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Guo X, Liu S, Gong S*, Cao Y*, Wang J, Fang Y.(2024). Promoting math learning in educational games with virtual companions providing learning supports. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12741-9£¨online 10 May 2024£©
¹ùÏþÈÙ£¬°²ºêÓñ£¬¹¨ÉÙÓ¢ (2023).Êý×ÖÐÝÏж¯»ú¸ÉÈŶÔÍøÂçѧϰͶÈëµÄÓ°Ïì»úÖÆ¡£Öйú½¡¿µÐÄÀíѧÔÓÖ¾£¬31£¨11£©£º1708-1712
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½ªÌðÌð, ²ÜÑô*, ¹¨ÉÙÓ¢*, ÁõСÏÈ, ÎâÑÇÄÐ, ÀÉÔÃÈã. (2023). ½Ìʦ×ÔÖ÷Ö§³Ö¶Ô¸ßÖÐÉúÍøÂçѧϰͶÈëµÄÓ°Ïì: ×ÔÖ÷¶¯»úÓëÖ÷¶¯ÐÔÈ˸ñµÄ×÷ÓÃ. ÐÄÀí¿Æѧ£¬46(6)£º1336-1343
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Cao Y, Gong S-Y*, Wang Y-Q, Zheng Q & Wang Z,(2023) How to provide competitors in educational gamification: The roles of competitor level and autonomous choice. Computers in Human Behavior, 138, 107477. doi: https://doi.org/10.1016/j.chb.2022.107477
Wang Z#, Cao, Y#, & Gong, S*. (2023). Who can benefit more from more or less elaborated feedback in a computer-based assessment? Dominant goal orientation matters. Journal of Educational Computing Research, 61(3), 671-695.
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Wang, Y., Wang, F., Mayer, R. E., Hu, X., Gong, S.(2023).Benefits of prompting students to generate summaries during pauses in segmented multimedia lessons.Journal of Computer Assisted Learning,39(2)
ÍõÑàÇà, ¹¨ÉÙÓ¢*, ½ªÌðÌð, & ÎâÑÇÄÐ. (2022). Çé¸Ð´úÀíÄÜ·ñÌá¸ß¶àýÌåѧϰµÄЧ¹û?ÐÄÀí¿Æѧ½øÕ¹, 30(7), 1524-1535.
ÀÉÔÃÈã, ¹¨ÉÙÓ¢*, ²ÜÑô, & ÎâÑÇÄÐ. (2022). ÍøÂçѧϰÖÐʦÉú½»»¥Óë´óѧÉúѧϰͶÈëµÄ¹Øϵ: ×ÔÖ÷¶¯»úÓëѧҵÇéÐ÷µÄÐòÁÐÖнé×÷ÓÃ. ÐÄÀí·¢Õ¹Óë½ÌÓý, 38(4),530-537.
Lang, Y, Xie, K, Gong, S*, Wang, Y.,& Cao, Y. (2022). The Impact of Emotional Feedback and Elaborated Feedback of a Pedagogical Agent on Multimedia Learning. Frontiers in Psychology, 13, 810194.
Wang, Y#, Cao, Y#, Gong, S*, Wang, Z, Li, N, & Ai, L. (2022). Interaction and learning engagement in online learning: The mediating roles of online learning self-efficacy and academic emotions. Learning and Individual Differences, 94, 102128.
Wang, Y, Feng, X, Guo, J, Gong, S*, Wu, Y, & Wang, J. (2022). Benefits of affective pedagogical agents in multimedia instruction. Frontiers in Psychology, 12, 797236.
Cao, Y, Gong, S*, Wang, Z, Cheng, Y, & Wang, Y. (2022). More challenging or more achievable? The impacts of difficulty and dominant goal orientation in leaderboards within educational gamification. Journal of Computer Assisted Learning, 38(3), 845¨C860.
Xu, X. Z., Liu£¬Z Q , Gong, S.Y* & Wu, Y. P. (2022).The relationship between empathy and attachment in children and adolescents: Three-level meta-analyses. International journal of environmental research and public health, 19(3), 1391.
ÍõÑàÇà, ¹¨ÉÙÓ¢*, ½ªÌðÌð, & ÎâÑÇÄÐ. (2022). Çé¸Ð´úÀíÄÜ·ñÌá¸ß¶àýÌåѧϰµÄЧ¹û?ÐÄÀí¿Æѧ½øÕ¹, 30(7), 1524-1535.
ÀÉÔÃÈã, ¹¨ÉÙÓ¢*, ²ÜÑô, & ÎâÑÇÄÐ. (2022). ÍøÂçѧϰÖÐʦÉú½»»¥Óë´óѧÉúѧϰͶÈëµÄ¹Øϵ: ×ÔÖ÷¶¯»úÓëѧҵÇéÐ÷µÄÐòÁÐÖнé×÷ÓÃ. ÐÄÀí·¢Õ¹Óë½ÌÓý, 38(4),530-537.
Lang, Y, Xie, K, Gong, S*, Wang, Y.,& Cao, Y. (2022). The Impact of Emotional Feedback and Elaborated Feedback of a Pedagogical Agent on Multimedia Learning. Frontiers in Psychology, 13, 810194.
Wang, Y, Cao, Y., Gong, S*, Wang, Z, Li, N, & Ai, L. (2022). Interaction and learning engagement in online learning: The mediating roles of online learning self-efficacy and academic emotions. Learning and Individual Differences, 94, 102128.
Wang, Y, Feng, X, Guo, J, Gong, S*, Wu, Y, & Wang, J. (2022). Benefits of affective pedagogical agents in multimedia instruction. Frontiers in Psychology, 12, 797236.
Cao, Y, Gong, S*, Wang, Z, Cheng, Y, & Wang, Y. (2022). More challenging or more achievable? The impacts of difficulty and dominant goal orientation in leaderboards within educational gamification. Journal of Computer Assisted Learning, 38(3), 845¨C860.
Xu, X. Z., Liu£¬Z Q , Gong, S.Y* & Wu, Y. P. (2022).The relationship between empathy and attachment in children and adolescents: Three-level meta-analyses. International journal of environmental research and public health, 19(3), 1391.
Wang, Y., Dong, H., Guo, J., & Gong, S*. (2021, December). Exploring the role of different types of peer affective pedagogical agents in video learning. In 2021 IEEE International Conference on Engineering, Technology & Education (TALE) (pp. 1158-1160). IEEE. (EI)
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Liu X, Gong S*, Zhang H, Yu Q, Zhou Z.(2021). Perceived teacher support and creative self-efficacy: The mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students. Thinking Skills and Creativity, 39(March) £¨IF=3.106 in 2019£©
Sun C, Zhou Z, Yu Q, Gong S*, Yi L, Cao Y(2021). Exploring the Effect of Perceived Teacher Support on Multiple Creativity Tasks: Based on the Expectancy-Value Model of Achievement Motivation. The Journal of Creative Behavior, 55(1): 15-24. DOI: 10.1002/jocb.430 (12th, March) (SSCI Q1, IF 2.661)
Wang Y, Zhou Z*, Gong S*, Jia D and Lei J.(2021). The Effects of Emotional Design on Multimedia Learning and Appreciation of Chinese Poetry. Frontiers in Psychology, 12: 621969
2016-2020
Zhang H, Sun C, Liu X, Gong S*, Yu Q, Zhou Z.(2020) Boys benefit more from teacher support: Effects of perceived teacher support on primary students¡¯ creative thinking. Thinking Skills and Creativity, 37 (September)
Chenyu Shangguan#, Shaoying Gong*, Yawei Guo, Xia Wang & Jiamei Lu (2020): The effects of emotional design on middle school students¡¯ multimedia learning: the role of learners¡¯ prior knowledge, Educational Psychology,40(9):1076-1093 DOI: 10.1080/01443410.2020.1714548 £¨IF 2.903 in 2019£©
Chenyu Shangguan#, Zhen Wang#, Shaoying Gong*, Yawei Guo and Sheng Xu(2020). More attractive or Mmore interactive? The effects of multi-leveled emotional design on middle school students¡¯ multimedia learning. Frontiers in Psychology, 1, 1-12 (22th, January). doi: 10.3389/fpsyg.2019.03065
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Ying Liu, Biao Sang*, Junsheng Liu, Shaoying Gong & Xuechen Ding (2019): Parental support and homework emotions in Chinese children: mediating roles of homework self-efficacy and emotion regulation strategies, Educational Psychology, DOI: 0.1080/01443410.2018.1540769
Feng Xiaowei, Xie Ke, Gong Shaoying.*, Gao Lei, & Cao Yang. (2019). Effects of Parental Autonomy Support and Teacher Support on Middle School Students¡¯Homework Effort: Homework Autonomous Motivation as Mediator. Frontiers in Psychology, 3, 29.
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Wang Zhen., Gong Shaoying.*, Xu Sheng., & Hu Xiangen. (2019). Elaborated feedback and learning: Examining cognitive and motivational influences. Computers & Education, 136: 130-140(July) doi.org/10.1016/j.compedu.2019.04.003 (IF 8.538 in 2019)
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ÁõÓ°£¬¹¨ÉÙÓ¢*£¬ÐÜ¿¡Ã·. (2016).³õÖÐÉúÊýѧ¼ÒÍ¥×÷ÒµÖÊÁ¿¡¢¿ØÖƸÐÓë×÷ÒµÇéÐ÷¶Ô×÷ҵŬÁ¦µÄÓ°Ïì. ÐÄÀí¿Æѧ£¬39(2)£º357-363
¹¨ÉÙÓ¢*£¬º«ÓêË¿£¬ÍõÀöϼ£¬¸ßÀ×£¬ÐÜ¿¡Ã·.(2016).ÈÎÎñ¼ÛÖµºÍѧҵÇéÐ÷ÓëÍøÂçѧϰÂúÒâ¶ÈµÄ¹ØϵÑо¿¡£µç»¯½ÌÓýÑо¿£¬3: 72-77. DOI:10.13811/j.cnki.eer.2016.03.010
ºúÁÕ÷£¬ÕÅÀ©ëø£¬¹¨ÉÙÓ¢*£¬ÀîêÊ.(2016).ÇéÐ÷µ÷½Ú²ßÂÔ¶Ô½Ìʦ¹¤×÷ͶÈëµÄÓ°Ï졪¡ª¿ÎÌÃÇéÐ÷ºÍ½ÌʦЧÄܸеÄÖнé×÷Ó᣽Ìʦ½ÌÓýÑо¿, 1: 49-54
·¶ÒËƽ£¬¹¨ÉÙÓ¢*£¬ÍõÒåç⣬Íõìõ.(2016). ѧϰÇ龳ϴóѧÉúýÌå¶àÈÎÎñÐÐΪµÄÖÊÐÔÑо¿.ÐÄÀíѧ½øÕ¹£¬6 (8), 914-922. http://dx.doi.org/10.12677/ap.2016.68117
2010-2015
º£Âü, ÐÜ¿¡Ã·, ¹¨ÉÙÓ¢, ÇØÒÙ, ¸ßÃçÃç. (2015). ÐÄÀí½¡¿µË«ÒòËØÄ£ÐÍÖ¸±êµÄÔÙ̽ÌÖ¼°Îȶ¨ÐÔÑо¿. ÐÄÀí¿Æѧ,38(6), 1404-1410.
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¬´ºÏþ£¬¹¨ÉÙÓ¢*£¬Ô¬Ð (2014). ¼ÆËã»ú»·¾³ÏÂ×ÔÎÒµ÷½ÚѧϰµÄ²âÁ¿¡£ÐÄÀíѧ½øÕ¹£¬4: 224-23. http://dx.doi.org/10.12677/ap.2014.42034
ÍõÒåç⣬¹¨ÉÙÓ¢*£¬Àî¼Ñ壬²ñÏþÔË¡£(2014). ΢²©»·¾³ÏµÄʦÉú»¥¶¯ÓëÈÕÓï¿Î³Ìѧϰ. ½Ìʦ½ÌÓýÂÛ̳£¬ 27(1): 83-86
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Gbollie, C., Gong*, S. (2013). The Essence of Foreign Language Learning in Today¡¯s Globalizing World: Benefits and Hindrances. New Media and Mass Communication, 18: 35-44
Gong,S., Chai, X., Duan, T., Zhong, L., Jiao, Y. (2013). Chinese Teachers¡¯ emotion regulation goals and strategies. Psychology, 4(11): 870-877
²ñÏþÔË, ¹¨ÉÙÓ¢*¡£(2013). ÖÐѧÉú¸ÐÖªµ½µÄÊýѧ½Ìʦ֧³ÖÎʾíµÄ±àÖÆ¡£ÐÄÀíÓëÐÐΪÑо¿£¬4, 511-517
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ÁõÓ°, ¹¨ÉÙÓ¢*, ²ñÏþÔË¡£(2013). ÖÐѧÉú¼ÒÍ¥×÷ҵŬÁ¦¼°ÆäÓ°ÏìÒòËØ¡£ÐÄÀí¿Æѧ½øÕ¹£¬21 (8): 1422-1429
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Áõ»ªÉ½£¬¹¨ÉÙÓ¢£¬ÐÜ¿¡Ã·¡£(2012). ½ÌÓýÐÄÀíѧ£º¹µÍ¨ÐÄÀíѧÓë½ÌÓýµÄÇÅÁº¡£Öйú¿Æ¿ªÔªky99988Ôº¿¯¡£Ôö¿¯£º156-163
¹¨ÉÙÓ¢*¡£(2012). ʦ·¶Éú³É³¤µÄ;¾¶£ºÁ˽â½ÌʦµÄÖ°ÒµÐÄÀí¡£¸ßµÈ½ÌÓýº¯ÊÚѧ±¨£¨ÕÜÉç°æ£©£¬27£¨10£©£º55-57
ÐÜ¿¡Ã·£¬¹¨ÉÙÓ¢£¬Anne C. Frenzel. (2011). ¸ßÖÐÉúÊýѧѧҵÇéÐ÷¡¢Ñ§Ï°²ßÂÔÓëÊýѧ³É¼¨µÄ¹Øϵ¡£½ÌÓýÑо¿ÓëʵÑ飬6:89-92
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2006-2010
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¹¨ÉÙÓ¢¡£(2010). µÚ¶þÓïÑÔ¾ä×Ó¼Ó¹¤µÄERPÑо¿¡£ÐÄÀí¿Æѧ£¬33£¨1£©£º174-177
·ëÌìÜõ£¬Áõ¹úÐÛ£¬¹¨ÉÙÓ¢¡£(2010). 3-5ËêÓ׶ù¶ÔÉç»á¹æÔòµÄÈÏÖª·¢Õ¹Ñо¿¡£½ÌÓýÑо¿ÓëʵÑé, 1: 79-83
¹¨ÉÙÓ¢£¬ÐìÏȲʣ¬Ò¶¾§£¬º«ÑÇƽ. (2009). ³õÒ»Ó¢ÓïÓïÒôÒâʶ¡¢¾ä·¨Òâʶ¡¢¹¤×÷¼ÇÒäÓëÓ¢ÓïÔĶÁµÄ¹Øϵ¡£ºþÄÏʦ·¶´óѧ½ÌÓý¿Æѧѧ±¨£¬8£¨1£©£º91-95 ? ÈË´ó¸´Ó¡×ÊÁÏ¡¶ÖÐѧÍâÓï½ÌÓëѧ¡·2009Äê6ÆÚÈ«ÎÄתÔØ
ÐìÏȲʣ¬¹¨ÉÙÓ¢.(2009). ѧҵÇéÐ÷¼°ÆäÓ°ÏìÒòËØ¡£ÐÄÀí¿Æѧ½øÕ¹£¬17£¨1£©£º92-97
¹¨ÉÙÓ¢£¬Áõ»ªÉ½£¬¹ùÓÀÓñ£¬¹È´«»ª. (2008). »ùÓÚ½¨¹¹Ö÷ÒåµÄ½ÌÓýÐÄÀíѧ¿Î³ÌÓë½Ìѧ¸Ä¸ï³¢ÊÔ. ¸ßµÈº¯ÊÚѧ±¨(ÕÜѧÉç»á¿Æѧ°æ), 21(12): 98-99,121
¹¨ÉÙÓ¢£¬ÐìÏȲʣ¬º«ÑÇƽ£¬Ò¶¾§. (2008). Ó¢Óï¾ä·¨ÒâʶÓëÓ¢ÓïÔĶÁÀí½â¼à¿ØµÄ¹Øϵ¡£½ÌÓýÑо¿ÓëʵÑ飬5£º53-56
¹¨ÉÙÓ¢£¬ÅíñõÁä. (2008). 4-10Ë꺺Óï¶ùͯ¾ä·¨ÒâʶµÄ·¢Õ¹¡£ÐÄÀí¿Æѧ£¬31£¨2£©£º346-349
¹¨ÉÙÓ¢£¬ÅíñõÁä. (2008). ¾ä·¨¸´ÔÓÐԶԾ䷨Òâʶ·¢Õ¹µÄÓ°Ïì¡£ÓïÑÔÑо¿£¬28£¨1£©£º79-83
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2000-2005
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¹¨ÉÙÓ¢£¬·½¸»ìä. (2005).²»ÊìÁ·ººÓ¢Ë«ÓïѧϰÕßµÚ¶þÓïÑÔ´Ê»ãºÍ¸ÅÄî±íÕ÷µÄÌص㡣ÐÄÀí¿Æѧ£¬28(5) ÈË´ó¸´Ó¡×ÊÁÏ¡¶ÐÄÀíѧ¡· 2006 Äê 1 ÆÚ (61-64) È«Îĸ´Ó¡
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¹¨ÉÙÓ¢. (2005). Ë«ÓïѧϰÓë¶ùͯÈÏÖª·¢Õ¹¹ØϵÊöÆÀ¡£Öйú½ÌÓýѧ¿¯£¬4£º40-42 ÈË´ó¸´Ó¡×ÊÁÏ¡¶ÖÐСѧ½ÌÓý¡·2005 Äê 9 ÆÚ (71-74) È«Îĸ´Ó¡
¹¨ÉÙÓ¢£¬ÅíñõÁä. (2005). ¾ä·¨ÒâʶµÄ·¢Õ¹¼°ÆäÓëÔĶÁÀí½â¹ØϵµÄÑо¿½øÕ¹¡£ÐÄÀí¿Æѧ£¬28(3)£º754-756 ÈË´ó¸´Ó¡×ÊÁÏ¡¶ÐÄÀíѧ¡· 2004 Äê 8 ÆÚ (35-38) È«Îĸ´Ó¡
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¹¨ÉÙÓ¢£¬Áõ»ªÉ½. (2003). ÖÐѧÉúÔĶÁÀí½âÔªÈÏÖªµÄ·¢Õ¹Ñо¿¡£ÐÄÀí¿Æѧ£¬26(6): 1129, 1141¹¨ÉÙÓ¢ . (2003).ÎÒ¹úѧϰ²ßÂÔÑо¿µÄÏÖ×´ÓëÎÊÌâ. ÐÄÀí¿Æѧ , 26(1)£º163-164
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Gong,?S.?(2018).The?effect?of?emotional?design?on?adolescents¡¯ multimedia?learning. The?3rd?Investigator?Symposium?of?the?Advanced?Learning?Theories,?Technologies?and?Applications?and?Impacts?(ALTTAI)?Consortium.?Qinghuangdao,?China.22-28,July,2018
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Gong, S., Han, Y. (2016). The Effects of Computer-Based Feedback on Learning. The Inaugural Investigator Symposium of the Advanced Learning Theories, Technologies and Applications and Impacts (ALTTAI) Consortium. Graz, Austria.5-8 June, 2016,
¹¨ÉÙÓ¢,Ô¬ÐÂ. (2015). ´óѧÉúÍøÂçѧϰ¶¯»úÐÅÄî¶ÔÔªÈÏÖªµ÷½Ú²ßÂÔµÄÓ°Ï죺¶¯»úµ÷½Ú²ßÂÔµÄÖнé×÷ÓÃ.Ê׽컪ÈËÓ¦ÓÃÐÄÀíѧÊõÑÐÌÖ»á.2015, ̨Íå.
¹¨ÉÙÓ¢. (2015).ÔÚµÚÊ®°Ë½ìÈ«¹úÐÄÀíѧѧÊõ»áÒéÉϳɹ¦ÉêÇë²¢×éÖ¯ÁË¡°ÍøÂçѧϰ¡±×¨ÌâÌÖÂÛ»á. 2015, Ìì½ò.
Íõçù, ¹¨ÉÙÓ¢, ¹ùÑÅÞ±. (2015). ´óѧÉú¶¯»úÐÅÄî¡¢×ÔÎÒµ÷½Ú²ßÂÔ¶Ôѧҵ³É¾ÍµÄÓ°Ïì. µÚÊ®°Ë½ìÈ«¹úÐÄÀíѧѧÊõ»áÒé.2015, Ìì½ò.
µÔ¿ü»¢, ¹¨ÉÙÓ¢£¬ÉϹٳ¿Óê¡£ (2015).ÇéÐ÷Éè¼Æ¶Ô¶àýÌåѧϰµÄÓ°Ïì. µÚÊ®°Ë½ìÈ«¹úÐÄÀíѧѧÊõ»áÒé.2015, Ìì½ò.
º«ÓêË¿, ¹¨ÉÙÓ¢, ÍõÀöϼ, ÐÜ¿¡Ã·, ¸ßÀ×. (2015). ÈÎÎñ¼ÛÖµ¶ÔÍøÂçѧϰÂúÒâ¶ÈµÄÓ°Ï죺ѧҵÇéÐ÷µÄÖнé×÷ÓÃ.µÚÊ®°Ë½ìÈ«¹úÐÄÀíѧѧÊõ»áÒé.2015, Ìì½ò.
ºúÁÕ÷, ¹¨ÉÙÓ¢, ÕÅÀ©ëø. (2015). ÇéÐ÷µ÷½Ú²ßÂÔ¶Ô½Ìʦ¹¤×÷ͶÈëµÄÓ°Ï죺¿ÎÌÃÇéÐ÷ºÍ½ÌʦЧÄܸеÄÖнé×÷ÓÃ. µÚÊ®°Ë½ìÈ«¹úÐÄÀíѧѧÊõ»áÒé. 2015, Ìì½ò
¹¨ÉÙÓ¢, Íõçù, Ô¬ÐÂ, ÍõÀöϼ, Íõΰ. (2015). »ìºÏ¿ÎÌÃÇ龳ϵÄѧϰ¶¯»ú¡¢ÇéÐ÷Óë×ÔÎÒµ÷½Úѧϰ. 2015Äêºþ±±Ê¡ÐÄÀíѧ»áѧÊõÄê»á´ó»áÖ÷Ìⱨ¸æ. Î人.
Shaoying Gong, Panpan Zhang. (2014). Effect of Learner Control and Task Difficulty on multimedia learning. 28th International Congress of Applied Psychology, Paris, France. 8-13 July (oral presentation)
Lixia Wang, Shaoying Gong, Xin Yuan, Chunxiao Lu,Ying Liu. (2014). The relationship among external support, task value and online learning satisfaction: the mediation of academic emotion. 28th International Congress of Applied Psychology, Paris, France. 8-13 July (poster)
Gong S, Zhong L, Jiao Y, et al. (2012). Teachers' emotion regulation goals and strategies: Evidence from China. INTERNATIONAL JOURNAL OF PSYCHOLOGY, 47: 299-299.
Gong S. (2012). Teachers' emotional work strategies and job burnout: The moderation effect of professional identity. INTERNATIONAL JOURNAL OF PSYCHOLOGY, 47: 299-299.
Duan T, Wang F, Li J, Gong* S. (2012). The effects of seductive illustrations on multimedia learning: Evidence from an eye movement study. INTERNATIONAL JOURNAL OF PSYCHOLOGY, 47: 559-559.
Gong S, Chen C. (2012). The relationship between parent goals, classroom goal structures, personal achievement goal orientations and academic performance. INTERNATIONAL JOURNAL OF PSYCHOLOGY, 47: 559-559.
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