个人简介

张婧漪，女，汉族，1995年8月出生。现任北京体育大学心理学院讲师。

教育背景：2021年6月于华中师范大学获得硕士学位；2026年6月于北京师范大学获博士学位

研究方向与兴趣：

（1）认知发展，如执行功能、数学学习方面。尤其关注科技对生命两端群体（儿童与老年人）认知发展的影响，致力推动科技公平与数字包容。（2）儿童青少年社会性情绪发展，如情绪适应机制。

科研成果：

         (1) Zhang#, J., Yang#, X., Qi, Y., Yu, X., & Chen*, Y. (2026) The family-nature-school success pathway: Longitudinal mediation by nature contact and moderation by residential green space. Journal of Environmental Psychology, 109, Article 102871.

      (2) Zhang, J., Jia, J., Xiao, J., & Chen*, Y. (2025). The daily process of interpersonal conflict and mood among Chinese adolescents: A multilevel moderated mediation analysis of cognitive appraisal, social support and psychological capital. Research on Child and Adolescent Psychopathology, 53, 525–542.

(3) Zhang#, J., Zhang#, Y., Qi, Y., Gao, C., Shen, Z., & Chen*, Y. (2025). How executive function contributed to young children’s mathematical achievement: The differential role of non-symbolic and symbolic numerical representation, Cognitive Development, 73, Article 101545.

(4) Zhang#, J., Yang#, X., Yu, X. Xu, J., Jiang, J., & Chen*, Y. (2023). Longitudinal cognitive correlates of advanced mathematical performance in primary school children. Current Psychology, 43, 4155–4167.

(5) Zhang, J., Li*, D., Ahemaitijiang, N., Peng, W., Zhai, B., & Wang, Y. (2020). Perceived school climate and delinquency among Chinese adolescents: A moderated mediation analysis of moral disengagement and effortful control. Children and Youth Services Review, 116, Article 105253.

(6) Zhang#, Y., Zhang#, J., Gao, C., & Chen*, Y. (2025). Asymmetry of temporal causal reasoning in preschoolers: The role of temporal direction representation. Journal of Experimental Child Psychology, advance online publication.

(7) Zhang, J., Shen, Z., Qi, Y., Yu, X., & Chen*, Y. (2026). Differential developmental trajectories of non-symbolic numerical comparison skill across congruency conditions: A two-year longitudinal study. Cognitive development. advance online publication.

(8) 魏凤英*, 关雅欣, 张婧漪*. (2024). 青海省老年人智能手机使用压力,自我效能感与主观幸福感的现状及关系研究. 青海师范大学学报（自然科学版）, 40(1), 83–89.

(9) Gao, C., Zhang, J., Zhang, H., Niu, X., Chen*, Y., & Niu, X. (2025). The impact of interactivity of touchscreen technology on 4- and 5-year-old children’s causal learning and transfer, Developmental Psychology, advance online publication.

(10) Liu, H., Zhang, J., Qi, Y., Yu*, X., & Yang, X. (2025). Bidirectional and longitudinal relationship between nature contact and children’s problem behavior: The mediating role of prosocial behavior. Development and Psychopathology, 1–12.

(11) Xiao, H., Yang, J., Zhang, J., Li, H., & Yu*, X. (2025). Longitudinal relationship between mathematics learning engagement and children’s mathematics achievement: Different roles of children’s mathematics anxiety and positive parenting style. Learning and Individual Differences, 122, Article 102747.

(12) 杨靖渊, 于晓*, 张婧漪, 卢骊霏, 杨智辉*. (2024). "双减"背景下小学生学习投入的潜在类别转变. 心理学报, 56(3), 295–310.

(13) Shen, Z., Chen*, Y., Zhang J. & Chen, H. (2025). How explanatory features of AI and time frame reshape adolescents’ decision-making, Computers & Education, Article 105563.

(14) Yang, J., Yu*, X., Yang, X., Zhang, J., Qi, Y., & Yang, Z. (2025). The association between child abuse and neglect and academic achievement: A multiple mediation model of CAN and AA. Journal of Family Violence.

(15) Deng, C., Li*, D., Li, Y., Liu, Y., Zhang, J., Huang, P., & Zhai, B. (2024). Reciprocal relationships among parental psychological control, emotion regulation ability, and subjective well-being of adolescents: Disentangling between- and within-person effects. Journal of Affective Disorders, 361, 546–555.

(16) Zhai, B., Li*, D., Li, X., Liu, Y., Zhang, J., Sun, W., & Wang, Y. (2020). Perceived school climate and problematic Internet use among adolescents: Mediating roles of school belonging and depressive symptoms. Addictive Behaviors, 110, Article 106501.

(17) Zhang, T., Shao, W., Zhang, J., Zhang, Q., Tao, Y., & Yu*, X. (2026). The longitudinal relationship between family socioeconomic status and students’ academic achievement: The mediating roles of learning anxiety-learning engagement profiles and the moderating role of negative parenting styles. The British Journal of Psychology, 117(1), 217–239.

(18) Qi, Y., Yu, X., Li, D., Zhang, J., Chen*, Y., & Wu, Y. (2025). The development and predictors of school-age children’s nonsymbolic number comparison abilities: Modulated by congruency between numerosity and visual cues. Cognitive Development, 74, Article 101559.

(19) Liu, W., Li*, D., Li, X., Jia, J., Zhang, J., & Deng, C. (2026). Cumulative family risk and problematic internet use among adolescents: The mediating roles of basic psychological need satisfaction and maladaptive cognition. Psychology of Addictive Behaviors. Advance online publication.

(20) Zhou, J., Qi,Y., Zhang, J., Deng, Y., & Yu, X. (2026). How do teacher-student relationships and peer relationships contribute to students’ learning engagement differently? Learning anxiety matters. Educational Psychology. Advance online publication.

联系方式：jingyizhang8@qq.com