2019.12-今 中国人民大学教育学院讲师

学术成果

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. Online first. Doi: 10.1037/edu0000660

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.

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.

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.

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, 105(3), 367-387.

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.

Guo, M., & Hu, X.* (2021). Relationship of Classroom Goal Structures to Chinese Miao and Han Students’ Goal Orientations and Mathematics Achievement. Asia-Pacific Education Researcher, 1-11.

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

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.