context: Scale development and initial validation. Poster presented at theannual meeting of the American Educational Research Association, Washington, DC.
Jiang, Y., Lee, S. Y., Ahn, H. S., Lee, S. K., Bong, M., & Reeve, J. (2015, April). Parents and teachers as distinguishable social agents in determining students’ academicmotivation, engagement, and achievement. Paper presented at the annual meeting of theAmerican Educational Research Association, Chicago, Illinois.
Lee,J., Jiang, Y., & Bong, M. (2015, April). The role of different characteristicsof teaching in predicting students’ achievement goals and academic functioning. Paper presented at theannual meeting of the American Educational Research Association, Chicago, Illinois.
Jiang, Y., Lee, S. Y., Ahn, H. S.,Lee, S. K., Bong, M., & Reeve, J.(2014, June). Different roles ofperceived parental and teacher relationships in predicting students’ academicmotivation, engagement, and achievement. Poster presented at the annual meeting of the Korean Educational Research Association, Seoul, Korea.
Song,J., Jiang, Y., & Kim, S.(2014, June). The relative predictive power of interest and utility value onstudents’ science class engagement and achievement across elementary, middle,and high schools: A cross sectional analysis. Poster presented at the annualmeeting of the Korean Educational ResearchAssociation, Seoul, Korea.
Jiang, Y., Song, J., & Kim, S. (2013, January). The predictive power ofinterest and utility value on students’ engagement and achievement in mathematics. Paper presented at the 1st quarterly meeting of the Korean Educational Psychology Association, Jeonju, Korea.
Jiang, Y., Hwang, A., Bong, M., & Kim, S. (2012, April). Examining different roles of situational and individual interest in an integrated model. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada.
Jiang, Y., & Kim, S. (2012,June). Effects of different types of reward contingency on brain activation during feedback processing. Poster session presented at the Korean Society for Cognitive Science, Seoul, Korea.
Woo, Y., Song, J., Jiang, Y., Cho, C., Bong, M., & Kim, S. (2012, June). The effects of different types of negative feedback on emotion regulation. Poster session presented at theKorean Society for Cognitive Science, Seoul, Korea.
Song, J., Jiang, Y., & Kim, S. (2012, December). Moderating effect of perceived competence on the relationships among interest, value, engagement, and academic achievement in English across grade levels. Paper presented at the 4th National Assessment of Educational Achievement Data Symposium, Seoul, Korea.
Jiang, Y., Hwang, A., Cho, C., & Bong, M. (2010, May). Conformity as a predictor of achievement goals and affect with parental academic pressure and social support as mediators. Poster session presented at the annual meeting of the American Educational Research Association, Denver, Colorado.
Jiang, Y., Lim, S., Ryu, T., & Kim, S. (2010, June). Effects of different types of reward contingency onbrain activation during feedback processing. Poster session presented at the Organizationfor Human Brain Mapping’s 16th Annual Meeting, Barcelona, Spain.
Song, J., Woo, Y., Cho, C., Jiang,Y., Bong, M & Kim, S. (2010, June). Does negative feedback induce harmful emotions? Effects of informative feedback on emotion regulation. Poster session presented at the Organization for Human Brain Mapping’s 16th Annual Meeting, Barcelona, Spain.
Chung, Y., Jeon, H., Lee, M., Jiang,Y., Lee, K., Cho, E., Kim, S., & Bong, M. (2009, April). Conformity and self-construal as predictors of perceived social relationships, motivation,and achievement. Paper discussion session presented atthe annual meeting of the American Educational Research Association, San Diego, CA.
Lee, M., Jeon, H., Yeon, E.,Jiang,Y., Song, J., Lee, K., Kim, S., & Bong, M. (2008, October). The mediate effect of achievement goal and social relationships between text anxiety and academic achievement. Paper presented at the annual meeting of the Korea Education Longitudinal Study 2005, Seoul, Korea.










荣誉及奖励