郭奕龙 - 北京师范大学-香港浸会大学

个人简介

郭奕龙博士是教育心理学家，现为北师港浸大(UIC)教师教学发展中心主任、应用心理学专业副教授，珠海市社会科学专家库专家，曾任北京师范大学中国基础教育质量监测协同创新中心副教授及北美华人教育研究与策划协会会长，于美国爱荷华大学教育心理学专业取得博士学位。郭奕龙博士于2016年获得UIC校长杰出教学与服务奖，并分别于2017、2019年获得广东省港澳台高层次人才称号及广东省人才优粤卡。此外，他亦致力于为许多学术社群提供学术服务工作。目前，郭博士担任国际期刊Innovative Teaching and Learning的执行主编及Gifted Education International 的编辑委员。在美国工作期间，郭博士为美国约翰霍普金斯大学超常教育研究中心高级研究员、美国大学考试公司(ACT)及爱荷华大学资优教育研究中心研究助理，具有丰富的学习科学与大型教育测验数据库研究经验，例如：美国国家教育统计中心长期追踪研究数据库、ACT 教育数据等。至今，郭博士已发表40多篇中英文著作，在70多场国内外会议中发表论文，并获得许多研究与教学奖项。主要论文见于Journal of Educational Psychology, Journal of Research in Personality，The International Journal of Intelligent Technologies and Applied Statistics，《测验学刊》等。主要研究兴趣为：社会情感学习、基于大数据的监测结果应用、新型测评工具研发、资优教育、大学教与学等。投入学术研究工作前，郭博士是台湾初中教师。 Awards and Honors Best Paper Award, International Conference on Interdisciplinary Innovation for the Post-Epidemic Era, 2021 The Best Supervisor Awards by Programme of Applied Psychology and by Division of Science and Technology, The Eighth Science & Technology Poster Presentation, BNU-HKBU United International College, 2020 Guangdong Superior Talent Card (Type B), 2019 Guangdong High-level Talent, 2017 The 2015-2016 President's Award for Teaching and Service, BNU-HKBU United International College, 2016 Best Paper Award (First Class), Chinese Association for the Gifted and Talented, 2016 Best Exhibits Award at E-Learning Showcase, BNU-HKBU United International College, 2016 Outstanding Poster Supervisor Award, The 4th Undergraduate Science & Technology Poster Presentation, BNU-HKBU United International College, 2016

研究领域

社会情绪学习、基于大数据的监测结果应用、新型测评工具研发、资优教育、大学教与学

近期论文

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Peer-Reviewed Journal Articles Huggins, T. J., Tan, M. L., *Kuo, Y. L., Prasanna, R., & Rea, D. D. (in press). Online learning adoption by Chinese university students during the Covid-19 Pandemic. Australasian Journal of Disaster and Trauma Studies. (2021 Scopus, CiteScore = 1.5, Rank of Psychology - Applied Psychology: 161/230, Q3) Quan, Y., & *Kuo, Y. L. (2022). The effects of Chinese and English background music on Chinese reading comprehension. Psychology of Music. Advance online publication. https://doi.org/10.1177/03057356221101647 (2021 SSCI, IF = 1.904, 5Y-IF = 2.384, Rank of Psychology - Educational: 44/61, Q3) Yang, R., & *Kuo, Y. L. (2021). Preliminary development of a Chinese version of the text material questionnaire. The International Journal of Intelligent Technologies and Applied Statistics, 14(3), 195-204. https://doi.org/10.6148/IJITAS.202109_14(3).0005 Xie, L., & *Kuo, Y. L. (2021). Role of academic emotions in the relationship between academic achievement and resilience among eighth graders. Educational Research & Development Journal, 24(1), 1-20. *Kuo, Y. L., Casillas, A., Allen, J., & Robbins, S. (2021). The moderating effects of psychosocial factors on achievement gains: A longitudinal study. Journal of Educational Psychology, 113(1), 138-156. https://doi.org/10.1037/edu0000471 (2021 SSCI, IF = 6.856, 5Y-IF = 8.608, Rank of Psychology - Educational: 4/61, Q1) *Kuo, Y. L., Casillas, A., Walton, K. E., Way, J. D., & Moore, J. L. (2020). The intersectionality of race/ethnicity and socioeconomic status on social and emotional skills. Journal of Research in Personality, 84. Advance online publication. https://doi.org/10.1016/j.jrp.2019.103905 (2020 SSCI, IF = 3.068, 5Y-IF = 4.650, Rank of Psychology - Social: 27/65, Q2, Recommendation to the 6th National Education Sciences Excellent Research Outcomes by Guangdong Department of Education) *Kuo, Y. L., Allen, J., & Casillas, A. (2019). Relationships between non-cognitive factors and course failure: A longitudinal perspective. The International Journal of Intelligent Technologies and Applied Statistics, 12(3), 281-295. https://doi.org/10.6148/IJITAS.201909_12(3).0003 Xie, L., & Kuo, Y. L. (2019). The effects of between-class ability grouping on student resilience. Mental Health Education in Primary and Secondary School, 26, 4-7. Zhang, M., Quan, Y., Huang, L., *Kuo, Y. L. (2017). The impact of learning styles on academic achievement. The International Journal of Intelligent Technologies and Applied Statistics, 10(3), 173-185. https://doi.org/10.6148/IJITAS.2017.1003.04 Kuo, Y. L. (2017). Gifted education practices: A movement from acceleration to enrichment. Journal of Lingnan Normal University, 38(2), 45-48. Hsieh, M. C., & *Kuo, Y. L. (2016). What's past is prologue: A survey of mathematically talented students in Taiwan. The International Journal of Intelligent Technologies and Applied Statistics, 9(3), 235-256. https://doi.org/10.6148/IJITAS.2016.0903.04 Zhao, R., & Kuo, Y. L. (2015). The role of self-discipline in predicting achievement for 10th graders. The International Journal of Intelligent Technologies and Applied Statistics, 8(1), 61-70. https://doi.org/10.6148/IJITAS.2015.0801.05 Schuh, K. L., & Kuo. Y. L. (2015). Seeking Construct Validity Grounded in Constructivist Epistemology: Development of the Survey of Contemporary Learning Environments. International Journal of Research & Method in Education, 38(4), 388-412. https://doi.org/10.1080/1743727X.2014.940307 (2015 Scopus, CiteScore = 1.1, Rank of Social Sciences - Education: 451/941, Q2) Li, W., *Kuo, Y. L., & Tseng, C. (2014). Families with autistic children in Guangdong Shunde: A survey study. Hong Kong Journal of Special Education, 16, 67-81. Schuh, K. L., Kuo. Y. L., & Knupp, T. (2014). Knowledge-Linking Perceptions of Late-Elementary Students. Mid-Western Educational Researcher, 26(1), 3-27. Schuh, K. L., Kuo. Y. L., & Knupp, T. (2013). Middle Grades Students' Situation Definitions: Development of a Knowledge-linking Inventory. Research in Middle Level Education Online, 37(2), 1-19. Casillas, A., Robbins, S., Allen, J., Kuo. Y. L., Hanson, M. A., & Schmeiser, C. (2012). Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. Journal of Educational Psychology, 104(2), 407-420. https://doi.org/10.1037/a0027180 (2012 SSCI, IF = 3.158, 5Y-IF = 5.267, Rank of Psychology - Educational: 4/51, Q1) *Kuo, Y. L., & Lohman, D. F. (2011). The timing of grade skipping. Journal for the Education of the Gifted, 34(5), 731-741. https://doi.org/10.1177/0162353211417219 (2011 Scopus, CiteScore = 0.6, Rank of Social Sciences - Education: 492/787, Q3) *Kuo, Y. L., Tseng, C. M., & Wu, T. W. (2011). The revision of Work Preference Inventory. Psychological Testing, 58(2), 317-341. (TSSCI) *Kuo, Y. L., & Chang, C. C. (2008). Teachers, are you ready? Teachers’ attitudes toward practices of acceleration. Gifted Education Quarterly, 107, 1-7. *Kuo, Y. L., & Tsou, S. L. (2008). Development of teacher education for creative teachers. Secondary Education, 59(1), 130-141. *Kuo, Y. L., Tsou, S. L., & Ding, Y. (2007). Implications of creativity in gifted programs: Csikszentmihalyi’s approach. Gifted Education Quarterly, 103, 19-28. Ding, Y., Yang, L.-Y., Kuo, Y. -L., & Xiao, F. (2006). Brief introduction and analysis of Wechsler Intelligence Scale for Children-Fourth edition. Chinese Journal of Special Education, 9, 35-42. (CSSCI) Kuo, Y. L. (2005). The effect of creativity development program for in-service teachers. Journal of Gifted Education, 5(1), 93-112. Kuo, Y. L. (2004). Implications of Csikszentmihalyi's creativity theory in assessing gifted students. Gifted Education Quarterly, 90, 7-14. Kuo, Y. L. (2002). What relates to Chinese creativity? Chinese personality, policy and generation. Research in Applied Psychology, 16, 10-14. Huang, Y. C., Lin, C. Y., Chou, Y. Y., Kuo, Y. L., Huang, H. T., & Huang, F. S. (2001). The perspectives of mathematically gifted students on their independent-study courses. Gifted Education Quarterly, 79, 18-25. Books, Invited Book Chapters, Theses and Research Reports Kuo, Y. L., Casillas, A., Walton, K. E., Way, J. D., & Moore, J. L. (2020). The interplay between race/ethnicity, socioeconomic status, and social and emotional skills (ACT Research Report 2020-2). Iowa City, IA: ACT. Kuo, Y. L., Allen, J., & Casillas, A. (2020). Relationships between measures of social and emotional learning factors and course failure (ACT Technical Brief R1784). Iowa City, IA: ACT. Kuo, Y. L., Casillas, A., & Allen, J. (2019). Examining moderating effects of social emotional learning factors on achievement gains (ACT Technical Brief R1748). Iowa City, IA: ACT. Kuo, Y. L., Tseng, C. M., & Wu, T. W. (2017). The development of Work Preference Inventory (teacher form). In W. T. Wu, B. Zuo & G. Wang (Eds.), The Education Research of Taiwan (pp. 117-140). Beijing, China: Tsinghua University Press. Wu, W. T., & Kuo, Y. L. (2016). Gifted and talented education in Taiwan: A 40-Year journey. In Y. Dai & C. C. Kuo (Eds.), Gifted Education in Asia: Problems and Prospects (pp. 33-50). Charlotte, NC: Information Age Publishing. Li, W., Kuo, Y. L., Ng, Y. F., Tseng, C., & Liang, B. (2015). The status of children with autism in Shunde, Foshan. Guangdong, China: Huaxia Publishing House. Kuo, Y. L. (2013). Talent search in the United States. In Y. Dai & J. Cai (Eds.), Gifted education in the USA (pp. 53-61). Hang Zhou, Zhejian: ZheJiang Education Publishing House. Casillas, A., Allen, J., Kuo, Y. L., Pappas, S. Hanson, M. A., & Robbins, S. B. (2011). Development and validation of ENGAGE Grades 6-9 (ACT Research Report 2011-1). Iowa City, IA: ACT. Wu, W. T., & Kuo, Y. L. (2008). Teachers' professional development in creativity education. In The Office of Creativity Education Development Project, Ministry of Education, R.O.C. (Taiwan): Proceedings of Creativity Education Development Project, 2003-2007 (pp, 188-203). Taipei: Author. Kuo, Y. L. (2005). The effect of creativity development program for in-service teachers. Unpublished Master Thesis, Taiwan Normal University, Taiwan. Kuo, Y. L. (1998). Learning adaptation of high school gifted students in mathematics and science but with poor performance in Chinese and English. Research Report (NSC-87-2815-C-003-004-S) to National Science Council, Unpublished. Assessment Wu, W. T., & Kuo, Y. L. (2022). Chinese Multiple Intelligences Development Assessment Scales for Age 3-8 (C-MIDAS-A). Psychological Publishing. https://www.psytestonline.com/masya.asp