教育背景

2015-2019，香港大学教育学院，数学与科学教育，哲学博士

2013-2015，北京师范大学教育学部，科学与技术教育，教育硕士

现聘岗位及主要工作经历

现聘岗位：

中国人民大学教育学院副教授、硕士研究生导师

中国人民大学教育学院副院长

中国人民大学深圳研究院〔社会科学高等研究院（深圳）〕基础教育研究中心副主任

工作经历：

2023.09起     中国人民大学教育学院 副教授

2019.12-2023.08   中国人民大学教育学院 讲师

学术成果

Guo, J., Marsh, H. W., Parker, P. D., & Hu, X.* (2024). Cross-cultural patterns of gender differences in STEM: Gender stratification, gender equality and gender-equality paradoxes. Educational Psychology Review, 36(2), 37. (IF = 10.1; Q1)

Guo, J., Hu, X.*, Elliot, A., Marsh, H., Murayama, K., Basarkod, G., Parker, P., & Dicke, T. (2023). Mastery-Approach goals: A large-scale cross-cultural analysis of antecedents and consequences. Journal of Personality and Social Psychology, 125(2), 397-420. (IF = 8.5; Q1)

Hu, X., Zuo, H., Lai, C., Zhu, G., Guo, J., & Tan, H. (2023). Is social media use for math learning beneficial for ethnic minority students' math identity? A socialization perspective. British Journal of Educational Technology. Online first. (IF = 6.6; Q1)

Guo, J., Hu, X.*, Marsh, H., & Pekrun, R. (2021). Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 countries. Journal of Educational Psychology, 114(4), 734-751. (IF = 6.9; Q1)

Hu, X., Gong, Y., Lai, C., & Leung, F. K. (2018). The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. Computers & Education, 125, 1-13. (IF = 11.2; Q1)

Hew, K.F., Hu X., Qiao, C., & Tang, Y. (2020). What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach. Computers & Education, 145, 103724. (IF = 11.2; Q1)

Hu, X.*, Leung, F. K., & Teng, Y. (2018). The influence of culture on students’ mathematics achievement across 51 countries. International Journal of Science and Mathematics Education, 16(1), 7-24. (IF = 2.1; Q3)

Guo, M., Leung F.K.S., & Hu, X. * (2020). Affective determinants of mathematical problem posing: the case of Chinese Miao students. Educational Studies in Mathematics, 5(3), 367-387. (IF = 2.9; Q2)

Hu, X., Leung, F. K., & Chen, G. (2018). School, family, and student factors behind student attitudes toward science: The case of Hong Kong fourth-graders. International Journal of Educational Research. 92, 135-144. (IF = 2.8; Q2)

Guo, M., & Hu, X.* (2021). Relationship of classroom goal structures to Chinese Miao and Han students’ goal orientations and mathematics achievement. The Asia-Pacific Education Researcher, 31, 345–355. (IF = 2.6; Q2)

Gong, Y., Hu, X.*, & Lai, C. (2018). Chinese as a second language teachers’ cognition in teaching intercultural communicative competence. System, 78, 224-233. (IF = 4.5; Q1)

Guo, M., Cao, Y., Hu, X.* (2023). Chinese students’ filial piety beliefs and procrastination in mathematics learning: The mediating role of academic emotions. Frontiers in Psychology, 14, 1050259. (IF = 4.2; Q1)

Wu, J., Li, M., Wang, Z., & Hu, X.* (2025). Enhancing primary students’ language creativity through reading book-length fairy tale fiction in a computer-enriched environment. Thinking Skills and Creativity, 57, 101814. (IF = 4.5; Q1)

She, J., Chan, K. K. H., Wang, J., Hu, X., & Liu, E. (2025). Effect of science teachers’ pedagogical content knowledge on student achievement: Evidence from both text-and video-based pedagogical content knowledge tests. American Educational Research Journal, 62(1), 92-135. (IF = 3.6; Q1)

Chan, K. K. H., She, J., van Driel, J., & Hu, X. (2025). Does teacher noticing matter for students’ science content learning outcomes? Evidence from a large-scale empirical study. Journal of Teacher Education, 00224871251336875. (IF = 4.1; Q1)

Guo, M., Hu, X., & Leung, F. K. (2021). Culture, goal orientations, and mathematics achievement among Chinese students. International Journal of Science and Mathematics Education, 20, 1225–1245. (IF = 2.1; Q3)

Guo, J., Basarkod, G., Perales, F., Parker, P. D., Marsh, H. W., Donald, J., Dicke, T., Sahdra, B.K., Ciarrochi, J., Hu, X., Lonsdale, C., Sanders, T., & del Pozo Cruz, B. (2022). The equality paradox: Gender equality intensifies male advantages in adolescent subjective well-being. Personality and Social Psychology Bulletin, 01461672221125619. (IF = 4.6; Q2)

余胜泉,胡翔.STEM教育理念与跨学科整合模式[J].开放教育研究,2015,21(04):13-22.

科研项目

主持教育部人文社会科学研究规划青年基金项目《“一带一路”沿线国家来华留学生的学习适应研究：国家文化差异的视角》 （2023）

开设课程

大学课程前沿问题研究（博；合开）

教育学（硕）

积极教育学（硕）

社会心理学（硕）

教育心理学研究前沿（本）

社会服务

Learning and Individual Differences (SSCI; Q1) 编委会成员

Frontiers in Education (STEM Education Section) 副主编

《教师教育学报》青年编委会委员

期刊审稿人：Computers & Education; Learning & Individual Differences; Teaching and Teacher Education; International Journal of STEM Education; Journal of Computer Assisted Learning; Educational Studies in Mathematics; Science Education; Social Psychology of Education; European Journal of Education; Frontiers in Psychology; Research in Science Education; Journal of Mathematics Teacher Education; International Journal of Science and Mathematics Education; Asia Pacific Education Review; Asia-Pacific Education Researcher; Higher Education Pedagogies; etc.

奖励荣誉

中国人民大学先进工作者（2024）

中国人民大学优秀共产党员（2023）

中国人民大学第十二届青年教师教学基本功比赛二等奖（2023）

中国人民大学优秀科研成果二等奖（2022）

中国人民大学标兵班主任（2022）

联系方式

邮箱：xianghu@ruc.edu.cn

办公地点：国学馆315