WEI Jun

Associate Professor

Address：413 Wennan Building，Tsinghua University，Beijing

Email：weijun8781@tsinghua.edu.cn

Tel：(010)62796051

Education Background

Doctor of Philosophy in Educational Psychology, The Chinese University of Hong Kong

Master’s Degree in Developmental and Educational Psychology, Beijing Normal University

Bachelor’s Degree in Biological Science and Technology, Tsinghua University

Visiting scholar in Department of Psychology, University of Illinois at Urbana-Champaign, USA

Work Experience

Associate Professor, Institute of Education, Tsinghua University (since 2023)

Assistant Professor, Institute of Education, Tsinghua University (2019-2023)

Postdoc in Department of Educational Psychology, The Chinese University of Hong Kong (2018-2019)

Professional Service

Editorial board member of International Journal of Educational Research, Journal of Pacific Rim Psychology

Review Editor of Frontiers in Education, Frontiers in Psychology

Ad hoc reviewer of Journal of Educational Psychology, Studies in Higher Education, Journal of Marriage and Family, Journal of Child and Family Studies, Journal of Social and Personal Relationships, The Asia-Pacific Education Researcher, International Journal of Chinese Education, Tsinghua Journal of Education, etc.

Courses Taught

Educational Psychology

Application of Structural Equation Modeling

Educational Big Data and Learning Analytics

Research Fields & Overview

Academic motivation and parenting; Self-regulated learning and self-control; College freshmen adjustment

Overview：

My research mainly concerns how socialization processes (e.g., parenting and teaching practices) and personal attributes (e.g., self-concept, self-worth, and self-regulation) influence youth’s academic and emotional functioning. Attention is also paid to how these interpersonal and intrapersonal factors affect youth’s college adjustment.

Fellowship, Honors and Awards

2020 Third-Class Award of Tsinghua Teaching Competition

2016-2017 Mr. Lam On Hang Memorial Scholarship

2015-2016 Reaching Out Award (awarded by Hong Kong government)

2014-2017 Postgraduate Studentship (awarded by The Chinese University of Hong Kong)

2012-2013 Academic Second-Class Scholarship (awarded by Beijing Normal University)

Publications

Selected Journal Articles（*corresponding author）

Liu, Y., & Wei, J. (2023). A Systematic Review of Data Mining Studies in Parenting Research. Journal of Educational Technology Development and Exchange, 16(2), 126-144.

Xu, Z., Gao, X., Wei, J., Liu, H., & Zhang, Y.* (2023). Adolescent user behaviors on short video application, cognitive functioning and academic performance. Computers & Education, 203, 104865.

Zhang, M. R., Ng, F. F. Y., Hong, Y. Y., Wei, J., Liu, R. D., & Chan, S. L. (2023). My child and I: self-and child-reference effects among parents with self-worth contingent on children’s performance. Memory, 31(9), 1244-1257.

Yi, C., Wei, J.*, Ti, Y., & Li, J. B. (2023). Trajectories of Self-Control in Emerging Adulthood: Implications for Academic, Psychological, and Career Development among Chinese College Students. Applied Research in Quality of Life, 1-24.

Yu, S., Gong, Z., Shen, Y., & Wei, J. (2023). A motivational perspective on the educational arms race in China: self-determination in out-of-school educational training among Chinese students and their parents. Current Psychology, 1-14.

Wei, J.*, Pomerantz, E. M., Ng, F. F. Y.*, Yu, Y., Wang, M., & Wang, Q. (2022). Do the Effects of Parents’ Involvement in Youth’s Academic Adjustment Vary with Youth’s Developmental Phase? A Longitudinal Investigation in China. Contemporary Educational Psychology, 102118.  doi:10.1016/j.cedpsych.2022.102118

Wei, J., & Liu, R.*(2022). The interplay between perceived parents' academic socialization and psychological control in predicting youth's grit: An investigation across elementary, middle, and high schools in China. Learning and Individual Differences, 95, 1-12. doi: 10.1016/j.lindif.2022.102142

Ti, Y., & Wei, J.* (2022). The reciprocal associations between academic contingent self-worth and life satisfaction among Chinese college students. Applied Research in Quality of Life, 1-16.  doi:10.1007/s11482-022-10106-3

Ti, Y., Wei, J.*, & Hao, Z. (2022). The longitudinal association between loneliness and self-esteem among Chinese college freshmen. Personality and Individual Differences, 193, 1-4. doi:10.1016/j.paid.2022.111613

Zhou, X., Wei, J.*, & Chen, C. (2022). The association between freshmen's academic involution and college adjustment: The moderating effect of academic involution atmosphere. Tsinghua Journal of Education, 43(5), 1-10.

Guo, W. J. & Wei, J.*(2019). Teacher Feedback and Students’ Self-Regulated Learning in Mathematics: A Study of Chinese Secondary Students. The Asia-Pacific Education Researcher, 28, 265-275. doi:10.1007/s40299-019-00434-8

Guo, W.*, Lau, K. L., & Wei, J. (2019). Teacher feedback and students’ self-regulated learning in mathematics: A comparison between a high-achieving and a low-achieving secondary school. Studies in Educational Evaluation, 63, 48-58. doi:10.1016/j.stueduc.2019.07.001

Wu. M., & Wei, J.* (2018). Discussion on the role of parenting in the development of preschool children’s self-control and relevant parenting strategies. Journal of Shanxi Xueqian Normal University, 34(11), 113-118.

Zeng, X., Wei, J., Oei, T. P., & Liu, X.* (2016). The Self-Compassion Scale is Not Validated in a Buddhist Sample. Journal of Religion and Health, 55, 1996-2009. doi:10.1007/s10943-016-0205-z

Wei, J., Liu, R., He, Y., Tang, M., Di, M., & Zhuang, H. (2014). Mediating role of learning persistence and engagement in relations among self-efficacy, intrinsic value and academic achievement. Studies of Psychology and Behavior, 12(3), 326-332.