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，安徽人，博士，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领域研究。主持两项国家社科基金（教育学）项目和多项省级及其他科研项目。以第一或通讯作者在国内外有影响力的SSCI/CSSCI收录期刊上发表科研论文三十余篇。获浙江省第二十一届哲学社会科学优秀成果奖青年奖（1/3），入选“浙江省之江社科青年学者”“杭州市哲学社会科学优秀青年人才”。兼任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防治专业委员会委员、中国教育学会学校教育心理学分会理事。
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心理学系，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
教学工作
本科生：《教育心理学》《心理学基础》《中小学心理健康教育课程设计》《大学生心理健康教育》
研究生：《发展心理学专题》《定量研究方法》《心理学研究方法》《心理学新进展》
主要科研项目
1. 国家社会科学基金（教育学）一般项目：控制-价值理论视域下中小学生厌学的心理机制与干预研究（BBA240042），主持，2024-2027，在研.
2. 国家社会科学基金（教育学）青年项目：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），主持，2020-2023，已结题.
3. 浙江省哲学社会科学规划一般课题：共同富裕背景下中小学心理健康教育现代化模式的探索（24ZJQN066Y），主持，2024-2025，已结题.
4. 浙江省自然科学基金青年项目：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），主持，2020-2023，已结题.
主要论文
1. Sun, Y., Wang, B.*, Ruan, L., Liu, X., Zhen, R.* (2025). Latent patterns and influencing factors of job burnout among primary and secondary school teachers in China. Teaching and Teacher Education. https://10.1016/j.tate.2025.104982 (SSCI-Q1)
2. Yu, J., Liu, R.-D., Ding, Y., Zhen, R.* (2025). Academic engagement lowered children’s fixed mindset in mathematics: A random intercepts cross-lagged panel model with five waves. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2024.102595 (SSCI-Q1)
3. Zheng, Y., Wang, J., Liu F., Liu, X., Zhen, R.* (2025). Patterns and related factors of problem behavior among Chinese adolescents. Journal of Interpersonal Violence. https://doi.org/10.1177/08862605251353504 (SSCI-Q1)
4. Chen, Z., Yu, J., Liu, F., Wang, J., & Zhen, R.* (2024). Co-existence patterns of social norms and positive defending intention among adolescents as school bullying bystanders. Journal of Interpersonal Violence. https://doi.org/10.1177/08862605241299813. (SSCI-Q1)
5. Liu, F., Chen, B., Liu, X., Zheng, Y., Zhou, X., Zhen, R.* (2024). Reciprocal relations between cognitive empathy and post-traumatic growth in school bullying victims. Behavioral Sciences, 14, 435. (SSCI-Q2)
6. Wu, X., Li, L., Zhen, R.* (2024). The influence of social norms and bullying types on the defending intentions of school bullying bystanders. Current Psychology. https://doi.org/10.1007/s12144-024-05735-w (SSCI-Q2)
7. Chen, B., Li, Q., Li, T., Wu, X., Shen, L., & Zhen, R.* (2023). Patterns of satisfaction with personal lives and online teaching among primary and middle school teachers during the COVID-19 pandemic, Educational Psychology, 43 (7), 780-794. DOI:10.1080/01443410.2023.2241688 (SSCI-Q1)
8. Wu, X., Zhen, R.*, Shen, L., Tan R., Zhou, X. (2023). Patterns of elementary school students’ bullying victimization: Roles of family and individual factors. Journal of Interpersonal Violence, 38 (3-4), 2410-2431. (SSCI-Q1)
9. Zhen, R., Li, L., Li, G., & Zhou, X. (2023). Social isolation, loneliness, and mobile phone dependence among adolescents during the COVID‑19 pandemic: Roles of parent–child communication patterns. International Journal of Mental Health and Addiction, 21, 1931–1945. (SSCI-Q1)
10. Zhou, X., Zhen, R.* (2022). How do physical and emotional abuse affect depression and problematic behaviors in adolescents? The roles of emotional regulation and anger. Child Abuse & Neglect, 129, 105641. (SSCI-Q1)
11. Zhen, R., & Zhou, X. (2022). Latent patterns of posttraumatic stress symptoms, depression, and posttraumatic growth among adolescents during the COVID-19 pandemic. Journal of Traumatic Stress, 35, 197-209. (SSCI-Q2)
12. Wu, X., Qi, J., & Zhen, R.* (2021). Bullying victimization and adolescents’ social anxiety: roles of shame and self-esteem. Child Indicators Research, 14(2), 769-781. (SSCI-Q2)
13. Zhen, R., Liu, R., Ding, Y., Jiang, R., Jiang, S., & Hong, W. (2021). Gratitude and math engagement among primary students: Examining a multiple mediating model. Current Psychology, 40, 2543-2551. (SSCI-Q1)
14. Zhen, R., Liu, R. D, 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. (SSCI-Q1)
15. 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, 40(6), 666–680. (SSCI-Q2)
16. Zhen, R., Li, L., Ding, Y., Hong, W., Liu, R. D. (2020). How does mobile phone dependency impair academic engagement among Chinese left-behind children? Children and Youth Services Review, 116 (2020) 105169. (SSCI-Q1)
17. Zhen, R., Li, L., Liu, X., & Zhou, X. (2019). 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. (SSCI-Q1)
18. 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, 12(6), 2173-2181. https://doi.org/10.1007/s12187-019-09634-6 (SSCI-Q2)
19. 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), 3-16. (SSCI-Q2)
20. 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. (SSCI-Q2)
21. 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. (SSCI-Q1)
22. Zhen, R., Quan, L., Zhou, X. (2018). Co-occurring patterns of posttraumatic stress disorder and depression among flood victims: A latent profile analysis. Journal of Health Psychology, 1-13. https://doi.org/10.1177/1359105318763505 (SSCI-Q2)
23. 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. (SSCI-Q2)
24. 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. (SSCI-Q1)
25. Yang, X., Zhen, R., Liu, Z., Wu, X., Xu, Y., Ma, R., Zhou, X. (2023).Bullying victimization and comorbid patterns of PTSD and depressive symptoms in adolescents: Random intercept latent transition analysis. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-023-01826-2 (SSCI-Q1)
26. Zhou, X., Zhen, R., & Wu, X. (2020). Insecure attachment to parents and PTSD among adolescents: The roles of parent–child communication, perceived parental depression, and intrusive rumination. Development and Psychopathology. https://doi.org/10.1017/S0954579420000498(SSCI-Q1)
27. Zhou, X., Zhen, R., & Wu, X. (2018). Trajectories of problematic internet use among adolescents over time since Wenchuan earthquake. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2018.02.030(SSCI-Q1)
28. Jiang, R., Liu, R. D., 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 (SSCI-Q1)
29. 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. (SSCI-Q1)
30. Liu Y., Liu, R.-D., Star, J., Wang, J., Zhen, R., & Tong, H. (2020). 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, 112(5), 907–921. https://doi.org/10.1037/edu0000403(SSCI-Q1)
31. 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. (SSCI-Q1)
32. 甄瑞, 周宵.(2023).校园欺凌受害与创伤后应激症状的关系：公正世界信念与社会支持的作用. 中国临床心理学杂志, (1),148-152+193.
33. 周宵, 甄瑞*. (2023). 重大灾后青少年创伤心理的家庭疏导策略探索. 应用心理学, 29(4),317-325.
34. 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.
35. 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.
36. 郁嘉铭，高美慧，李倩, 李天昶, 陈博, 周宵, 甄瑞*. (2023). 新冠肺炎疫情下青少年心理健康研究现状：基于CiteSpace的可视化计量分析. 四川精神卫生, 36(6), 538-546.
37. 徐珺, 吴心玥, 郑欣妍, 甄瑞*.(2023).中小学生校园受欺凌和求助意愿的现状及其影响因素. 中小学心理健康教育, (1), 16-22.
38. 廖格格，陈依婷，陈垚，陈博，甄瑞* (2025). 受欺凌青少年创伤后应激障碍的发生率及其影响因素. 杭州师范大学学报(自然科学版),24(2),138-145.
39. 徐珺，高美慧，甄瑞* (2024). 受欺凌经历对青少年抑郁的影响：认知情绪调节策略和社会支持的作用. 杭州师范大学学报(自然科学版), 23(3), 240-247.
40. 蒋舒阳, 刘儒德, 甄瑞, 洪伟, 金芳凯. (2019). 高中生数学能力实体观对数学学习投入的影响：学业自我效能感和消极学业情绪的中介作用. 心理发展与教育, 35, 48-56.
获奖荣誉
1. 2021.12 浙江省第二十一届哲学社会科学优秀成果奖青年奖（1/3）
2. 2022.12 入选“杭州市哲学社会科学优秀青年人才”
3. 2023.12 入选“浙江省之江社科青年学者”
专著教材
1. 专著. (2025).重大突发事件后中小学心理卫生模式的构建与实践. 杭州: 浙江大学出版社（出版中）
2. 参编.(2024).教育心理学（第一批新时代教育部马工程重点教材）.北京：北京师范大学出版社
3. 副主编. (2023).大学生心理健康教育（第4版）. 合肥：安徽大学出版社
4. 参编. (2020).学校心理健康教育课程设计与教法. 北京：中国人民大学出版社
研究生指导
Ø 2019级硕士 吴心玥
Ø 2020级硕士 沈凌雁
Ø 2021级硕士 陈博、李天昶、李倩
Ø 2022级硕士 郁嘉铭、孙月仙、高美慧、王靖茜、陈展洁
Ø 2023级硕士 刘方、刘欣荣、郑伊帆
Ø 2024级硕士 安衍菲、吴语童、陈世豪、张匀馨
Ø 2025级硕士 张荧珩、袁一婷、杨佳欣、周昕玥
