闫伟-中国人民大学教育学院

师资队伍

在职教师

基本信息

闫伟，女，教育学博士，讲师

研究领域

德育教育；考试与学生发展；教育大数据

教育背景

2017.09-2021.06 清华大学教育学博士

2015.09-2017.06 清华大学应用心理学硕士

现聘岗位及主要工作经历

2024.12起中国人民大学教育学院讲师

2021.10-2024.10 斯坦福大学博士后研究员

开设课程

暂无

学术成果

（一）学术论文 *通讯作者

1. Yan, W., Yuan, Y., Yang, M., Zhang, P., & Peng, K. (2023). Detecting the risk of bullying victimization among adolescents: A large-scale machine learning approach. Computers in Human Behavior, 147, 107817. https://doi.org/10.1016/j.chb.2023.107817 (IF: 9.0, Five-year IF: 9.5, Q1)

2. Yan, W., Wang, Y., Jiang, Z., & Peng, K., & Cohen, G. (2024) Effects of a self-affirmation intervention among Chinese adolescents during the COVID-19 pandemic: A large-scale randomized controlled trial. Applied Psychology-Health and Well- being, 16(3), 1100–1121. https://doi.org/10.1111/aphw.12516 (IF: 6.9, Five-year IF: 4.7, Q1)

3. Yan, W., Zhang, X., Wang, Y., Peng, K., & Ma, Y. (2024). Unraveling the relationship between teachers’ and students’ mental health: A one-to-one matched analysis. The Journal of Experimental Education, 1–13. https://doi.org/10.1080/00220973.2024.2306412 (IF: 2.9, Five-year IF: 2.8, Q1)

4. Yan, W., Wang, Y., Yuan, Y., May, F., Zhang, P., & Peng, K. (2024). Timing matters: A longitudinal study examining the effects of physical activity intensity and timing on adolescents’ mental health outcomes. Journal of Youth and Adolescence, 53, 2320–2331. https://doi.org/10.1007/s10964-024-02011-9 (IF: 3.7, Five-year IF: 5.3, Q1)

5. Wu, Y., Yan, W.*, Wu, Y. & Peng, K. (2024). Adaptation and validation of the Claremont purpose scale to measure Chinese adolescents’ purpose in life. Journal of Research on Adolescence, 34(3), 776–790. https://doi.org/10.1111/jora.12944 (IF: 4.6, Five-year IF: 3.9, Q1)

6. 闫伟, 石中英, 彭凯平. (2024). 教师活力与积极师生关系：师生情感传递效应研究. 华东师范大学学报(教育科学版), 42(3), 78–86. (CSSCI)

7. Yan, W., Huang, Q., Wang, Y., Ni, Z., Peng, K., & Zhang, P. (2024). Hope as the mediator in the relation between resilience and life satisfaction among Tibetan orphans. SAGE Open, 14(2), 1–10. https://doi.org/10.1177/21582440241252003 (IF: 2.0, Five-year IF: 2.3, Q1)

8. Zhang, P., Huang, N., Yang, F., Yan, W.*, Zhang, B., Liu, X., Peng, K., & Guo, J. (2024). Determinants of depressive symptoms at individual, school and province levels: A national survey of 398,520 Chinese children and adolescents. Public Health, 229, 33–41. https://doi.org/10.1016/j.puhe.2024.01.015 (IF: 3.9, Five-year IF: 3.7, Q1)

9. Chen, X., Li, J., Zhang, P., Hu, H., Yan, W.*, & Peng, K. (2024). Who experiences greater happiness when dining together? A study of the relationship between dining with family members and the mental health of Chinese students. Child Indicators Research, 17, 1995–2010. https://doi.org/10.1007/s12187-024-10150-5 (IF: 2.0, Five-year IF: 2.5, Q1)

10. Wang, Y., Jiang, T., & Yan, W. (accepted). Suddenly enlightened: Awe promotes wise reasoning via self-transcendence. The Journal of Positive Psychology. (IF: 3.4, Five-year IF: 4.6, Q1)

11. Yan, W., Spencer-Rodgers, J., Bacon, M., & Peng, K. (2024). Does taking a health psychology course increase health self-efficacy and decrease psychological stress? Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000368

12. 闫伟, 肖雪, 严飞. (2024). 卓越与活力：中国企业家积极心理品质的研究. 科学学研究, 42(2), 366–374. (CSSCI)

13. Yan, W., Jiang, Z., Zhang, P., Liu, G., & Peng, K. (2023). Mindfulness practice versus physical exercise in enhancing vitality. International Journal of Environmental Research and Public Health, 20(3), 2537. https://doi.org/10.3390/ijerph20032537 (IF: 4.6, Five-year IF: 4.8, Q2)

14. Zhang, P., Wang, Y. Chen X., Yan, W.*, Zhu Y., & Peng, K. (2023). Beyond the bell: exploring the link between time allocation on extracurricular activities and academic performance in Chinese adolescents. International Journal of Adolescence and Youth, 28(1), 2277379. https://doi.org/10.1080/02673843.2023.2277379 (IF: 1.9, Five-year IF: 3.8, Q3)

15. Zhang, P., Yang, F., Huang, N., Yan, W., Zhang, B., Zhang, C., Peng, K., & Guo, J. (2023). Assessment of factors associated with mental well-being among Chinese youths at individual, school, and province levels. JAMA Network Open, 6(7), e2324025. https://doi.org/10.1001/jamanetworkopen.2023.24025 (IF: 10.5, Five-year IF: 11.0, Q1)

16. Guan, F., Xu, Z., Zhang, B., Yan, W., & Peng, K. (2022). Bidirectional associations between Tibetan Buddhism and vertical space. Psychology of Religion and Spirituality, 14(4), 599–605. http://dx.doi.org/10.1037/rel0000367 (IF: 2.2, Five-year IF: 2.2, Q2)

17. Zheng, M., Peng, K., Yan, W., Lin, Y., Ni, Z., & Zhang, P. (2022). Self-control protects Tibetan adolescent orphans from mental problems: A mediating role of self-esteem. Journal of Adolescence, 94(2), 253–263. https://doi.org/10.1002/jad.12025 (IF: 3.0, Five-year IF: 4.0, Q2)

18. 闫伟. (2022). 西方校长领导力研究综述：理论、模型和启示. 国家教育行政学院学报, 4, 78–87. (CSSCI)

19. 闫伟, 张鹏, 蒋忠鑫, 刘冠民, 彭凯平. (2022). 活力美德：中国文化背景下的理论建构与量表编制. 中国社会心理学评论, 23, 160–186. (CSSCI)

20. Yan, W., Spencer-Rodgers, J., Anderson, E., & Peng, K. (2021). The effects of a cross-cultural psychology course on perceived intercultural competence. Teaching of Psychology, 48(3), 221–227. https://doi.org/10.1177/0098628320977273 (IF: 0.7, Five-year IF: 1.0, Q3)

21. 闫伟. (2020). 被嫁接的身份认同与文化特质转换——评李玟霖《规范中国性：新加坡的身份与族群管理》. 清华社会学评论, 13, 227–236. (CSSCI)

22. Chen, Y., Yan, F., He, G., & Yan, W. (2020). The Werther effect revisited: Do suicides in books predict actual suicides? Poetics, 81, 101441. https://doi.org/10.1016/j.poetic.2020.101441 (IF: 2.0, Five-year IF: 2.1, Q2)

23. Fan, X., Yan, F., & Yan, W. (2020). Better choice, better health? Social integration and health inequality among international migrants in Hangzhou, China. International Journal of Environmental Research and Public Health, 17(13), 4787. https://doi.org/10.3390/ijerph17134787 (IF: 4.6, Five-year IF: 4.8, Q2)

（二）著作

1. 彭凯平、闫伟，2021，《孩子的品格》，中信出版社。

2. 彭凯平、闫伟，2020，《活出心花怒放的人生》，中信出版社。

3. 闫伟（译），《归属感的科学》，作者Geoffrey Cohen，理想国出版社。（预计2025年4月出版）

（三）会议论文

1. Yan, W., Chen Y., & Wu, Y. (July 22-23, 2023). Improving happiness via positive psychology intervention in China and the United States, Vancouver, Canada.

2. Yan, W., Zhang, P., Zhao, Y., & Peng, K. (July 22-23, 2023). Improving happiness via positive education: Self-affirmation intervention among adolescents in China, Vancouver, Canada.

3. Yan, W. (February 8, 2023). Investigating the self-affirmation effect in collectivist culture context, Stanford University Annual Postdoc Symposium, California, U.S.

4. Yan, W. (February 8, 2023). Positive education in China, Stanford University Social Psychology Seminar, California, U.S.

5. Yan, W., & May, F. (August 30, 2022). Perceptions, attitudes and wellbeing of China's rural youth 16th international conference on agriculture & rural development in China. Oxford University, UK.

6. Yan, W., Jiang, Z., Liu, G., & Zhang, P. (August 4-6, 2022). Physical exercise or mindfulness practice? Comparing the efficacy of interventions on vitality, APA Annual Convention, Minneapolis, U.S.

7. Yan, W., Wu, Y., Jiang, Z., & Zhang, P. (August 4-6, 2022). Exploring babyface effect on insurance sales performance in Chinese sales agents, APA Annual Convention, Minneapolis, U.S.

8. Yan, W., & Yan. F. (March 25-26, 2020). History education reform and identity building in contemporary China. International conference on smart education and applied social sciences, University of Cambridge, UK.

获奖

2021 北京市优秀毕业生

联系方式

邮箱：weiyan@ruc.edu.cn