王青 - 华东师范大学 - 心理与认知科学学院

个人简介

王青博士于2013年获得英国布里斯托大学（University of Bristol）博士学位（PhD），领域为教育心理学，主要研究方向为教练心理学原理及其在教育领域中的应用（探究性学习、基于问题的学习、积极学习心理品质发展、学习者身份认同等）、积极心理学、正念与教育。创建教育教练研究组（Educational Coaching Research Group）。多次在教练心理学以及教育心理学国际前沿大会上做学术报告。为英国心理学学会（BPS）高级会员（Associate Fellow）、执业心理学家(Chartered Psychologist) ；国际教练心理学学会（ISCP）执业教练心理学家(Chartered Coaching Psychologist)、International Advisory Broad成员；《欧洲应用积极心理学杂志》Consulting Editor。教育经历 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 工作经历 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) 荣誉及奖励 2020年本科生课程《积极心理学》获得上海市高校示范性全英语课程称号 Emerald Publishing学术出版机构 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

研究领域

教育心理学、教练心理学、积极心理学、正念、创造力、干预研究、心理学综合研究方法

近期论文

查看导师最新文章（温馨提示：请注意重名现象，建议点开原文通过作者单位确认）

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 《教练心理学：促进学习与成长的艺术》（第二版），上海教育出版社，2023年12月 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. 《教练心理学：促进成长的艺术》，华东师范大学出版社，2017年8月

学术兼职

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