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Chen, H., Zhao, Y., Wu, X.*, Sun, P., Feng, J., Xie, R., & Wang, H. (2022). Effects of phonological awareness and morphological awareness on blind students' reading comprehension. British Journal of Psychology. DOI: 10.1111/bjop.12630
Xie, R., Xia, Y., Wu, X.*, Zhao,Y., Chen, H., Sun, P., & Feng, J. (2023). Role of compounding awareness in vocabulary knowledge among Chinese children with blindness and sightedness. Research in Developmental Disabilities. https://doi.org/10.1016/j.ridd.2023.104469
Xia,Y., Xie, R.*, Wu, X.*, Zhao, Y., Sun, P., & Chen, H. (2023). The role of phonological awareness, morphological awareness, rapid automatized naming in the braille reading comprehension of Chinese blind children. Learning and Individual Differences. DOI:10.1016/j.lindif.2023.102272
Wang, Z., Xie, R.*, Wu, X.,* Xia, Y., Yu, Y., Nguyen, T., & Cheng, Z. (2023). Unpacking the relation between morphological awareness and reading comprehension in Chinese children. British Journal of Educational Psychology. DOI: 10.1111/bjep.12591
Liu, A., Xu, B., Liu, M., Wang, W., & Wu, X.* (2023).The reciprocal relations between self-compassion and depression among adolescents after the Jiuzhaigou earthquake: A three-wave cross-lagged study. Journal of Clinical Psychology. DOI: 10.1002/jclp.23501
Liu, A., Xu, B., Liu, M., Wang, W., & Wu, X.* (2023).The reciprocal relations among self-compassion, posttraumatic stress disorder, and posttraumatic growth among adolescents after the Jiuzhaigou earthquake: A three-wave cross-lagged study. Journal of Mental Health
Liu, A., Wang, W., Wu, X.* & Xu, B. (2023).Exploring the relationship between adolescents’ self-compassion and non-suicidal self-injury after earthquake: Gender differences in the mediating roles of gratitude and posttraumatic growth. Psychological Trauma: Theory, Research, Practice, and Policy. DOI: 10.1037/tra0001423
Yang, X., Huang, J., Wu, X., & Zhou, X*. (2023). Internalizing and externalizing problems in adolescents following an earthquake: Co-development and temporal association. Journal of Counseling Psychology. DOI: 10.1037/cou0000656
Wang, X., Liu, S. Wu, X.*, Ren, Y. & Zou, S. (2023). Parental work-family conflict, educational involvement, and adolescent academic engagement during COVID-19: An investigation of developmental differences. Family Relations. DOI: 10.1111/fare.12852
Ren, Y., Zou, S., & Wu, X.* (2023). The integral contributions of parental involvement and parenting style to adolescent adjustments: A regression mixture analysis. Current Psychology. DOI : 10.1007/s12144-023-04364-z
周怡彤, 谢瑞波*, 伍新春*, 阮氏芳, 夏月, 喻艳玲, 王振梁. (2023). 小学低年级儿童语音意识和语素意识对阅读理解的影响：阅读流畅性的中介作用. 心理学报, 55(6), 930-940.
喻艳玲, 谢瑞波*, 伍新春*, 夏月, 王振梁, 阮世芳. (2023). 小学低年级儿童元语言意识对阅读流畅性的影响：汉字识别和词汇知识的中介作用 . 心理学报
冯瑶, 李宜逊, 马嘉琪, 沈岚岚, 伍新春, 程亚华*. (2023). 小学儿童口语词汇知识的发展轨迹及其对阅读能力的预测：一项潜变量增长模型. 心理学报
李瑞英, 李利平*, 伍新春. (2023). 语素意识、构词意识对儿童成语理解的影响：追踪研究的证据. 心理科学
王佳雯, 沈岚岚, 李宜逊, 宋学玲, 伍新春, 李虹, 陈文, 程亚华*. (2023). 小学低年级儿童部件知识对三年级汉字识别和阅读理解的预测. 心理发展与教育
王淏澜, 陈红君, 伍新春*, 赵英, 孙鹏. (2023). 阅读模式对汉语儿童阅读理解的影响：年龄和阅读流畅性的作用. 心理发展与教育, 39(3), 369-378.
刘思含, 伍新春*, 王歆逸, 应洁峰. (2023). 父母教养压力对教养投入的影响：配偶协同教养行为的调节作用. 心理科学
刘思含, 王歆逸, 伍新春*. (2023). 父母教养方式的潜在类别及其与青少年学习投入和焦虑症状的关系. 心理发展与教育, 39(5),673-682.
邹盛奇, 伍新春*. (2023). 父母冲突特征与青少年同伴依恋的关系：亲子依恋的中介作用及性别差异. 心理发展与教育
王歆逸, 刘思含, 伍新春*. (2023). 父母过度教养和亲子冲突与青少年抑郁的关系及发展性差异. 应用心理学, 29(1),71-79.
侯芬, 伍新春*. (2023).父亲与母亲教养投入对青少年情绪和行为适应的影响差异：亲子依恋的中介作用. 心理学探新
Wang, Z., Xie, R.*, Xia,Y., Nguyen,T., & Wu, X.* (2022). A golden Triangle? Reciprocal effects among morphological awareness, vocabulary knowledge, and reading comprehension in Chinese children. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2022.102089
Xia, Y., Xie, R.* , Wu, X.*, Nguyen,T., & Wang, Z. (2022). Cross-lagged relationships between vocabulary knowledge and morphological awareness among Chinese children: A longitudinal study from grade 1 to grade 3. Reading and Writing. https://doi.org/10.1007/s11145-022-10364-5
Xie, R., Fang, Y., Wu, X.* , & Nguyen,T. (2022). Bidirectional longitudinal relationship between Chinese children's compounding awareness and idiom comprehension among from grades 3 to 5. Reading and Writing. DOI:10.1007/s11145-022-10316-z
Nguyen, T., Li, H., Feng, J., & Wu, X.* (2022). Component awareness facilitates Chinese character recognition in nonnative Chinese speakers: Analysis of the multiple mediation effect. Reading and Writing. DOI : 10.1007/s11145-022-10353-8
Sun, P., Zhao,Y ., Chen, H., & Wu, X.* (2022). Contribution of linguistic skills to word reading in DHH students. Journal of Deaf Studies and Deaf Education. https://doi.org/10.1093/deafed/enac003
Zhao, Y., & Wu, X. (2022). Predicting deaf students’ reading fluency: Differential roles of character recognition, expressive vocabulary, and syntactic awareness. American Annals of the Deaf, 166(5), 663-680
Wang, W., Li, N., Wu, X.*, & Lan, X. (2022). Longitudinal relationships between guilt and suicide risk among adolescents in a postdisaster context: Mediating roles of rumination and posttraumatic stress disorder. Suicide and Life-Threatening Behavior. 52, 773-781. https://doi.org/10.1111/sltb.12861
Zhang, D., Liu, S., Wu, X.,* &Tian, Y. (2022). Network analysis of cognitive emotion regulation strategies and depressive symptoms in young adults after recent stressful events: The moderation of childhood maltreatment. Journal of Affective Disorders, 301, 107-116. https://doi.org/10.1016/j.jad.2022.01.044
Sun, R., Yang, X., Wu, X., & Zhou, X*. (2022). Sometimes less is more: Switching influence of social support on posttraumatic growth over time after a natural disaste. Journal of Youth and Adolescence. http://dx.doi.org/10.1007/s10964-022-01668-4
Zhou, X., Zhen, R.,& Wu, X.* (2022). Shared and unique mechanisms underlying the association of trauma exposure with posttraumatic stress symptoms and growth among adolescents following the Jiuzhaigou earthquake. Psychological Trauma: Theory, Research,Practice, and Policy,14(6), 1047-1056. http://dx.doi.org/10.1037/tra0000526
Liu, S., Zhang, D., Wang, X., Ying, J., & Wu, X.* (2022). A network approach to understanding parenting: Linking coparenting, parenting styles, and parental involvement in rearing adolescents in different age groups. Developmental Psychology. http://dx.doi.org/10.1037/dev0001470
Liu, S., Xu, B., Zhang, D.,Tian, Y., & Wu, X.* (2022). Core symptoms and symptom relationships of problematic Internet use across early, middle, and late adolescence: A network analysis. Computers in Human Behavior, 128, 1-11. https://doi.org/10.1016/j.chb.2021.107090
Liu, S., Wang, X., Zou, S., & Wu, X.* (2022). Adolescent problematic Internet use and parental involvement: The chain mediating effects of parenting stress and parental expectations across early, middle and late adolescence. Family Process,61(4), 1696 -1714. DOI: 10.1111/famp.12757
Liu, S., Zou, S., Zhang, D., Wang, X., & Wu, X.* (2022). Problematic internet use and academic engagement during the COVID-19 lockdown: The indirect effects of depression, anxiety, and insomnia in early, middle, and late adolescence. Journal of Affective Disorders,309,9-18. https://doi.org/10.1016/j.jad.2022.04.043
Ren, Y., Zou, S., Wang, H., Ying, J., Wang, X., & Wu, X.* (2022). Fathers and mothers’ parenting stress and adolescent depressive symptoms: The mediating roles of overt and covert coparenting conflict behaviors. Child and Adolescent Psychiatry and Mental Health,16:102. DOI: 10.1186/s13034-022-00531-5
夏月, 谢瑞波*,王振梁, 阮世芳, 伍新春*. (2022). 小学低年级汉语儿童语素意识、汉字识别和词汇知识的发展关系——交叉滞后研究. 心理学报, 54(8), 905-916.
张潮, 程亚华, 李利平, 范雨婷, 伍新春*. (2022). 汉语儿童词语结构意识在阅读理解中的预测作用. 心理发展与教育, 38(2), 236-243.
冯杰, 徐娟, 李亚兰, 伍新春*. (2022). 先天视觉经验缺失对颜色认知的影响：一项ERP研究. 心理与行为研究, 20(3), 289-296.
李虹, 王欣萌, 刘苗苗, 范奕敏, 伍新春. (2022). 小学语文教科书生字表选字分析与比较. 课程·教材·教法, 42(6), 104-109.
王文超, 原昊, 伍新春*. (2022). 灾后中小学生创伤后应激障碍和抑郁症状的共存模式. 心理学报, 54(12), 1503-1516.
余青云, 王文超, 伍新春*. (2022). 感恩对大学生创伤后成长的影响：社会支持和希望的中介作用. 心理发展与教育, 38(5), 703-710.
刘艾祎, 王文超, 伍新春*. (2022). 自我同情对青少年创伤后应激障碍与创伤后成长的影响：感恩的中介作用. 心理发展与教育, 38(6), 859-868.
高梦琪, 王文超, 伍新春*. (2022). 共情对住院癌症患者创伤后应激障碍和创伤后成长的影响：癌症复发恐惧的中介作用. 中国临床心理学杂志, 30(6), 1403-1407.
侯芬, 伍新春, 邹盛奇. (2022). 青少年感知的父母教养投入特点及其相关影响因素. 华南师范大学学报（社会科学版）, (4), 84-95.
侯芬, 伍新春*. (2022). PBL(项目式学习)与SL(服务性学习)相结合的应用心理学专业实践教学创新与探索. 黑龙江高教研究, 40(11), 148-153.
Zhao,Y., Wu,X.*, Sun,P. & Chen,H. (2021). Relationship between vocabulary knowledge and reading comprehension in deaf and hard of hearing students: Roles of word segmentation and reading fluency. Journal of Deaf Studies and Deaf Education. https://doi.org/10.1093/deafed/enab023
Zhao,Y., & Wu,X.* (2021). Impact of visual processing skills on reading ability in Chinese deaf children. Research in Developmental Disabilities,113. https://doi.org/10.1016/j.ridd.2021.103953
Xie, R., Xia, Y., Wu, X.*, Zhao, Y., Chen, H., Sun, P., & Feng, J.(2021).The role of morphological awareness in listening comprehension of Chinese blind children: The mediation of vocabulary knowledge. Psychology Research and Behavior Management. https://doi.org/10.2147/PRBM.S332393
Liu, A., Wang, W., & Wu,X.* (2021). Self-compassion and posttraumatic growth mediate the relations between social support, prosocial behavior, and antisocial behavior among adolescents after the Ya’an earthquake. European Journal of Psychotraumatology, 12(1), 1864949, DOI: 10.1080/20008198.2020.1864949
Liu, A., Wang, W., & Wu,X.* (2021). The mediating role of rumination in the relation between self-compassion, posttraumatic stress disorder, and posttraumatic growth among adolescents after the Jiuzhaigou earthquake. Current Psychology. DOI: 10.1007/s12144-021-01643-5
Tian,Y., Li, W., Wu,X.*, & Cheng, X. (2021). Complex PTSD in Chinese adolescents exposed to childhood trauma: A latent profile analysis. Journal of Interpersonal Violence. DOI: 10.1177/08862605211050111
Zhou,X. & Wu,X.* (2021). Shared or unique trajectories of PTSD and depression in children over time since an earthquake. Clinical Child Psychology and Psychiatry. DOI: 10.1177/13591045211017617
Zhou,X., & Wu,X.* (2021). Posttraumatic stress disorder and growth: Examination of joint trajectories in children and adolescents. Development and Psychopathology DOI:10.1017/S0954579421000213
An,Y., Shi,J., Hu,C., & Wu,X.* (2021). The symptom structure of posttraumatic stress disorder and co-morbid depression among college students with childhood abuse experience: A network analysis. Journal of Affective Disorders, 293, 466-475. https://doi.org/10.1016/j.jad.2021.06.065
An,Y., Hu,C., Zhao, J., Chen,Y., & Wu,X.* (2021). Changes in the network structure of post-traumatic stress disorder symptoms among earthquake exposed adolescents in China: A two-year longitudinal study. Child Psychiatry & Human Development. 52(1), 104-113. DOI: 10.1007/s10578-020-00995-6
Liu, S., Xu, B., Zhang,D.,Tian,Y., & Wu,X.* (2021). Core symptoms and symptom relationships of problematic Internet use across early, middle, and late adolescence: A network analysis. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2021.107090
Zou, S. & Wu.X.* (2021). Work and family conflicts as predictors of parental depression during COVID-19 in China: Does coparenting matter? Applied Psychology: Health and Well-Being. https://doi.org/10.1111/aphw.12312
冯杰, 徐娟, 伍新春*. (2021). 视觉经验缺失对盲人听觉词汇识别的影响. 心理科学进展, 29 (12), 2131-2146.
丁嫄, 李利平*, 伍新春. (2021). 语素意识、快速命名对汉字听写和抄写的作用. 心理科学, 44 (6),1297-1304.
李虹, 刘苗苗, 王欣萌, 范奕敏, 李燕, 伍新春. (2021). 统编小学语文教科书识字表效用分析. 课程·教材·教法, 41(5), 61-66.
季娇, 伍新春. (2021). 何为“好”的博物馆教育？——科技场馆学习效果的多元维度及指标分析. 教育研究与实验, (1), 87-92.
江光荣, 李丹阳, 任志洪*, 闫玉朋, 伍新春, 朱旭, 于丽霞, 夏勉, 李凤兰, 韦辉, 张衍, 赵春晓, 张琳. (2021). 中国国民心理健康素养的现状与特点. 心理学报, 53(2), 182-198.
周宵, 谭茹月, 伍新春*, 原昊, 王文超. (2021). 青少年创伤后应激障碍对反社会行为的影响：述情障碍与复原力的作用. 心理科学, 44 (5),1148-1155.
张迪, 伍新春,* 田雨馨. (2021). 青少年创伤后应激障碍症状与网络成瘾症状的关系：惩罚敏感性和孤独感的中介及性别的调节. 心理科学, 44 (5),1134-1140.
余青云, 王文超, 伍新春*, 田雨馨. (2021). 创伤暴露对青少年暴力行为和自杀意念的影响：创伤后应激障碍和抑郁的中介作用. 心理发展与教育, 37(1), 101-108.
刘艾祎, 伍新春*. (2021). 创伤后应激障碍对震后青少年反社会行为的影响：复原力的调节作用. 心理与行为研究, 19(2), 244-251.
张迪, 伍新春*, 田雨馨, 曾旻. (2021). 青少年情绪调节困难对创伤后应激障碍症状的影响：侵入性反刍与状态希望的中介作用. 中国临床心理学杂志, 29(3),478-482.
伍新春*, 齐亚静. (2021). 职业心理健康视角下教师工作资源的分类及其启示. 北京师范大学学报（社会科学版）,(5),48-55.
Zhao,Y., Wu,X.*, Xie,R., Chen, H. Feng,J.,& Sun,P. (2020). Exploring the potential impact of sentence-level comprehension and sentence-level fluency on deaf students’ passage comprehension. Journal of Speech, Language, and Hearing Research, 63, 2281–2292. https://doi.org/10.1044/2020_JSLHR-19-00205
Xie,R., Wu,X.*, & NGUYEN,T.P. (2020). Bidirectional longitudinal relationship between Chinese children’s compounding awareness and vocabulary knowledge from Grade 3 to 6. Journal of Research in Reading. DOI: 10.1111/1467-9817.12324
Li, L.*, Li, R., & Wu, X. (2020). The reciprocal relation between morphological awareness and spelling in Chinese: A longitudinal study of primary school students. PLOS ONE,15(12), e0243050.
Li,L.*, Zhu,D., & Wu,X. (2020). The effects of vocabulary breadth and depth on reading comprehension in middle childhood: The mediator role of listening comprehension. Reading & Writing Quarterly. DOI:10.1080/10573569.2020.1809585
Ding,Y., Li,L.*, & Wu,X. (2020). The reciprocal relationship between handwriting fluency and spelling accuracy in Chinese: A longitudinal study. Frontiers in Psychology, 11, 620. DOI: 10.3389/fpsyg.2020.00620
Liu, A., Wang, W., & Wu,X.* (2020). Understanding the relation between self-compassion and suicide risk among adolescents in a post-disaster context: Mediating roles of gratitude and posttraumatic stress disorder. Frontiers in Psychology,11, 1541. DOI: 10.3389/fpsyg.2020.01541
Tian,Y., Wu,X. *, Wang, W., Zhang,D., Yu,Q., & Zhao,X.(2020). Complex PTSD among Chinese young adults using the International Trauma Questionnaire (ITQ): A latent profile analysis. Journal of Affective Disorders,267,137-143.
Tian,Y., Chen,J., & Wu,X.* (2020). Parental attachment, coping, and psychological adjustment among adolescents following an earthquake: A longitudinal study. Anxiety, Stress, & Coping, 33(4), 429-439. https://doi.org/10.1080/10615806.2020.1746769
Wang, W., Wu, X.*, & Lan,X. (2020). Rumination mediates the relationships of fear and guilt to posttraumatic stress disorder and posttraumatic growth among adolescents after the Ya’an earthquake. European Journal of Psychotraumatology, 11(1):1-12. https://doi.org/10.1080/20008198.2019.1704993
Wang, W., Wu, X.*, Liu,A., & Lan,X. (2020). Moderating role of social support in the relationship between posttraumatic stress disorder and antisocial behavior in adolescents after Ya’an earthquake. PsyCh Journal, 9(3), 350–358.
Zhou,X., Zhen,R., & Wu,X.* (2020). Insecure attachment to parents and PTSD among adolescents: The roles of parent–child communication, perceived parental depression, and intrusive rumination. Development and Psychopathology. doi:10.1017/S0954579420000498.
Zhou,X., & Wu,X.* (2020). Posttraumatic stress disorder and aggressive behavior in adolescents: A longitudinal and interpersonal functional approach. Children and Youth Services Review, 114,1-7. https://doi.org/10.1016/j.childyouth.2020.105027
Yang,X., Wu,X., Qi,J., & & Zhou,X.* (2020). Posttraumatic stress 、symptoms, adversity belief, and internet addiction in adolescents who experienced a major earthquake. Current Psychology . https://doi.org/10.1007/s12144-020-00816-y
Yang,X., Wu,X., Gao,M., Wang,W., & Quan,L., Zhou,X*. (2020). Heterogeneous patterns of posttraumatic stress disorder and depression in cancer patients. Journal of Affective Disorders, 273,203-209.
Qi,J.,Yang,X., Tan,R., Wu,X., & Zhou,X.* (2020). Prevalence and predictors of posttraumatic stress disorder and depression among adolescents over 1 year after the Jiuzhaigou earthquake. Journal of Affective Disorders,261,1-8. DOI: 10.1016/j.jad.2019.09.071
Zou,S.,& Wu,X.* (2020). Coparenting conflict behavior, parent-adolescent attachment, and social competence with peers: An investigation of developmental differences. Journal of Youth and Adolescence, 49(1), 267–282. DOI: 10.1007/s10964-019-01131-x
Zou,S., Wu,X.*, & Li,X.(2020). Coparenting behavior, parent–adolescent attachment, and peer attachment: An examination of gender differences. Journal of Youth and Adolescence, 49(1), 178–191. DOI: 10.1007/s10964-019-01068-1
Zou,S., Wu,X.*, Huang,B., & Liu,C. (2020). The double-edged effect of coparenting on adolescent emotional instability: An inconsistent mediation model. Journal of Child and Family Studies, 29(5), 1413-1423.
李利平, 伍新春*, 程亚华. (2020). 小学低段汉字识别和听写的发展轨迹：语素意识的预测作用. 心理学报, 52(5), 623-632.
张潮, 李利平, 陈庆平, 伍新春*. (2020). 语素意识与听写的双向预测关系：来自追踪研究的证据. 心理发展与教育, 36(2),193-199.
闫梦格, 李虹*, 李宜逊, 周雪莲, 回懿, 程亚华, 伍新春. (2020). 识字量和词汇知识在儿童阅读发展中的相对重要性. 心理发展与教育, 36(3),311-317.
赵英, 伍新春*, 谢瑞波, 冯杰, 孙鹏, 陈红君. (2020). 视觉语言对听觉障碍人群阅读能力的影响及作用机制. 心理科学进展, 28(6), 969-977.
李利平*, 伍新春*. (2020). 小学低年级儿童词汇对其阅读能力的影响. 南京师大学报（社会科学版）, (5), 80-90.
冯杰, 伍新春. (2020). 汉语人工耳蜗使用者声调感知与产生研究综述. 中国语音学报,14,86-95.
王文超, 伍新春*.(2020). 共情对灾后青少年亲社会行为的影响：感恩、社会支持和创伤后成长的中介作用.心理学报, 52(3), 307-316. （被中国知网国际出版中心科技翻译分社全文翻译成英文，向国际推广）
刘艾祎, 王文超, 伍新春*, 田雨馨, 原昊. (2020). 自我同情对青少年创伤后成长的影响：基本心理需要满足的调节作用. 中国临床心理学杂志, 28(2),223-229.
原昊, 王文超, 伍新春, 田雨馨, 陈秋燕*. (2020). 创伤后应激障碍对青少年自杀意念的影响：安全感的调节作用. 心理与行为研究, 18(6), 791-797.
安媛媛, 孙一静, 伍新春*. (2020). 心理创伤预防与干预的公共卫生模型及其启示. 华南师范大学学报(社会科学版), (4), 5-21.
王文超, 伍新春*, 余青云. (2020). 大学生的幸存者内疚对抑郁的影响：反刍的中介作用. 华南师范大学学报(社会科学版), (4), 22-30.
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Zhou,X., & Wu,X.* (2016). Understanding the roles of gratitude and social support in posttraumatic growth among adolescents after Ya’an earthquake: A longitudinal study. Personality and Individual Differences,101(10),4-8. DOI: 10.1016/j.paid.2016.05.033
Zhou,X., & Wu,X.* (2016). The relationship between rumination, posttraumatic stress disorder and posttraumatic growth among Chinese adolescents after earthquake: A longitudinal study. Journal of Affective Disorders,193(3),242-248. DOI:10.1016/j.jad. 2015.12.076
Liu,C., Wu,X*. & Zou,S. (2016). Parent’s relative socioeconomic status and paternal involvement in Chinese families: The mediating role of coparenting. Frontiers in Psychology,7(6):940. DOI:10.3389/fpsyg.2016.00940
赵英, 程亚华, 伍新春*, 阮氏芳. (2016). 汉语儿童语素意识与词汇知识的双向关系: 一项追踪研究. 心理学报, 48(11), 1434-1444.
李利平, 伍新春*, 周宁宁, 程亚华, 阮氏芳. (2016). 汉语儿童读词者的认知特征及其影响因素. 心理学报, 48(10), 1270-1281.
李利平, 伍新春*, 程亚华, 阮氏芳. (2016). 语素意识对小学生阅读流畅性的影响: 汉字识别的中介作用. 心理科学, 39(6), 1398-1405.
李利平, 伍新春*, 熊翠燕, 程亚华, 阮氏芳. (2016). 元语言意识和快速命名对小学生汉字听写的影响. 心理发展与教育, 32(6), 698-705.
阮氏芳, 李虹, 伍新春*, 孙鹏. (2016). 汉语作为第二语言的越南大学生汉字部件意识的发展. 心理与行为研究,14(1), 20-26+41.
董琼, 伍新春, 左莉. (2016). 阅读暴露的科学测量及其对阅读教学的启示. 课程?教材?教法, 36(12), 54-60. (转载于《中国人民大学复印报刊资料·中学语文教与学》, 2017年第6期, 55-59)
伍新春, 谢瑞波. (2016). 听障儿童语言能力评估的现状与展望. 中国听力语言康复科学杂志, 14(4), 271-274.
季娇, 曾筝, 伍新春. (2016). 我国科技场馆教育人员胜任特征的质性研究. 教育研究与实验, (6), 85-91.
周宵, 伍新春*, 曾旻, 田雨馨. (2016). 青少年的情绪调节策略对创伤后应激障碍和创伤后成长的影响: 社会支持的调节作用. 心理学报, 48(8), 969-980.
伍新春*, 周宵, 陈杰灵, 曾旻, 田雨馨. (2016). 社会支持、主动反刍与创伤后成长的关系: 基于汶川地震后青少年的追踪研究. 心理科学, 39(3), 735-740.
陈红敏, 赵雷, 伍新春*. (2016). 情感强度不同负性生活事件对个体情感反应和行为决策的影响. 心理科学, 39(1), 178-184.
伍新春*, 周宵, 毋梦薇, 陈杰灵, 赵献梓. (2016). 创伤暴露程度、主观害怕程度对儿童创伤后应激障碍影响的追踪研究: 社会支持的调节作用. 心理发展与教育, 32(5), 595-603.
周宵, 伍新春*, 曾旻, 田雨馨. (2016). 社会支持、主动反刍与创伤后应激障碍的关系: 来自地震后青少年的追踪研究. 心理与行为研究, 14(5), 626-632.
田雨馨, 周宵, 伍新春*, 曾旻. (2016). 创伤后应激障碍对创伤后成长的影响: 情绪调节策略的调节作用. 中国临床心理学杂志, 24(3), 480-483.
齐亚静, 伍新春*, 胡博. (2016). 教师工作要求的分类——基于对职业倦怠和工作投入的影响研究. 教育研究, 37(2), 119-126.
齐亚静, 伍新春*. (2016). 中小学教师工作重塑问卷的编制. 心理与行为研究, 14(4), 501- 506.
齐亚静, 伍新春*, 王晓丽. (2016). 中小学教师工作重塑与工作投入的交叉滞后分析. 中国临床心理学杂志, 24(5), 935-938+942.
伍新春*, 齐亚静, 余蓉蓉, 臧伟伟. (2016). 中小学教师职业倦怠问卷的进一步修订. 中国临床心理学杂志, 24(5), 856-860.
邹盛奇, 伍新春*, 刘畅. (2016). 母亲守门员效应——概念结构、理论解释与研究展望. 北京师范大学学报, (6), 41-49. (转载于《中国人民大学复印报刊资料·青少年导刊》, 2017年第3期, 3-11)
邹盛奇, 伍新春*, 刘畅. (2016). 父亲关于自身教养价值的态度对其教养投入行为的影响: 一个有中介的调节模型. 心理发展与教育, 32(2), 166-174.
刘畅, 伍新春*, 邹盛奇. (2016). 父母婚姻满意度及其相似性对协同教养的影响: 基于成对数据的分析. 心理发展与教育, 32(1), 49-55. (转载于《中国人民大学复印报刊资料·心理学》, 2016年第7期, 75-83)
伍新春. (2016). 共情陪伴 奠定幼儿发展核心素养的基础. 上海托幼, (11A), 8-10.
Cheng,Y., Zhang,J., Li,H*, Anderson,R., Ding,F., Nguyen-Jahiel,K, Shu,H., & Wu, X. (2015). Moving from recitation to open-format literature discussion in Chinese classrooms. Instructional Science, 43(6),643-664. doi:10.1007/s11251-015-9358-5
Cheng,Y., Li,L., & Wu,X.* (2015). The reciprocal relationship between compounding awareness and vocabulary knowledge in Chinese: A latent growth model study. Frontiers in Psychology, 6(4): 440. doi:10.3389/fpsyg.2015.00440.
Li,L., & Wu,X.* (2015). Effects of metalinguistic awareness on reading comprehension and the mediator role of reading fluency from grades 2 to 4. PloS ONE,10(3): e0114417. doi:10.1371/journal.pone.0114417
Wu,X.*, Zhou,X., Wu,Y., & An,Y. (2015). The role of rumination in posttraumatic stress disorder and posttraumatic growth among adolescents after Wenchuan earthquake. Frontiers in Psychology, 6(9):1335. doi: 10.3389/fpsyg.2015.01335.
Chen, J., Zhou,X., Zeng,M., & Wu, X.* (2015).The relationship between post-traumatic stress symptoms and post-traumatic growth: Evidence from longitudinal study. PloS ONE,10(6): e0127241. doi:10.1371/journal.pone. 0127241
Zhou,X.,Wu,X.* (2015). Longitudinal relationships between gratitude, deliberate rumination, and posttraumatic growth in adolescents following the Wenchuan earthquake in China. Scandinavian Journal of Psychology, 56, 567–572. DOI: 10.1111/sjop.12237
Zhou,X.,Wu,X.* & Chen,J. (2015). Longitudinal linkages between posttraumatic stress disorder and posttraumatic growth in adolescent survivors following the Wenchuan earthquake in China: A three-wave, cross-lagged study. Psychiatry Research, 228,107-111. DOI: 10.1016/j.psychres.2015.04.024
Zhou,X.,Wu,X.*,Fu,F., & An,Y. (2015). Core belief challenge and rumination as predictors of PTSD and PTG among adolescent survivors of the Wenchuan earthquake. Psychological Trauma: Theory, Research, Practice, and Policy，7(4),391-397. DOI: 10.1037/tra0000031.
Ying,L.*, Chen, C.,Lin, C.*, Greenberger, E., Wu,X., &Jiang, L. (2015).The relationship between posttraumatic stress symptoms and suicidal ideation among child survivors following the Wenchuan earthquake.Suicide and Life-Threatening Behavior,45(2),230-242. DOI: 10.1111/sltb.12118.
Jia, X.,Ying,L.,Zhou,X.,Wu,X., &Lin,C.* (2015). Effects of extraversion, social support and posttraumatic stress disorder on posttraumatic growth among adolescent survivors of the Wenchuan earthquake. PloS ONE 10(3): e0121480. DOI:10.1371 /journal.pone.0121480.
高欣羽, 程亚华, 李虹, 张洁, 丁凤姣, Kim Nguyen-Jahiel, Richard C. Anderson, 舒华,伍新春, 郑明璐, 崔彦梅. (2015). 小学生领导力自然萌芽与发展的实证研究. 心理科学, 38(3), 612-617.
伍新春. (2015). 读透文本, 正确处理读写关系. 小学语文, (7-8), 38-41.
陈杰灵, 伍新春*, 安媛媛. (2015). 创伤后成长的促进: 基本原理与主要方法. 北京师范大学学报,( 6), 114-122.
安媛媛, 李秋伊, 伍新春*. (2015). 自然灾害后青少年创伤后成长的质性研究——以汶川地震为例. 北京师范大学学报, (6), 107-113.
周宵, 伍新春*, 袁晓娇, 陈杰灵, 陈秋燕. (2015). 青少年的创伤暴露程度与创伤后应激障碍的关系: 核心信念挑战、主观害怕程度和侵入性反刍的作用. 心理学报, 47(4) , 455-465.
李仁莉, 戴艳*, 林崇德, 伍新春. (2015). 中学生创伤后成长、创伤后应激障碍的发展趋势: 心理复原力的预测效应. 心理发展与教育, 31(6), 728-737.
伍新春*, 周宵, 陈杰灵, 曾旻. (2015). 主动反刍、创伤后应激障碍与创伤后成长的关系: 一项来自汶川地震后青少年的长程追踪研究. 心理发展与教育, 31(3), 334-341. (转载于《中国人民大学复印报刊资料·心理学》, 2015年第11期, 74-82)
伍新春*, 周宵, 林崇德, 陈杰灵. (2015). 青少年创伤后心理反应的影响机制及其干预研究. 心理发展与教育, 31(1), 117-127.
周宵, 伍新春*. (2015). 小学生创伤后应激障碍对睡眠问题的影响: 积极认知的调节作用. 心理与行为研究, 13(2), 242-250.
周宵, 伍新春*. (2015). 复原力与创伤后成长的关系: 基于汶川地震后青少年的追踪研究. 中国临床心理学杂志, 23(5), 773-777.
周宵, 伍新春*, 陈杰灵. (2015). 青少年的创伤后应激障碍对创伤后成长的影响: 复原力的调节作用. 中国临床心理学杂志, 23(3), 512-516.
齐亚静, 伍新春*, 胡博. (2015). 中国内地与香港中小学教师的工作特征. 中国心理卫生杂志, 29(4), 295-300.
伍新春*, 刘畅, 胡艳蕊, 郭素然, 陈玲玲, 郭幽圻. (2015). 父亲教养投入问卷的编制及其信效度检验. 中国临床心理学杂志, 23(4), 576-579.
刘畅, 伍新春*. (2015). 协同教养的研究缘起、结构与评估. 中国临床心理学杂志, 23(1), 32-37.
Ji,J., Anderson,D., Wu,X.,& Kang,C. (2014). Chinese family groups’ museum visit motivations: A comparative study of Beijing and Vancouver. Curator: The Museum Journal,57(1),81-96.
Zhou, X.,Wu,X.*, & An,Y. (2014). Longitudinal relationships between posttraumatic stress symptoms and sleep problems in adolescent survivors following the Wenchuan earthquake in China. PLoS ONE,9(8): e104470. doi:10.1371/journal.pone. 0104470.
Ying,L., Wu,X., Lin,C*., &Jiang,L. (2014). Traumatic severity and trait resilience as predictors of posttraumatic stress disorder and depressive symptoms among adolescent survivors of the Wenchuan earthquake. PLoS ONE, 9(2): e89401. doi:10.1371/journal.pone.0089401.
Ying,L., Lin, C*., Wu,X., Chen, C., Greenberger, E.& An, Y. (2014). Trauma severity and control beliefs as predictors of posttraumatic growth among adolescent survivors of the Wenchuan earthquake. Psychological Trauma: Theory, Research, Practice, and Policy,6(2),192-198.
伍新春. (2014). 学习的本源与真义. 人民教育, (11), 8-11.
郑明璐, 伍新春*, 李虹, 程亚华. (2014). 协作推理讨论——培养“集体智慧”的课堂教学模式. 教育学报, 10(2), 58-64,84.
董琼, 李虹*, 伍新春, 饶夏溦, 朱瑾. (2014). 语素意识、语音意识和快速命名对学前儿童言语能力发展的预测作用: 来自追踪研究的证据. 心理与行为研究, 12(2), 207-211.
陈钰, 李虹*, 张洁, 阮晓彤, 饶夏溦, 伍新春. (2014). 书面字形在汉语低年级儿童口语词汇学习中的作用. 心理发展与教育, 30(6), 616-623.
伍新春. (2014). 汉语字词学习与阅读能力发展——了解“字”理，把握“学”理；掌握“词”法，讲求“教”法. 载郭华主编.《文化与教育》(P.145-171)，北京.教育科学出版社.
伍新春, Jie Zhang, 李虹, 董琼, 张艳. (2014). 小学生汉语词语结构意识测验. 载申继亮、陈英和主编.《中国教育心理测评手册》(P.154-158)，北京.高等教育出版社.
季娇, 伍新春, 张军. (2014). 学生对科学家形象的认知: 测量方法与影响因素. 华南师范大学学报(社会科学版), (6), 96-102.
季娇, 伍新春*, 燕婷. (2014). 探索职前科学教师专业发展的新途径——非正式学习情境的促进作用. 课程?教材?教法, 34(3), 106-112.
安媛媛, 伍新春*, 陈杰灵, 林崇德. (2014). 美国9·11事件对个体心理与群体行为的影响: 灾难心理学视角的回顾与展望. 北京师范大学学报(社会科学版), (6), 5-13(摘录于《高等学校文科学术文摘》, 2015年第1期, 83-85).
周宵, 伍新春*, 安媛媛, 陈杰灵. (2014). 青少年核心信念挑战对创伤后成长的影响: 反刍与社会支持的作用. 心理学报, 46(10), 1509-1520.
伍新春*, 周宵, 刘淋淋, 陈杰灵. (2014). 青少年的感恩对创伤后成长的影响: 社会支持与主动反刍的中介作用. 心理科学, 37(5), 1148-1153.
周宵, 安媛媛, 伍新春*, 陈和琼, 龙超敏. (2014). 汶川地震三年半后中学生的感恩对创伤后成长的影响: 社会支持的中介作用. 心理发展与教育, 30(1), 68-74.
陈杰灵, 伍新春*, 曾盼盼, 周宵, 熊国钰. (2014). PTSD与PTG的关系: 来自汶川地震灾区教师的追踪研究证据. 心理发展与教育, 30(1), 75-81.
陈红敏, 赵雷, 伍新春*. (2014). 生活事件对情感和行为的影响.理论比较与启示. 心理科学进展, 22(3), 492-501.
吴玉飞, 安媛媛, 伍新春*, 林崇德. (2014). 谨慎性人格对青少年创伤后成长的影响: 应对方式的中介作用. 中国临床心理学杂志, 22(4), 663-667.
姜帆, 安媛媛, 伍新春*. (2014). 面向儿童青少年的创伤聚焦的认知行为治疗: 干预模型与实践启示. 中国临床心理学杂志, 22(4), 756-760.
周宵, 伍新春*, 陈杰灵. (2014). 汶川地震四年半后青少年的感恩对学业卷入的影响: 社会支持的中介作用. 中国临床心理学杂志, 22(6), 1082-1086.
伍新春, 吴玉飞, 安媛媛. (2014). 创伤事件反刍问卷. 载申继亮、陈英和主编.《中国教育心理测评手册》(P.394-398), 北京.高等教育出版社.
伍新春*, 齐亚静, 吴亮, 张迪. (2014). 中小学教师工作特征问卷的编制. 心理与行为研究, 12(1), 67-73.
齐亚静, 伍新春*. (2014). 影响汶川地震灾区教师职业倦怠和工作投入的工作特征因素: 跨时间的比较. 中国临床心理学杂志, 22(2), 301-305.
陈玲玲, 伍新春*, 刘畅. (2014). 父母的婚姻满意度对父亲教养投入的影响: 父母协同教养的中介作用. 心理发展与教育, 30(3), 268-276.
邢学玮, 伍新春*, 侯建芳, 刘畅, 陈玲玲. (2014). 父亲的角色态度对其教养投入的影响: 母亲态度类型的调节作用. 心理发展与教育, 30(4), 387-395.
刘畅, 伍新春*, 陈玲玲. (2014). 父母协同教养问卷中文版的修订及其信效度检验. 中国临床心理学杂志, 22(4), 727-730.
伍新春*, 陈玲玲, 刘畅, 邢学玮. (2014). 我国父亲教养投入的特点及其相关影响因素. 华南师范大学学报(社会科学版), (6), 88-95.
伍新春, 刘畅, 胡艳蕊, 郭素然, 郭幽圻, 陈玲玲. (2014). 父亲教养投入问卷. 载申继亮、陈英和主编.《中国教育心理测评手册》(P.546-554), 北京.高等教育出版社.
伍新春. (2014). 角色扮演是联结故事角色与儿童的桥梁. 学前教育, (6), 12.
Anderson, R. C., Ku, Y. -M., Li, W., Chen, X., Wu, X., & Shu, H*. (2013). Learning to See the Patterns in Chinese Characters. Scientific Studies of Reading,17(1), 41-56.
Ying,L., Wu,X., Lin, C.*, Chen, C. (2013). Prevalance and predicators of posttraumatic stress disorder and depressive symptoms among child survivors 1 year following the Wenchuan earthquake in China. European Child & Adolescent Psychiatry, 22(9), 567-575.
An,Y., Fu,F., Wu,X*., Lin,C.,& Zhang,Y. (2013). Longitudinal relationships between neuroticism, avoidant coping and posttraumatic stress disorder symptoms in adolescents following the 2008 Wenchuan earthquake in China. Journal of Loss & Trauma,18(6),556-571.
伍新春, 吴思为, 康长运. (2013). 学习理论的第三思潮——复杂科学视野下的学习与教学观. 华中师范大学学报(社会科学版), 52(3), 169-176(摘录于《高等学校文科学术文摘》, 2013年第4期, 149-150).
董琼, 李虹*, 伍新春, 饶夏溦, 朱瑾. (2013). 语素意识对汉语学前儿童言语技能发展的预测作用——追踪研究的证据. 心理发展与教育, 29(2), 147-151.
伍新春. (2013). 深入研究教材文本, 正确认识语言运用. 小学语文, (1-2), 13-17.
青紫馨, 伍新春. (2013). 学生在科技馆的对话特点及先前知识的影响作用. 科普研究, 8(2), 49-53,79.
林崇德*, 伍新春, 张宇迪, 臧伟伟, 周宵, 戴艳. (2013). 汶川地震30个月后中小学生的身心状况研究. 心理发展与教育, 29(6), 631-640.
伍新春*, 张宇迪, 林崇德, 臧伟伟. (2013). 中小学生的灾难暴露程度对创伤后应激障碍的影响——中介和调节效应. 心理发展与教育, 29(6), 641-648(转载于《中国人民大学复印报刊资料·心理学》, 2014年第5期, 89-98).
程科, 周宵, 陈秋燕*, 张晨光, 伍新春. (2013). 小学生创伤后应激障碍对攻击行为的影响——应对方式的调节作用. 心理发展与教育, 29(6), 649-656.
安媛媛, 伍新春*, 刘春晖, 林崇德. (2013). 情绪性人格对青少年创伤后成长的影响——应对方式的中介和社会支持的调节作用. 心理发展与教育, 29(6), 657-663.
伍新春*, 刘畅, 郭幽圻, 邹盛奇. (2013). 小学生父亲的人格特点对其教养投入的影响——婚姻质量、协同教养的多重中介作用. 华南师范大学学报(社会科学版), (6), 68-73.
刘畅, 伍新春, 陈玲玲, 邢学玮. (2013). 幼儿父母的原生家庭对其协同教养的影响——人际间变量及性别一致性的调节作用. 华南师范大学学报(社会科学版), (6), 74-80.
郭素然, 伍新春*. (2013).社会关系模型在家庭研究中的应用. 心理科学进展, 21(3), 561-570.
Zhang, J., Anderson, R. C.*, Wang, Q., Packard, J., Wu, X., Tang, S., & Ke, X. (2012). Insight into the structure of compound words among speakers of Chinese and English. Applied Psycholinguistics, 33, 753-779.
Ying,L., Wu,X. & Lin,C.* (2012). Longitudinal linkages Between depressive and posttraumatic stress symptoms in adolescent survivors following the Wenchuan earthquake in China: A three-wave,cross-lagged study. School psychology International,33(4),416-432.
赖丹凤, 伍新春*, 吴思为, 胡博. (2012). 我国中学教师激励风格的表现形式与主要类型. 教师教育研究, 24(4), 19-24.
董琼, 李虹, 伍新春*, 潘敬儿, 张玉平, 阮氏芳. (2012). 汉语发展性阅读障碍儿童的阅读相关认知技能缺陷. 中国临床心理学杂志, 20(6), 798-801.
伍新春, 郑明璐. (2012). 学生心理需求与阅读. 中国教师, (7), 10-15(摘录于《教育科学文摘》, 2012年第6期, 99-100).
伍新春*, 季娇. (2012). 科学家刻板印象——研究与启示. 北京师范大学学报(社会科学版), (6), 5-12.
伍新春, 季娇. (2012). 青少年学生心目中的科学家形象: 研究现状、干预措施及对我国科普工作的启示. 载詹正茂主编《中国科学传播报告(2012)》(科学传播蓝皮书), 北京.社会科学文献出版社, P42-54.
伍新春*, 李长丽, 青紫馨. (2012). 促进校外与学校教育资源的整合. 中国德育, (2), 11-14.
伍新春, 李长丽, 曾筝, 季娇. (2012). 科技场馆中的亲子互动类型及其对学习效果的影响. 教育研究与实验, (6), 88-92.
张晨光, 陈秋燕, 程科, 伍新春, 林崇德. (2012). 社会支持在灾区中学生创伤后成长中的中介效应检验. 西南民族大学学报(人文社会科学版), (9), 82-86.
伍新春*, 郭素然, 刘畅, 陈玲玲, 郭幽圻. (2012). 社会变迁中父亲职能的凸显——基于生态系统理论的分析. 华南师范大学学报(社会科学版), (6), 56-62(转载于《中国人民大学复印报刊资料·心理学》, 2013年第4期, 13-20).
赖丹凤, 伍新春*. (2011). 基于自我决定理论的教师激励风格研究述评. 心理科学进展, 19(4), 580-588.
赖丹凤, 伍新春*. (2011). 支持自主型课堂——学生中心的教学模式. 教育研究与实验, (1), 64-68.
赖丹凤, 伍新春. (2011). 自我决定理论对第二语言学习动机的阐述. 外语教学, 32(专刊), 93-94.
李虹, 伍新春*, 张洁, 郑秋, 朱瑾. (2011). 不同阅读形式下拼音对儿童汉字学习和阅读动机的长期影响. 心理科学, 34(2), 367-370.
李虹, 饶夏溦, 董琼, 朱瑾, 伍新春*. (2011). 语音意识、语素意识和快速命名在儿童言语发展中的作用. 心理发展与教育, 27(2), 158-163.
伍新春, 安媛媛. (2011). 指引学生发展的领路人, 守护学生心灵的“特种兵”——论特级心理教师的角色、素养和能力. 中国教师, (12下), 12-13.
安媛媛, 臧伟伟, 伍新春*, 林崇德, 周佶. (2011). 创伤暴露程度对中学生创伤后成长的影响——复原力的调节作用. 心理科学, 34(3), 727-732.
郭素然, 伍新春*, 滕秀杰, 张平. (2011). 自我对话与情绪智力的关系——自我意识的中介作用. 心理发展与教育, 27(5), 513-521.
郭素然, 伍新春*, 郭幽圻, 王琳琳, 周兰芳. (2011). 大学生反刍思维对消极情感和积极情感的影响——以孤独感和情绪智力为例. 心理发展与教育, 27(3), 329-336.
郭素然, 伍新春*. (2011). 反刍思维——理论解释、产生机制与测量工具. 中国特殊教育杂志, (3), 89-93.
郭素然, 伍新春*. (2011). 反刍思维与心理健康. 中国心理卫生杂志, 25(4), 314-318.
倪士光, 伍新春*. (2011). 学习投入——概念、测量与相关变量. 心理研究, 4(1), 81-87.
Zhang, J., Anderson, R.C.*, Li, H., Dong, Q., Wu, X, & Zhang, Y. (2010). Cross- language transfer of insight into the structure of compound words. Reading and Writing: An Interdisciplinary Journal, 23, 311-336.
Kang,C., Anderson,D.*, & Wu,X. (2010). Chinese perceptions of the interface between school and museum education. Cultural Studies in Science Education, 5(3), 665-684.
吴思为, 伍新春*, 赖丹凤. (2010). 初中生社会性学习目标的表现及对教师动机激发的启示. 教师教育研究, 22(6), 41-47.
吴思为, 伍新春*, 赖丹凤. (2010). 青少年课外学习特点的分析与建议. 教育学报, 6(2), 77-81.
赖丹凤, 伍新春*. (2010). 激将法.载舟抑或覆舟？——学生情感体验在动机教学中的核心作用. 教育科学研究, (10), 43-44,57.
伍新春*, 赖丹凤, 吴思为. (2010). 试论学生情感体验的指标价值——对“人民满意的教育”评估指标的反思. 教育科学研究, (4), 32-35.
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