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Lei,H., Chiu,M.M. Li, F., Wang, X., & Geng ,Y. (2020). Computational thinking and academic achievement: A meta-analysis among students. Children and Youth Services Review. (11), 1-8. (IF=1.684)
Lei,H., & Chiu,M. M. (2020). Academic Emotions of Chinese Students During Education Reform: A Cross-Temporal Meta-Analysis. School Psychology International.41(4), 368-387.(IF=1.413)
Lei, H.,Chiu, M, M., Quan, J., & Zhou, W. (2020). Effect of Self-Control on Aggression among Students in China: A meta-analysis. Children and Youth Services Review. (9),1-9.(IF=1.684)
Lei, H., Chiu, M, M., Cui, Y., Li, S., & Lu, M. (2019). Changes in Aggression among Mainland Chinese Elementary, Junior High, and Senior High School Students across Years: A Cross-Temporal Meta-Analysis. Aggression and Violent Behavior,48,190-196. (IF=1.983)
Lei, H., Mao, W., Cheong, C. M., Wen, Y., Cui, Y(Corresponding Author)., & Cai, Z. (2020). The Relationship between Self-esteem and Cyberbullying: A Meta-Analysis of Children and Youth Students. Current Psychology, (3), 830-842.(IF=1.468)
Lei, H., Chiu, M, M., & Li, S. (2019). Birth cohort effects, regions differences, and gender differences in Chinese college students’ aggression: A review and synthesis. Journal of Autism and Developmental Disorders, 49(9), 3695-3703. (IF=2.786).
Lei, H., Cheong, C, M., Li, S., & Lu, M. (2020). Subjective well-being and internet overuse: A meta-analysis of mainland Chinese students. Current psychology, (3), 843-853. (IF=1.468).
Lei, H., Li, S., Chiu, M, M., & Lu, M. (2018). Social support and internet addiction among mainland Chinese teenagers and young adults: A meta-analysis. Computers in human behavior, 85(8), 200-209. (IF=3.536)
Lei, H., Chiu, M, M., Cui, Y., Zhou, W., et al. (2018). Parenting style and aggression:?A meta-analysis of mainland Chinese children and youth. Children and Youth Services Review, 94, (11), 446-455. (IF=1.383)
Lei, H., Cheong, C, M., Li, Shunyu. et al. (2018). A meta-analysis of the relationship between coping style and Internet addiction among mainland Chinese students. Psychiatry Research, 270(12), 831-841. (IF=2.223)
Lei, H., Cui, Y(Corresponding Author)., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social behavior and personality, 46(3), 517-528. (IF=0.458)
Lei, H., Cui, Y(Corresponding Author)., & Chiu, M, M. (2018).The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis. Frontiers in psychology, 8(1), 1-12. (IF=2.089)
Lei, H., Cui, Y(Corresponding Author)., Chiu, M, M. (2016). Affective Teacher—Student Relationships and Students’ Externalizing Behavior Problems: A Meta-analysis. Frontiers in Psychology, (8), 1-12. (IF=2.089)
Lei, H & Cui, Y(Corresponding Author). (2016).Effects of Academic Emotions on Achievement Among Mainland Chinese Students: A Meta-Analysis. Social behavior and personality, 44(9), 1541-1553. (IF=0.458)
Lu, M., Lei, H (Corresponding Author)., et al. (2018).Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers. Frontiers in psychology, 9(5), 1-8. (IF=2.089)
Li, S. & Lei, H. (Corresponding Author)., & Tian, L. A meta-analysis of the relationship between parenting style and Internet addiction among Mainland Chinese teenagers . Social behavior and personality, 46(9), 1475-1488. (IF=0.458)
Lu, M., Wang, G., Lei, H., et al. (2018).Social Support as Mediator and Moderator of the Relationship Between Parenting Stress and Life Satisfaction Among the Chinese Parents of Children with ASD. Journal of Autism and Developmental Disorders, 48(4), 1181-1188. (IF=3.476)
Cui, Y., Lei, H., & Zhou, W. (2018). Changes in School Curriculum Administration in China. ECNU review of education, 1(1), 34-57.
Guo, F., Joseph, L., Duan, Y., Joseph, P. S., Olga, K., Lei, Hao., & Zhou, W. (2018). Sustainable Development in Geography Education for Middle School in China. Sustainability, 10(11), 1-27. (IF=2.075)
中文部分
雷浩.(2020). 基于核心素养的课程评价:理论基础、内涵与研究方法. 上海师范大学学报(哲学社会科学版),(5), 37-43.
雷浩.(2020).打开“黑箱”:从近15万张学生课程表看国家课程实施现状与走向.教育研究,(5),49-58.
郭洪瑞,雷浩,崔允漷. (2020).忠实取向下综合实践类课程实施问题与对策研究. 课程·教材·教法, (4), 16-22.
雷浩,崔允漷.(2020).核心素养评价的质量标准:背景、内容与应用. 中国教育学刊,(3),87-92.
雷浩. (2020).深度学习引发抗疫新成长.中国教师报,4-1.
崔允漷,雷浩.(2019).中国基础教育课程改革的70年历程——从规范为先的教学体系到育人为本的课程制度.人民教育,22:50-52.
崔允漷,雷浩.(2019).优质学校课程建设的专业规范.人民教育,13-14:37-40.
雷浩,李静. (2018). 社会经济地位与教师关怀行为关系:主观幸福感的中介作用. 教师教育研究,30(5), 34-40.
雷浩,徐瑰瑰,邵朝友等. (2015). 教师关怀行为与学生学业成绩的关系:学习效能感的中介作用. 心理发展与教育, 31(2), 188-197.
雷浩. (2015). 中学教师关怀行为的发展特征及其干预策略研究. 中国教育学刊, (4),70-74.
雷浩. (2015). 中学教师关怀行为行为的发展路径研究. 教师教育研究, 27(2), 54-59.
雷浩. (2014). 教师关怀行为三维模型的建构. 国家教育行政学院学报, (2), 67-73.
雷浩. (2014). CSI:一种教师关怀行为的分析框架. 上海教育科研, (4), 64-67.
雷浩. (2017). 为学而教:学习中心教学的研究. [博士学位论文].
郑蕾,雷浩. (2017). 美国"实施课程调查"项目进展及运作机制——SEC项目主任约翰·史密森博士专访. 全球教育展望,46(10), 11-23.
柳叶青,雷浩. (2017). 基于学习者发展与教育经验的教学论重建——访德国汉堡大学迈纳特·迈尔教授. 全球教育展望,46(1), 3-10.
雷浩. (2016). 国外过程取向教学的研究评析. 比较教育研究,(2), 79-86.
崔允漷,雷浩. (2016). 教-学-评一致性三因素理论模型的建构. 华东师范大学学报(教育科学版), (2), 15-22.
雷浩.(2015). 影响教师教学反思的关键因素及其作用程度分析. 教育发展研究,(12), 52-59.
雷浩. (2015). 初中语文课型特征分布的实证分析. 全球教育展望, 44(1), 25-33.
雷浩, 徐瑰瑰. (2014). 课堂教学质量表现性评价的比较研究. 外国中小学教育, (9), 40-45.
雷浩. (2014). 罗根课程实施模式及其启示. 全球教育展望,43 (1), 33-39.
雷浩. (2013). 国外学校课程实施的评估方法及其启示. 教育发展研究, (24), 16-20.
雷浩, 等. (2013). 亲社会性视频游戏对内隐攻击性认知抑制效应的实验. 心理发展与教育, 29(1), 10-17.
雷浩, 刘衍玲. (2013). 国外青少年暴力态度研究评析. 比较教育研究, (2), 72-79.
雷浩, 等. (2012). 班级环境与攻击行为的关系:暴力态度的中介作用.中国特殊教育,(11), 65-72.
雷浩, 等. (2012). 国外青少年攻击性认知研究的现状与展望. 中国特殊教育, (7), 80-87.
雷浩, 等. (2012). 国外青少年暴力脱敏的研究评析. 比较教育研究, (7), 87-91.
雷浩, 等. (2012). 基于时间投入——专注度双维核心模型的高中生学业勤奋度研究. 心理发展与教育, (4). 384-391.
雷浩, 等. (2012). 家庭环境、班级环境与高中生学业成绩的关系:学业勤奋度的中介作用. 上海教育科研, (4), 384-391.