My research focuses on understanding and improving students’ learning in primary, secondary, and high school. I am interested in students’ mathematical thinking and learning, particularly the cognitive biases in mathematics problem-solving. In my recent work, I study the role of inhibitory control in overcoming the cognitive biases in the field of geometry problem-solving, rational number processing, proportional reasoning, mathematical strategic flexibility, and language learning. I am also interested in the cross-cultural differences in mathematical learning.
Education
PhD
Beijing Normal University, Psychology June 2020
Supervisor: Ru-de Liu
Joint-PhD Student
Harvard University, Educational Psychology August 2018-August 2019
Supervisor: Jon. R. Star
MS
Shenzhen University, Developmental and Educational Psychology July 2016
Supervisor: Xiaodong Li
BS
Shenzhen University, Applied Psychology July 2013
Professional Preparation
Shenzhen University, Shenzhen, China July 2020 to Present
Assistant Professor, School of Psychology
Taught Educational Psychology, an undergraduate courses averaging 60 students per semester, covering the following topics: learning theories, knowledge and problem-solving, learning motivation, transfer of learning.
Taught Developmental Psychology, an undergraduate courses averaging 50 students per semester, covering the following topics: developmental psychology theories, life-span development (i.e., infancy, childhood, adolescence, adulthood).
Additional post: Secretary of Foreign Affairs (2020-2022)
Funded Research Proposals
Overcoming the heuristic bias in mathematics problem-solving: From
cognitive mechanism to intervention, Ministry of Education of the People's Republic of China, 23YJC190011, ￥80,000, Ronghuan Jiang, PI. Oct 2023-present.
Intuitive Bias in Mathematical Learning and Its Neurocognitive Mechanisms: A
Perspective Based on the Hybrid Model, Shenzhen Natural Science Fund, the Shenzhen Talent Program RCBS20231211090519027, ￥300,000, Ronghuang Jiang, PI. June 2024- present.
The Effect of Discrete and Continuous Representation on the Overuse of Proportional Reasoning in Mathematical Problem-Solving: Exploring the Cognitive and Neural Mechanism, Natural Science Foundation of Guangdong Province, 2021A1515010936, ￥100,000, Ronghuan Jiang, PI. Jan 2021- Jan 2023.
The role of inhibitory control in solving geometric problems and its cognitive neural mechanisms, Shenzhen Natural Science Fund, the Stable Support Plan Program 2020080416074700, ￥200,000, Ronghuang Jiang, PI. Jan 2021- Jan 2022.
Publications
Journal Articles (*Corresponding author, #Joint first authors)
Jiang, R., Liu, R.-D., Star, J. R., Wang, J., & Hong, W. (2025). Overcoming the gap between knowledge and use in mathematical flexibility: Examining the role of inhibitory control. Learning and Instruction, 95, 102033
Wang, R., Jiang, R. #, Wang, Y., & Li, X. (2024). Nonsymbolic probability judgment and the role of inhibitory control: numerical distance matters. Current Psychology, 1-12.
Li, X., Xu, P., Jiang, R.*, & Chen, S. (2023). The role of inhibition in overcoming arithmetic natural number bias in the Chinese context: Evidence from behavioral and ERP experiments. Learning and Instruction, 86, 101752. doi:10.1016/j.learninstruc.2023.101752
Yuan, M., Jiang, R.#, Li, X., & Wu, W. (2022). Seeing it both ways: examining the role of inhibitory control in level-2 visual perspective-taking. Current Psychology, 1-15.
Jiang, R., Star, J. R., Hästö, P., Li, L., Liu, R. D., Tuomela, D., ... & Pejlare, J. (2022). Which One Is the “Best”: a Cross-national Comparative Study of Students’ Strategy Evaluation in Equation Solving. International Journal of Science and Mathematics Education, 1-25.
Jiang, R., Liu, R. D., Star, J., Zhen, R., Wang, J., Hong, W., ... & Fu, X. (2021). How mathematics anxiety affects students' inflexible perseverance in mathematics problem‐solving: Examining the mediating role of cognitive reflection. British Journal of Educational Psychology, 91(1), 237-260.
Jiang, R., Li, X., Xu, P., Zhong, L., & Lei, Y. (2021).ji Current Psychology, 40(11), 5256-5266.
Jiang, R., Li, X., Xu, P., & Lei, Y. (2020). Do teachers need to inhibit heuristic Bias in mathematics problem-solving? Evidence from a negative-priming study. Current Psychology, 1-12.
Jiang, R., Li, X., Xu, P., & Mao, T. (2020). Why students are biased by heuristics: examining the role of inhibitory control, conflict detection, and working memory in the case of overusing proportionality. Cognitive Development, 53, 100850.
Jiang, R., Li, X., Xu, P., & Chen, Y. (2019). Inhibiting intuitive rules in a geometry comparison task: Do age level and math achievement matter?. Journal of experimental child psychology, 186, 1-16.
Jiang, R., Liu, R. D., Ding, Y., Zhen, R., Sun, Y., & Fu, X. (2018). Teacher justice and students’ class identification: Belief in a just world and teacher-student relationship as mediators. Frontiers in Psychology, 9, 802.
Jiang, R., Li, X., Fernández, C., & Fu, X. (2017). Students’ performance on missing-value word problems: a cross-national developmental study. European Journal of Psychology of Education, 32(4), 551-570.
Jiang, R., Li, X. (2017). The overuse of proportional reasoning and its cognitive mechanism: A developmental negative priming study. Acta Psychologica Sinica [心理学报], 49(6), 745-758.
Jiang, R., Li, X. (2015). Developmental reversals in false memory: why the more grown up the more fallible?. Advances in Psychological Science [心理科学进展], 23(8), 1371-1379.
Sun, Y., Liu, R. D., Oei, T. P., Zhen, R., Ding, Y., & Jiang, R. (2020). Perceived parental warmth and adolescents' math engagement in China: The mediating roles of need satisfaction and math self-efficacy. Learning and Individual Differences, 78, 101837.
Hong, W., Liu, R.-D., Ding, Y., Oei, T. P., Fu, X., Jiang, R., & Jiang, S. (2020). Self-Esteem Moderates the Effect of Compromising Thinking on Forgiveness Among Chinese Early Adolescents. Frontiers in Psychology, 11, Article 104.
Hong, W., Liu, R.-D., Ding, Y., Zhen, R., Jiang, R., & Fu, X. (2020). Autonomy Need Dissatisfaction in Daily Life and Problematic Mobile Phone Use: The Mediating Roles of Boredom Proneness and Mobile Phone Gaming. International Journal of Environmental Research and Public Health, 17(15), Article 5305.
Jiang, S., Liu, R.-D., Ding, Y., Fu, X., Sun, Y., Jiang, R., & Hong, W. (2020). Implicit Theories and Engagement in Math Among Chinese Adolescent Students: A Moderated Mediation Model of Intrinsic Value and Academic Self-Efficacy. Frontiers in Psychology, 11, Article 1325.
Jiang, S., Liu, R.-D., Ding, Y., Jiang, R., Fu, X., & Hong, W. (2020). Why the Victims of Bullying Are More Likely to Avoid Involvement When Witnessing Bullying Situations: The Role of Bullying Sensitivity and Moral Disengagement. Journal of Interpersonal Violence, Article 0886260520948142.
Zhen, R., Liu, R. D., Wang, M. T., Ding, Y., Jiang, R., Fu, X., & Sun, Y. (2019). Trajectory patterns of academic engagement among elementary school students: The implicit theory of intelligence and academic self‐efficacy matters. British Journal of Educational Psychology. In press.
Zhen, R. , Liu, R. D. , Ding, Y. , Jiang, R. , Jiang, S. , & Hong, W. . (2019). Gratitude and academic engagement among primary students: examining a multiple mediating model. Current Psychology. Published online
Liu, R. D., Ding, Y., Liu, H., Wang, J., Zhen, R., & Jiang, R. (2019). Effects of Working Memory, Strategy Use, and Single-Step Mental Addition on Multi-Step Mental Addition in Chinese Elementary Students. Frontiers in psychology, 10, 148.
Liu, R. D., Wang, J., Star, J. R., Zhen, R., Jiang, R., & Fu, X. C. (2018). Turning Potential Flexibility Into Flexible Performance: Moderating Effect of Self-Efficacy and Use of Flexible Cognition. Frontiers in psychology, 9.
Liu, R. D., 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.
Jiang, S., Liu, R.D., Jiang, R., Hong, W., Jin, F. (2018). Family Functioning and Bullying Victimization: Effects of Extraversion and Problem Behaviors. Chinese Journal of Clinical Psychology [中国临床心理学杂志], 26 (05), 1006-1010
Guo, M., Liu, R. D., Ding, Y., Hu, B., Zhen, R., Liu, Y., & Jiang, R. (2018). How are extraversion, exhibitionism, and gender associated with posting selfies on WeChat friends' circle in Chinese teenagers?. Personality and Individual Differences, 127, 114-116.
Li, X., Jiang, R., & Qian, Y. (2014). 5-8 graders’overuse of proportionality on missing-value problems. Journal of Mathematics Education [数学教育学报], 23(6), 73–77.
Conference Papers
Jiang, R.，Zhong, J., & Li, X. (2024, July). Naturally Biased but Intuitively Rational: Examining the Hybrid Model in Decimal Comparison. 15th International Congress on Mathematical Education, Sydney，Australia.
Jiang, R., Liu, R-D. (2023, October). The Role of Inhibitory Control on Students' Mathematics Strategic Flexibility. The 244th National Conference on Psychology,Henan Normal University, Xinxiang, China.
Li, X., Jiang, R., & Cai, M. (2022, October). The Overuse of Multiplicative Strategy on Integer Ratio Number Structure and Its Cognitive Mechanism. The 23th National Conference on Psychology, Inner Mongolia Normal University, Hohhot, China.
Jiang, R., Li, X., Fernández, C., & Fu, X. (2015, October). The Development of Students’ Additive and Proportional Thinking along Primary and Secondary School: A Cross-cultural Study. The 17th National Conference on Psychology, Tianjin Normal University, Tianjin, China.
