About
RESEARCH INTERESTS
My research focuses on how to improve students' metacognition, motivation, and self-regulated learning, especially in STEM-related academic domains. I aim to design, develop, and implement effective educational interventions that facilitate STEM students' metacognitive, motivational, and self-regulated learning processes.
I am also passionate about working with educators and teachers to bring self-regulated learning research into authentic classrooms.
Education
August 2017 – August 2021
The Pennsylvania State University – University Park, PA;
Doctor of Philosophy in Educational Psychology
Research Experience
September 2021 – Present
Georgia Institute of Technology
Postdoctoral Fellow in School of Electrical and Computer Engineering
August 2015 – December 2016
Temple University – Philadelphia, PA;
Master of Education in Educational Psychology
August 2012 – December 2013
The Mississippi University for Women, Columbus, MS;
Bachelor of Arts in Psychology
September 2010 – June 2014
China Women's University, Beijing, China;
Bachelor of Laws in Social Work
August 2017 – August 2021
The Pennsylvania State University
Graduate Research Assistant in College of Education
March 2016 – June 2017
Temple University
Graduate Research Assitant in Department of Psychological Studies in Education
Self-regulated learning
What are the roles of metacognition and motivation in students' self-regulated learning? How do metacognitive and motivational strategies help students learn? I focus on designing and implementing classroom-based metacognitive and SRL interventions especially in STEM-related domains.
engineering education
In my postdoctoral research, I work with engineering faculty and students at Georgia Tech to advance engineering education research. Specifically, I design and implement classroom-based metacognitive and SRL interventions to support engineering students' learning.
intervention & assessment DESIGN
What are the effective characteristics of self-regulated learning interventions? How do we improve students' metacognition and motivation effectively? How do we assess students' improvement through interventions?
Workshops
What are the effective classroom practices of metacognition and motivation? I design and deliver workshops and professional development sessions that introduce how self-regulated learning can be taught in classrooms.