個(gè)人(rén)資料
教育經曆June 2013 - University of Bristol, PhD, Educational Psychology, UK, January 2009 - University of Bristol, MEd, Educational Psychology (wIth Distinction), UK July 2007 - Shanghai International Studies University, BA, English Education, China 工作經曆Associate Professor in Educational and Coaching Psychology, East China Normal University (Jan. 2018 – Present) Visiting Assistant Professor, Neag School of Education, University of Connecticut (Jan. – Sept. 2019) Assistant Professor in Educational Psychology, East China Normal University (Dec. 2013 – Dec. 2017) 個(gè)人(rén)簡介王青博士于2013年獲得(de)英國布裏斯托大(dà)學（University of Bristol）博士學位（PhD），領域爲教育心理(lǐ)學，主要研究方向爲教練心理(lǐ)學原理(lǐ)及其在教育領域中的(de)應用(yòng)（探究性學習(xí)、基于問題的(de)學習(xí)、積極學習(xí)心理(lǐ)品質發展、學習(xí)者身份認同等）、積極心理(lǐ)學、正念與教育。創建教育教練研究組（Educational Coaching Research Group）。多(duō)次在教練心理(lǐ)學以及教育心理(lǐ)學國際前沿大(dà)會上做(zuò)學術報告。爲英國心理(lǐ)學學會（BPS）高(gāo)級會員(yuán)（Associate Fellow）、執業心理(lǐ)學家(Chartered Psychologist) ；國際教練心理(lǐ)學學會（ISCP）執業教練心理(lǐ)學家(Chartered Coaching Psychologist)、International Advisory Broad成員(yuán)；《歐洲應用(yòng)積極心理(lǐ)學雜(zá)志》Consulting Editor。 Dr. Qing Wang focuses her academic research and practice on coaching psychology in the field of education, including theoretical development, model construction and implementation with educators, teachers and students in various learning settings. Her recent research interests involve developing positive learning dispositions (e.g., mindful agency, creativity, authenticity, resilience, etc.) through positive psychology, narrative and mindfulness-based approaches. She is also a Chartered Psychologist with British Psychological Society and a Chartered Coaching Psychologist. Her professional practice of coaching/counselling/consultation facilitates personal growth and development. 社會兼職Fellow, International Society for Coaching Psychology Associate Fellow & Chartered Psychologist, British Psychological Society Chartered Member, Division of Coaching Psychology, British Psychological Society Professional Member, International Association of Applied Psychology Chartered Member, Chinese Society of Psychology Chartered Member & Co-Founder, Positive Psychology Division of Shanghai Society of Psychological Science 研究方向主要研究領域：教育心理(lǐ)學、教練心理(lǐ)學、積極心理(lǐ)學、正念、創造力、幹預研究、心理(lǐ)學綜合研究方法 研究生招生方向：創造力與學習(xí)、教育教練（學習(xí)心理(lǐ)品質、心理(lǐ)健康）、正念 Educational Psychology; Coaching Psychology; Positive Psychology; Mindfulness; Creativity; Intervention Studies; Mixed-Methods and Qualitative Methodologies in Psychological Research. Specifically: Psychological theories of coaching (e.g., cognitive behavioral, solution-focused, motivational interviewing, positive psychology, narrative, and mindfulness approaches) Coaching for “learning how to learn” in schools and organizations (e.g., mindful agency, creativity, meta-cognition) Coaching for increasing psychological well-being and fostering character strengths in schools and organizations (e.g., resilience, flow, grit, work-life balance, authenticity) Mindful leadership and authentic leadership coaching Mixed methods (using statistical, observational, interview, and pictorial data simultaneously or sequentially) in psychological studies Qualitative research methodologies (e.g., grounded theory, interpretative phenomenological analysis, action research) in psychological studies Design coaching models and using interventional design in the evaluation of coaching effectiveness 招生與培養學術型以及應用(yòng)型研究生招生方向： 1. 創造力與創新教育 2. 積極心理(lǐ)學理(lǐ)論與應用(yòng) 3. 教練心理(lǐ)學與教練實踐（工業組織、教育、臨床與咨詢） 4. 個(gè)體正念與人(rén)際正念理(lǐ)論與應用(yòng) 開授課程Undergraduate Courses Positive Psychology (Taught in English in China) Educational Psychology (Taught in English in the US and in China) Survey Methods in Psychology (Bilingual) Research and Practice in Psychology (Bilingual) Public Psychology (Bilingual) Introduction to Psychology (Bilingual) Graduate Courses Theories of Cognition, Learning, and Instruction (Taught in English in the US) Coaching Psychology and Intervention Studies in Educational Coaching (Taught in English in China) Qualitative Methodologies in Psychological Research (Bilingual) Advanced Research Methodologies in Psychology (Bilingual) Current Directions in Developmental and Educational Psychology (Bilingual) 科研項目2014年上海市浦江人(rén)才計劃 2014年教育部人(rén)文社科青年項目 2015年上海市晨光(guāng)人(rén)才計劃 2015年教育部留學歸國人(rén)員(yuán)科研基金 2015、2018、2020年華東師範大(dà)學海外發文項目 2018年教育學部高(gāo)峰項目 2019、2020、2021年上海市立德樹人(rén)項目（心理(lǐ)學基地）子課題 學術成果Journal Articles Wang, Q.*, Xu, Z., Tao, J., & Ma, X. (2024). The effects of teacher immediacy and autonomy support on secondary students' approaches to learning. Educational Psychology, 44(1), 78-95. Zhang, Y., Wang, Q.*, & Zhang, Y. (2024). The impace of mindful communication on cooperative orientation: A cross-sectional survey and an RCT study. Mindfulness, 15, 100-119. Wang, Q.*, Zhang, Y., Zhang, Y., & Chen, T. (2023). The impace of mindful learning on subjective and psychological well-being in postgraduate students. Behavioral Sciences, 2023, 13(2), 1009, https://doi.org/10.3390/bs13121009. Zhu, Q., Wang, Q.*, & Yang, S. (2023). Does Mindfulness Matter in the Development of Character Strengths? A RCT Study Comparing Mindfulness-Based Strengths Practice and Character Strengths-Based Intervention. The Journal of Positive Psychology, online, https://doi.org/10.1080/17439760.2023.2257678. Wang, Q.*, Xu, Z., Tao, J., & Brown, S. (2023). Cross-cultural investigation of the impact of USA and Chinese teachers' classroom-coaching behaviours on undergraduate students' learning. International Coaching Psychology Review, 18(2), 70-95. Zhang, Y., Wang, Q.*, Zhang, Y., Xu, C., & Xu, Z. (2023). Protean Career Orientation and Proactive Career Behaviors During School-to-Work Transition: Mechanism Exploration and Coaching Intervention. Journal of Career Development, 50(3), 547-562. Wang, Q.* & Palmer, S. (2023). Educational coaching: How coaching and coaching psychology can be applied in education? Coaching Psychology International, 16, Article 8. Passmore, J., Day, C. & Wang, Q. (2023). Hands up for homework: Exploring inter-sessional activities in coaching, Journal of Work Applied Management, online, doi: 10.1108/JWAM-04-2023-0026. Xu, C. & Wang, Q.* (2022). The relationship of creative coping and college students' achievement emotions and academic stress: The mediating role of psychological capital. Journal of Intelligence, 10(4), 126. doi: 10.3390/jintelligence10040126. Zhao, Y., Waugh, C. E., Kammrath, L., & Wang, Q.* (2022).Comparing the affective and social effects of positive reappraisal and minimising reappraisal. Cognition and Emotion, 36(3), 433-451. Wang, Q., Lai, Y., Xu, X., & McDowall, A. (2022). The effectiveness of workplace coaching: A meta-analysis of contemporary psychologically informed coaching approaches. Journal of Work-Applied Management, 14(1), 77-101. Wang, Q. (2021). How does mindfulness-informed educational coaching help? A mixed-method participatory action research study. International Journal of Coaching Psychology,2(5), 1-28. Wang, Q. (2021). Educational coaching: The application of coaching science to enhance student learning, performance and growth at schools. International Journal of Coaching Psychology, 2(4),1-6. Wang, Q., & Lu, Y. (2020). Coaching college students in the development of positive learning dispositions: A randomized control trial embedded mixed-methods study. Psychology in the Schools, 57(9), 1417-1438. Pang, W., Lu Y., Long, H., Wang, Q., & Lin, L. (2020). Three-generational families: Are they beneficial to Chinese children’s creativity? Thinking Skills and Creativity, 35, March 2020, Article No. 100623. Peng, Y., & Wang, Q.* (2019). The impact of mindful agency coaching and motivational interviewing on the development of positive learning dispositions in undergraduate students: A quasi-experimental intervention study. Journal of Educational and Psychological Consultation, 30(1), 63-89. Zhao, Y., Wang, Q.*, & Wang, J. (2019). Valuing happiness predicts higher well-being: The moderating role of acceptance. PsyCh Journal, 9(1), 132-143. Wang, Q., Wang, R., He, Y., Qiao, M., Wang, X., & Pang, W. (2019). The development of coaching psychology: Theory, research, and practice. Applied Psychology, 25(2), 99-108. (In Chinese). Wang, L., Long, H., Plucker, J. A., Wang, Q., Xu, X., & Pang, W. (2018). High schizotypal individuals are more creative? The mediation role of overinclusive thinking and cognitive inhibition. Frontiers in Psychology, 21 September 2018, Article No. 01766. Wang, Q., Law, H., Li, Y., Xu, Z., & Pang, W. (2017). Awareness and awakening: A narrative-oriented inquiry of undergraduate students’ development of mindful agency in China. Frontiers in Psychology, 21 November 2017, Article No. 02036. Wang, Q., & Peng, Y. (2017). The psychometric development of Mindful Agency Scale of college students. Journal of East China Normal University (Educational Sciences), 5, 2017, 146-154. (In Chinese). Wang, L., Xu, X., Wang, Q., Healey, G., Su, L., & Pang, W. (2017). Are individuals with schizophrenia or schizotypy more creative? Evidence from multiple tests of creative potential. Creativity Research Journal, 29(2), 145-156. Hao, N., Xue, H., Yuan, H., Wang, Q., & Runco, M. A. (2017). Enhancing creativity: Proper body posture meets proper emotion. Acta Psychologica, 173, 32-40. Wang, Q., Li, H., Pang, W., Shuo, L., & Su, Y. (2016). Developing an integrated framework of problem-based learning and coaching psychology for medical education: A participatory research. BMC Medical Education, 16, Article No. 2. Wang, Q., Li, H., & Pang, W. (2016). From PBL tutoring to PBL coaching in undergraduate medical education: An interpretative phenomenological analysis study. Medical Education Online, 21(1), Article No. 31973. Wang, Q. (2016). Art-based narrative interviewing as a dual methodological process: A participatory research method and an approach to coaching in secondary education. International Coaching Psychology Review, 11(1), 39-56. Hao, N., Yuan, H., Cheng, R., Wang, Q., & Runco, M. A. (2015). Interaction effect of response medium and working memory capacity on creative idea generation. Frontiers in Psychology, 13 October 2015, Article No. 01582. Wang, Q., & Millward, I. (2014). Developing a unified psychological model of coaching and mentoring in supporting the learning and development of adolescents. International Journal of Evidenced-Based Coaching and Mentoring, 12(2), 91-108. Wang, Q. (2013). Towards a systems model of Coaching for Learning: Empirical lessons from the secondary classroom context. International Coaching Psychology Review, 8(1), 35-53. Wang, Q. (2013). Structure and characteristics of effective coaching practice. The Coaching Psychologist, 9(1), 7-17. Wang, Q. (2012). Coaching for learning: Exploring coaching psychology in enquiry-based learning and development of learning power in secondary education. Procedia – Social and Behavioral Sciences, 69, 177-186. Books/Book Chapters 《教練心理(lǐ)學：促進學習(xí)與成長(cháng)的(de)藝術》（第二版），上海教育出版社，2023年12月(yuè) Wang, Q. (2019). Coaching Supervision in the Cross-Cultural Context: Lessons from International Schools in China. Invited chapter for The Heart of Coaching Supervision: Working with Reflection and Self-Care. Editors: Eve Turner and Stephen Palmer. London & New York: Routledge. Wang, Q. (2018). Coaching Psychology for Learning: Facilitating Growth in Education. London & New York: Routledge. 《教練心理(lǐ)學：促進成長(cháng)的(de)藝術》，華東師範大(dà)學出版社，2017年8月(yuè) 榮譽及獎勵2020年本科生課程《積極心理(lǐ)學》獲得(de)上海市高(gāo)校示範性全英語課程稱号 Emerald Publishing學術出版機構 Literati Awards 2020 Coaching Research Paper of the Year by The Henley Centre for Coaching - The effectiveness of workplace coaching: a meta-analysis of contemporary psychologically informed coaching approaches. |
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王青 |