CURRICULUM VITAE
Professor ofPsychology, Director of Educational Psychology
Address: School of Psychology, Central China NormalUniversity
Wuhan, 430079, P.R. China
Email: gongsy@mail.ccnu.edu.cn
Mobile:+86-18602717511
Professional experience
07/2010-present: Professor
Key Laboratory of AdolescentCyberpsychology and Behavior,
Ministry of Education
School of Psychology, Central ChinaNormal University
04/2009-06/2010:Visiting Scholar in Department of Psychology, University of Memphis, America
11/2005–2010；Associate Professor
School of Psychology, Central ChinaNormal University
08/2004–11/2005：Associate Professor
Department of Psychology, Hunan NormalUniversity
07/1995–07/2004：Assistant Professor
Department of Psychology, HunanNormal University
Education
09/2000–07/2003:Ph.D in Developmental and Educational Psychology, Institute of Psychology,Chinese Academy of Sciences
09/1992–06/2995:Master degree in Psychology, Department of Psychology, Central China NormalUniversity
09/1988–06/1992:Bachelor degree in Psychology, College of Education, Hunan Normal University
ResearchInterests
l Learning in traditionaland online learning settings, including motivation, emotion and self-regulationin learning; feedback and learning
l Multitask and learning
l Teacher psychology,including teachers’ emotion, motivation, and engagement; teachers’ burnout
Teaching Experience
Undergraduates:
Educational Psychology
Introduction Psychology, Teacher psychology,
Postgraduates:
Adolescent Development and Education
Motivation, emotion and learning
Research in Educational Psychology
Publications
Gong, S., Li, D., Zhao, F. (2016). Teachers’ Emotional WorkStrategies and Occupational Mental Health: The Moderation of ProfessionalIdentity. Educational Research and Experiment, 4: 92-96
Gong, S., Fan, Y., Wang, Y. (2016). A Qualitative Research onCollege Students’ Media Multitasking Behaviors. Advances in Psychology, 6(8):914-922 DOI: 10.12677/AP.2016.68117
Gong, S.，Han, Y., Wang, L., Gao L., Xiong, J.(2016). The Relationships among Task Value, Academic Emotions and OnlineLearning Satisfaction. e-Education Research,3:72-77
Hu, L., Zhang, K., Gong, S. Li Y. (2016). The Effect of TeacherEmotion Regulation Strategies on Work Engagement: The Mediation Effects ofClassroom Emotion and Teacher Efficacy. Teacher Education Research, 28(1):49-54
Liu, Y., Gong, S., Xiong, J.(2016).The Effects of PerceivedMathematics Homework Quality, Perceived Control and Homework Emotion onHomework Effort for Middle School Students. Journal of Psychological Science,38(1): 2-10
Hai, M., Xiong, J., Gong, S., Qin Y., Gao, M. (2015). AReexamination of the Indicators for the Dual-Factor Model of Mental Health: Stabilityand Predictors of Mental Health. Journal of Psychological Science，38(6)：1404-1410
Chai, X., Gong, S.(2015). Secondary School Students' Engagementin Learning Mathematics: The Effects of Perceived Support from MathematicsTeachers and Mathematics Self-Concept. Chinese Journal of Special Education,6:78-85
Jiao, R., Li, Y., Yuan, J., Gong, S. (2015).A comparative Studyon Teachers’ Implicit and Explicit Professional Identity. Teacher EducationResearch, 27(1):39-44
Gong, S., Duan, T., Wang, F., Zhou Z., Lu, C.(2014). The Effectsof Seductive Illustrations on Multimedia Learning: Evidence from Eye Movements.Psychological Development and Education, 4: 259-266
Chai, X., Tian, Y., Gong, S., Liu, Y. (2014). A MetacognitionApproach to Characteristics of Obsessive-Compulsive Disorder, Model andIntervention. Advances in Psychological Science,22(1):97-103
Gong, S., Chai, X., Duan, T., Zhong, L., Jiao, Y.(2013). ChineseTeachers’ emotion regulation goals and strategies. Psychology, 4(11): 870-877
Gbollie, C., Gong, S.(2013).The Essence of Foreign LanguageLearning in Today’s Globalizing World: Benefits and Hindrances. New Media andMass Communication,1(18):35-45
Chai, X., Gong, S.(2013).The Development of Questionnaire onPerceived Mathematics Teacher Support for Middle School Students. Studies ofPsychology and Behavior, 11(4):511-517
Liu, Y., Gong, S. Chai, X.(2013).Junior High School Students’Homework Effort and Its Influencing Factors. Advances in Psychological Science,21(8):1422-1429
Gong, S., Zhang, K., Zhang, P., Li, J.(2013). The relationshipbetween classroom emotion and Teacher efficacy of Student teachers: Themediation of emotion regulation. Educational Research and Experiment, 4: 66-70
Liu, H., Gong, S., Xiong, J. (2012).Educational Psychology: ABridge between Psychology and Education. Bulletin of Chinese Academy ofSciences, 27(Supplement):156-163
Xiong, J., Gong, S. (2011). The relationship between high schoolstudents' mathematics academic emotions, learning strategies and achievement. EducationalResearch and Experiment, 6: 89-92
Zhao, F., Gong, S., Zheng, C., Lu, S., Li, W.(2011).A Study onthe Relationship among Vocational Selection Motivation，Professional Identity and Job Burnout of Teachers in Secondary School. ChineseJournal of Clinical Psychology,19(1):119-122
Xu, X., Gong, S.(2011). Development of an Academic EmotionsQuestionnaire for College Student. Chinese Journal of Clinical Psychology,19(2):175-177
Chai, X.,Gong, S., Duan, T., Zhong, L., Jiao, Y. (2011). ASocial-Cognitive Approach to Motivational Contagion between Teacher andStudent. Advances in Psychological Science, 19(8):1166-1173
Chai, X., Gong, S.(2011). Adolescents’ Identity Experiments: ThePerspective of Internet Environment. Advances in Psychological Science, 19(3):364-371
Gong, S., Xu, X., Liu, H. (2010).The Relationship betweenEnglish Syntactic Awareness, Reading Comprehension Monitoring and ContextualInformation Use. Psychological Exploration,30(3):34-38
Gong, S. (2010). A Review on ERP Research on Second Language SentenceProcessing. Journal of Psychological Science, 33(1):174-177
Feng, T., Liu, G., Gong, S. (2010). A Research on Three to FiveYears Children’s Cognitive development of social rules. Educational Researchand Experiment,1:79-83
Xu, X., Gong, S. (2009). Academic Emotions and Its InfluencingFactors. Advances in Psychological Science,17(1):92-97
Gong, S., Xu, X., Ye, J., Han, Y. (2009). The Relationshipbetween English Phonological and Syntactic Awareness, Working Memory andEnglish Reading in Grade One of Junior Middle School. Journal of EducationalScience of Hunan Normal University. 8(1):91-95
Gong, S., Peng, D. (2008). The Development of SyntacticAwareness in4~10-year-old Chinese Children. Journal of Psychological Science,31(2):346-349
Gong, S., Peng, D. (2008). Influence of Syntactic Complexity onthe Development of Syntactic Awareness. Studies in Language and Linguistics,28(1):79-83
Gong, S., Xu, X., Han, Y., Ye, J.(2008).The relationship betweenEnglish syntactic awareness and reading comprehension monitoring. EducationalResearch and Experiment, 5: 53-56
Gong, S.(2007). The development features of syntactic awarenesson“ba”and“bei”constructionin 4-5 years old preschool children。Education Science,23(1):92-94
Gong, S., Fang, F.(2007).Development of ConceptualRepresentation in Non-proficient Chinese-English Bilingual Children. Journal ofNanjing Normal University(Social Science), 2:101-105
Gong, S., Fang, F.(2006).The Processing Features of Translationin Non-proficient Chinese-English Bilingual Children. Journal of PsychologicalScience, 29(4): 894-897
Gong, S., Peng, D. (2005). Advances in the Researches on theDevelopment of Syntactic Awareness and the Relationship between SyntacticAwareness and Reading Comprehension. Journal of Psychological Science,28(3):754-756
Gong, S.(2005). The development of bilingual learning and meta-languageawareness. Journal of the Chinese Society of Education,2005(12):53-55
Gong, S. (2005). A review of the relationship between bilinguallearning and children's cognitive development. Journal of the Chinese Societyof Education, 2005(4):40-42
Gong, S., Peng, D. (2004). A Review of the Research on theCritical Period in Second Language Acquisition. Journal of PsychologicalScience,27(3):711-714
Fang, F., Gai, X., Gong, S., Liu, G.(2004).A test on the reliabilityand validity of Inventory of Piaget’s Developmental Test. Acta Psychologica Sinica,36(1):96-102
Gong, S., Gai, X., Liu, G., Fang, F. (2004). A Study onIndividual Differences of Cognitive Development in Primary School Children. Journalof Psychological Science,27(6):1314-1316
Fang, F., Gai, X., Zhang, L., Liu, G., Gong, S. (2004).Establishment of the Norm of Inventory of Piaget’s Development Task in Beijing.Chinese Mental Health Journal, 12(1):100-106
Gong, S., Liu, H.(2003).A study on the development ofmetacognition in reading comprehension about middle school students. Journal ofPsychological Science, 26(6):1129-1141
Gong, S. (2003). The current situation and problems of learningstrategy research in China. Journal of Psychological Science,26(1):163-164
Gong, S., Fang, F., Chen, Z. (2002). Recent development ofresearch on the relationship between bilingualism and cognitive development.Advances in Psychological Science, 10(4): 403-410
