甄瑞 副教授

   组织机构：心理学系心理部

    邮箱：zhenrui@hznu.edu.cn； zhenrui1206@126.com

    地址：诚园5号楼

基本信息

甄瑞（1990.11—），女，安徽霍邱人，杭州师范大学经亨颐教育学院副教授、硕士生导师。主要从事青少年学习心理与心理健康方面的研究，先后主持国家社科基金（教育学）青年项目、浙江省自然科学基金青年项目、浙江省教育厅一般科研项目等。在国内外有影响力的SSCI/CSSCI收录期刊上发表科研论文四十余篇，其中以第一或通讯作者身份发表科研论文二十篇。现为中国心理学会学校心理学专业委员会委员、中国心理学会校园欺凌与暴力专业委员会（筹）委员，担任十余个SSCI/CSSCI收录期刊审稿人。

教育背景

2015.09-2018.06，北京师范大学心理学部，发展与教育心理学，教育学博士（导师：刘儒德 教授）

2012.09-2015.07，安徽师范大学教育科学学院，应用心理学，理学硕士（导师：姚本先 教授）

2006.09-2010.07，安徽师范大学生命科学学院，生物科学，理学学士

工作经历

2021.07-至今，杭州师范大学经亨颐教育学院，副教授，硕士生导师

2018.07-2021.06，杭州师范大学心理科学研究院，副研究员，硕士生导师

社会任职

1. 中国心理学会学校心理学专业委员会委员

2. 中国心理学会校园欺凌与暴力专业委员会（筹）委员

3. 《Computers in Human Behaviors》《Learning and Individual Differences》等期刊审稿人

获奖情况

1. 2020.12 杭师大教育学院行知教育奖

2. 2019.02 北京师范大学优秀博士毕业论文

3. 2018.06 北京市优秀博士毕业生

4. 2017.11 博士研究生国家奖学金

5. 2017.10 宝钢优秀学生奖

6. 2016.11 北京师范大学研究生学业一等奖学金

教学工作

研究生课程：《心理学研究方法》、《心理学新进展》

主要科研项目

1. 重大突发事件后中小学心理卫生教育模式的构建与实践（CHA200259），国家社科基金（教育学）青年项目，主持，2020-2023.

2. 受欺凌经历对青少年创伤后应激障碍的影响：行为与生理机制研究（LQ20C090006），省自然科学基金青年项目，主持，2020-2022.

3. 青少年数学学习投入的影响机制研究（18JYXK016），杭州师范大学教育学院省优势学科培育项目，主持，2018.12-2021.11，已结题

4. 中小学生手机使用行为及其影响因素研究（17BSH102），国家社会科学基金一般项目，参与，2017-2022.

5. 3-6岁儿童电子媒体使用对道德行为的影响研究（21CSH046），国家社会科学基金青年项目，参与，2021-2024.

学术活动

1. 2020.11 第二届校园欺凌国际学术会议（指导硕士），山东济南

2. 2021.07 The 32nd International Congress of Psychology（指导硕士），捷克布拉格

3. 2019.11 International Society for Traumatic Stress Studies 35th Annual Meeting ，美国波士顿

4. 2019.10 第22届全国心理学学术会议，浙江杭州

5. 2019.10 校园欺凌预防与干预国际学术会议，山东济南

6. 2019.07 2019年中国心理学会学校心理专业委员会工作会议，吉林延吉

7. 2019.04 长三角·心青年 心理学青年学者论坛，上海

8. 2019.01 心智、脑与教育-杭师大浙师大青年学者交流论坛，浙江杭州

9. 2018.11 第21届全国心理学学术会议，北京

主要论文

1. Zhen, R., & Zhou, X. (2021). Latent Patterns of Posttraumatic Stress Symptoms, Depression, and Posttraumatic Growth Among Adolescents During the COVID-19 Pandemic. Journal of Traumatic Stress, 1-13. doi:10.1002/jts.2272

2. Wu, X., Qi, J., & Zhen, R.* (2020). Bullying victimization and adolescents’ social anxiety: roles of shame and self-esteem. Child Indicators Research, 1-13. https://doi.org/10.1007/s12187-020-09777-x (*corresponding author)

3. Zhen, R., Li, L., Liu, X., & Zhou, X. (2020). Negative life events, depression, and mobile phone dependency among left-behind adolescents in rural China: An interpersonal perspective. Children and Youth Services Review, 109, 104688.

4. Hong, W., Zhen, R#., Liu, R., Wang, M. T., Ding, Y., & Wang, J. (2020). The longitudinal linkages among Chinese children’s behavioural, cognitive, and emotional engagement within a mathematics context. Educational Psychology. Educational Psychology, 40(6), 666–680. (#Share the first authorship)

5. 甄瑞, 李璐，周宵. (2021). “新冠”疫情下青少年社会孤立对创伤后应激障碍与成长的影响：心理需要满足与自我表露的中介作用. 中国临床心理学杂志，29(5)，967-972.

6. 甄瑞, 周宵. (2020). 新型冠状病毒肺炎疫情下普通民众焦虑的影响因素研究.应用心理学, (2), 99–107.

7. Zhen, R., Liu, R., Wang, M. T., Ding, Y., Jiang, R., Fu, X., et al. (2020). Trajectory patterns of academic engagement among elementary school students: The implicit theory of intelligence and academic self-efficacy matters. British Journal of Educational Psychology, 90, 618–634.

8. Zhen, R., Wu, X., & Zhou, X. (2019). Longitudinal development of adolescent academic engagement following the Wenchuan earthquake: Domain-specific trajectories. School Psychology International. http://doi.org/10.1177/0143034319884615

9. Zhen, R., Liu, R., Ding, Y., Jiang, R., Jiang, S., & Hong, W. (2019). Gratitude and math engagement among primary students: Examining a multiple mediating model. Current Psychology. doi: 10.1007/s12144-019-00202-3

10. Zhen, R., Liu, R., Hong, W., & Zhou, X. (2019). How do Interpersonal Relationships Relieve Adolescents’ Problematic Mobile Phone Use? The Roles of Loneliness and Motivation to Use Mobile Phones. International Journal of Environmental Research and Public Health, 16(13). doi:10.3390/ijerph16132286

11. Zhen, R., Zhou, X., & Wu, X. (2019). Patterns of posttraumatic stress disorder and depression among adolescents following an earthquake: A latent profile analysis. Child Indicators Research, 1-15. doi: 10.1007/s12187-019-09634-6

12. Liu, R., Zhen, R*., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2018). Teacher support and math engagement: Roles of academic self-efficacy and positive emotions. Educational Psychology, 38, 1-14. (*corresponding author)

13. Zhen, R., Liu, R., Ding, Y., Liu, Y., Wang, J., & Xu, L. (2018). The moderating role of intrinsic value in the relation between psychological needs support and academic engagement in mathematics among Chinese adolescent students. International Journal of Psychology, 53, 313-320.

14. Zhen, R., Quan, L., & Zhou, X. (2018). How does social support relieve depression among flood victims? The contribution of feelings of safety, self-disclosure, and negative cognition. Journal of Affective Disorders, 229,186-192.

15. Zhen, R., Quan, L., & Zhou, X. (2018). Fear, negative cognition, and depression mediate the relationship between traumatic exposure and sleep problems among flood victims in China. Psychological Trauma: Theory, Research, Practice, and Policy, 10, 602-609.

16. Zhen, R., Liu, R., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210-216.

17. Zhou, X., Zhen, R., & Wu, X. (2018). Trajectories of problematic internet use among adolescents over time since Wenchuan earthquake. Computers in Human Behavior. doi: 10.1016/j.chb.2018.02.030

18. Quan, L., Zhen, R., Yao, B., Zhou, X., & Yu, D. (2017). The roles of trait resilience, perceived severity of disaster, and rumination in the relationship between rainstorm-related experiences and PTSD among Chinese adolescents following rainstorm disasters. Archives of Psychiatric Nursing, 31, 507-515.

19. Jiang, R., Liu, R., Star, J., Zhen, R., Wang, J., Hong, W., et al. (2020). How mathematics anxiety affects students’ inflexible perseverance in mathematics problem-solving: Examining the mediating role of cognitive reflection. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12364

20. Hong, W., Liu, R., Oei, T., Zhen, R., Jiang, S., Sheng, X. (2019). The mediating and moderating roles of social anxiety and relatedness needs satisfaction on the relationship between shyness and problematic mobile phone use among adolescents. Computers in Human Behavior, 93, 301-308.

21. Hong, W., Liu, R., Ding, Y., Sheng, X., & Zhen, R. (2020). Mobile phone addiction and cognitive failures in daily life: The mediating roles of sleep duration and quality and the moderating role of trait self-regulation. Addictive Behaviors, 107, 106383. https://doi.org/10.1016/j.addbeh.2020.106383

22. Hong, W., Liu, R., Ding, Y., Oei, T. P., Zhen, R., & Jiang, S. (2019). Parents’ phubbing and problematic mobile phone use: The roles of the parent-child relationship and children’s self-esteem. Cyberpsychology Behavior and Social Networking, 22(12), 779-786. https://doi.org/10.1089/cyber.2019.0179

23. Liu, Y., Liu, R., Star, J., Wang, J., Zhen, R., & Tong, H. (2019). The effect of perceptual fluency on overcoming the interference of the More A–More B intuitive rule among primary school students. Journal of Educational Psychology. https://doi.org/10.1037/edu0000403

24. Wang, J., Liu, R., Star, J. R., Liu, Y., & Zhen, R. (2019). The moderating effect of regulatory focus in the relationship between potential flexibility and practical flexibility. Contemporary Educational Psychology, 56, 218–227.