Ronghuan Jiang

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.

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

Shenzhen University, Shenzhen, China                                               July 2020 to Present

Assistant Professor, School of Psychology

• Taught Educational Psychology, an      undergraduate course averaging 60 students per semester, covering the      following topics: learning theories, knowledge and problem-solving,      learning motivation, transfer of learning.

• Additional post:      Secretary of Foreign Affairs

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, ￥10,000, Ronghuan Jiang, PI. Jan 2021-present.

Journal Articles

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., Liu, R-D., Star, J., Zhen, R., Wang, J., Hong, W., Jiang, S., Sun, Y., & Fu, X. (2020). How mathematics anxiety affects students’ inflexible perseverance in mathematics problem solving: Examining the mediating role of cognitive reflection. British Journal of Educational Psychology. Published online.

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., Li, X., Xu, P., & Chen, Y. (2019). The Role of Inhibitory Control in Overcoming English Written Errors: Evidence from Chinese ESL Learners. Current Psychology, Published online.

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.

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., 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. Tianjin Normal University, Tianjin, China.