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Faculty

Chen Chen Professor

Academic Area: 
Achievement motivation, parent-child relationship, Social development, and Well-being
Research Interests: 
  • Primary: Achievement motivation, Grit, Parenting, and Social development
  • Secondary: Temperament, Personality, Attachment, and Well-being
Bio: 

Educational Background

  • Ph.D. in Developmental and Educational Psychology, The University of Hong Kong (2010)
  • M. Ed. in Developmental and Educational Psychology, Nanjing Normal University
  • B.A. in School Education, Nanjing Normal University

 

Research Projects (Selected)

  • Project of the National Social Science Foundation in China financed by the National Planning Office of Philosophy and Social Science (2014/06 - current): Social Development and the Mechanism of Urban Migrant Children (PI)
  • Key subject of The Humanities and Social Sciences Research Grant financed by Ministry of Education of People’s Republic of China (2017/12-2020/12): Prevention and Management of School Bullying (Participation; PI: Prof. Wenxin Zhang at Shandong Normal University)
  • International Collaborative Project invited by Prof. Sam Putnam, Chair of Psychology Department Bowdoin College (2018- current): Children’s Temperament (Participation)
  • Collaborative Project with Vrije Universiteit Amsterdam financed by Vrije Universiteit Amsterdam (2017/10-2018/12): Parents Attitudes and Chinese Children’s Theory of Mind (PI in China).
  • Project financed by Research Institute of Moral Education at Nanjing Normal University, the Key Research Institute in Humanities and Social Sciences in Universities in China (2016/06-2020/12): Traditional Cultures and Chinese Students’ Achievement Motivation: A Cross-Cultural Perspective (PI)
  • Brand Course in English for Foreign Students in China by Ministry of Education of People’s Republic of China (2013 - current): Introduction to Psychology (PI)
  • The Humanities and Social Sciences Research Grant financed by Ministry of Education of People’s Republic of China (2010 - 2016): The Nature and Development of Achievement Motivation among Chinese Elementary School, High School, and University Students (PI)
  • The Education Science Research Grant financed by Jiangsu Planning Office of Education Science (2011 - 2016): A Comparative Study on Learning Motivation and Its Influential Factors between Chinese and Austrian University Students (PI)
  • The Philosophy and Social Sciences Research Grant financed by Jiangsu Province Bureau of Education (2010 – 2015): The Impact of Individual Differences and Learning Environment on Chinese University Students’ Achievement Motivation, Academic Achievement, and Subjective Well-Being (PI)
  • The Philosophy and Social Sciences Research Grant financed by Jiangsu Planning Office of Philosophy and Social Science (2001-2004): An Ecological Study on Middle School Students’ Need in Present Age (PI)
  • Research Grant from Nanjing Normal University (1999-2001): The Impact of Parent-Child Personality Characteristics on Parenting Styles (PI)

 

Journal Articles (Selected)

International

  • Chen*, C., Elliot, A. J., & Sheldon, K. M. (2019). Psychological need support as a predictor of intrinsic and external motivation: The mediational role of achievement goals. Educational Psychology. Advance online publication. doi:10.1080/01443410.2019.1618442 (*Correspondence author, SSCI)
  • Jury, M., Aelenei, C., Chen, C., Darnon, C., & Elliot, A. J. (2019). Examining the role of perceived prestige in the link between students’ subjective socioeconomic status and sense of belonging. Group Processes & Intergroup Relations, 22(3), 356-370. doi:10.1177/1368430219827361
  • Pan, J.-Y., Ye, S., Chen, C., & Park, C. (2019). A meaning-making model of post-migration growth for mainland Chinese university students in Hong Kong. International Journal of Intercultural Relations, 69, 1-10. doi:10.1016/j.ijintrel.2018.12.002
  • Chen, C., Ye, S., & Hangen, E. (2018). Predicting achievement goals in the East and West: The role of grit among American and Chinese university students. Educational Psychology, 38(6), 820-837. doi:10.1080/01443410.2018.1458975
  • Chen, C., Fan, J., & Jury, M. (2017). Are perceived learning environments related to subjective well-being? A visit to university students. Learning and Individual Differences, 54(1), 226-233. doi:10.1016/j.lindif.2017.01.001
  • Chen, C. (2016). The role of resilience and coping styles in subjective well-being among Chinese university students. The Asia-Pacific Education Researcher. 25(3), 377-387. DOI 10.1007/s40299-016-0274-5
  • Chen, C. (2015). Incremental validity of achievement goals in predicting subjective well-being among university students. Journal of Cognitive Education and Psychology, 14(1), 38-62. doi:10.1891/1945-8959.14.1.38 (ESCI)
  • Yu, Tak-ming & Chen, C. (2012). Thinking styles and preferred teacher interpersonal behavior among Hong Kong students. Learning and Individual Differences, 22(4), 554-559. DOI:10.1016/j.lindif.2012.02.002 (Correspondent author)
  • Chen, C.*, & Zhang, L. F. (2011). Temperament, personality and achievement goals among Chinese adolescent students. Educational Psychology, 31(3), 339-359. doi:10.1080/01443410.2011.559310
  • Chen, C. (2006). The roles of temperament and parenting styles in adolescents’ achievement motivation. Research Studies in Education, 4, 127-144.

 

Chinese Journals (Selected)

  • Chen*, C., Gong, X., Bai, L., Geng, L., & Zhang, X. (2018). Children’ s intergroup attitudes: Theory, evidence and enlightenment to the study of Chinese migrant children Psychological Research, 11(5), 395-408. (*Correspondent author)
  • Bai, L, & Chen*, C. (2018). Developmental trajectories of migrant children’s emotion regulation: A comparative study with urban children. Journal of Nanjing Xiaozhuang University, 4, 96-103. (*Correspondent author)
  • Gu, Q., & Chen*, C. (2018). The effect of achievement goals on learning performance: A comparative study on the dynamics of need satisfaction between migrant and urban children. Journal of Nanjing Xiaozhuang University, 4, 89-95. (*Correspondent author)
  • Chen, C. (2017). Attachment: An important approach to understanding achievement motivation. Nanjing Journal of Social Sciences, 6, 125-135. (CSSCI)
  • Chen, P., & Chen*, C. (2015). The impact of multiple goals on motivational, affective, and academic outcomes among Chinese university students. Psychological Research, 8(1): 85-94. (*Correspondent author)
  • Chen, P., & Chen*, C. (2015). The effect of achievement goals on university students’ subjective well-being: The moderating effect of basic psychological need. China Journal of Health Psychology, 23(10), 1481-1486. (*Correspondent author)
  • Li, X-p, Yan, H-l, Yun, X., & Chen*, C. (2014). The effects of empathy as contextual variable on violence attitude. Psychological Development and Education, 30(5), 466-473.  (CSSCI, *Correspondent author)
  • Chen*, C, Yan, T., & Lin, C-d (2013). Perfectionism, self-esteem, and academic procrastination among Chinese university students. Psychological Development and Education, 29(4), 369-378. (CSSCI, *Correspondent author)
  • Chen*, C. & Fan, J. Q. (2010). The applicability of the Parenting Style Index to Nanjing and Shanghai adolescents. Journal of Nanjing Normal University (Social science), Issue 6, 107-112. (CSSCI, *Correspondent author)
  • Chen, C., Ni, H. Y., & Yang, J. P. (2007). The impact of fourth and fifth grade children’s temperament on their parenting styles. Journal of Nanjing Normal University (Social Science), Issue 3, 107-113. (CSSCI, *Correspondent author)
  • Chen, C. (2004). The summarizing and reflecting on studies of Chinese adolescents’ needs over the past two decades. Journal of Nanjing Normal University (Social Science), Issue 5, 74-79. (CSSCI)
  • Chen, C. (2004). The application of empathy on university teaching. Jiangsu Higher Education, 117(5), 72-74. (CSSCI)
  • Chen, C. (2002). An analysis of the study of parenting styles. Journal of Nanjing Normal University (Social Science), Issue 6,95-103. (CSSCI)
  • Chen, C. (1994). An review on Freud’s unconsciousness. Sichuan Psychological Science, Issue 4, 18-22.

 

Books

  • Hong, Y., & Chen, C. (2011). Nonrecursive Causal Models.shanghai: Gezhi press.
  • (The translated book: Barry, William (1984). Nonrecursive Causal Models. Thousand Oaks, CA: Sage.)

Honors and Awards

  • Middle- and Young-aged Academic Backbone, Nanjing Normal University (2016-2018)
  • Jiangsu Overseas Research and Training Program for University Prominent Young & Middle-aged Teachers and Presidents (November 2014-December 2015)
  • Achievement in the year of 2018 Jinagsu Provincial Education and Research (Research) (August 2018, awarded by Jiangsu Provincial Education Department with Chen, C. (2016). The role of resilience and coping styles in subjective well-being among Chinese university students. The Asia-Pacific Education Researcher, 25(3), 377-387. DOI 10.1007/s40299-016-0274-5 (SSCI)
  • Achievement in the 8th College Philosophy and Social Science Research of Jiangsu Province (2012, awarded by Jiangsu Province Bureau of Education)
  • Eurasia-Pacific Uninet PhD & Post Doc Scholarship (September 2008 – March 2009, sponsored by Austrian Exchange Service)
  • K. P. Tin Visiting Fellowship in Chinese Education (2003-2004 Year, sponsored by The University of Hong Kong)
  • Special Prize at Educating People and Imparting Knowledge (2003, awarded by Nanjing Normal University)
  • Excellent Prize in Teaching (2003, awarded by Nanjing Normal University)
  • Achievement in the Teaching Results of Jiangsu Provincial Higher Education (2001, one of the key members, awarded by Jiangsu Province Bureau of Education)

 

Academic Title (Other Professional Activities)

  • Adjacent-Professor, Research Institute of Moral Education, Nanjing Normal University (2013-current)
  • Committee member of the Committee of Teaching of Psychology of Chinese Psychological Association (2013-2017; 2018-2022)
  • Director of the Committee of Developmental and Educational Psychology of Psychological Society of Jiangsu Province (2018-current)

 

Contact

  • E-mailchenchen@njnu.edu.cn
  • Host of Motivation and Social Development Lab at School of Psychology