个人简历

会议报告 [1]HUANG H, ZHOU, QU F, LIU X. The role of parenting styles and parents’ involvement in young children’s videogames use[A]. HCI International 2020[C]. Springer Nature Scientific Publishing Services (P) Ltd. [2]HUANG H. Perceived Stress in Chinese Preschooler Teachers: Factorial Structure and Emotional Contributors[A]. International Conference of Psychology [C]. 2020, Prague, Česká republika. [3]黄翯青. 幼儿教师共情各维度和入职时间关系的研究[A].第二十届全国心理学学术会议--心理学与国民心理健康摘要集[C].,2017:1234-1235. 中国，重庆. 主持课题项目： 幼儿教师的内隐胜任力和形成机制，北京市教委科技一般项目，2017
近年指导学生论文题目（如果暂时没有可不填）
[1]教师课堂语言输入方式对幼儿同伴交往能力影响的研究 [2]家庭教养方式对幼儿同伴接纳的影响：共情和问题行为的作用 [3]幼儿教师情绪胜任力的结构和功能 [4]共情在幼儿教师心理健康动态变化中的作用 [5]高认知负载体育运动影响幼儿执行功能的干预研究 其他愿意公开的个人信息或介绍（如学术兼职等） 北京大学中国体育健康研究中心研究员

研究领域

儿童心理发展；教师心理；家庭教育""

近期论文

[1] Huang H , Zhou Y , Qi X , et al. The Factorial Structure and Underlying Contributors of Parents' Behavioral Involvement in Children's Video Game Use[M]. 2021. [2] 赵欢琦,刘肖岑,黄翯青*.共情与心理理论在中班幼儿攻击行为中的作用——基于对北京市幼儿观察与测量的实证研究.2021.基础教育. [3]HUANG H, SU Y*, LIU Y. What is the relationship between empathy and mental health in preschool teachers: The role of teaching experience [J]. Frontiers in Psychology: Educational Psychology. 2020. [4] Huang H , Zhou Y , Qu F , et al. The Role of Parenting Styles and Parents' Involvement in Young Children's Videogames Use[J]. 2020. [4]黄翯青, 李雪莲, 苏彦捷*. 幼儿教师隐性胜任力问卷的编织[J]. 首都师范大学学报. [5]LIU Y, YANG X, LI , KOU E, TIAN H, HUANG H*. Theory of Mind development in school-aged left-behind children in rural China. Frontiers in Psychology[J], 2018. 9. [6]HUANG H*, LIU Y, CHEN Y. Preservice Preschool Teachers' Responses to Bullying Scenarios: The Roles of Years of Study and Empathy[J]. Frontiers in Psychology: Educational Psychology. 9, 175. [7]黄翯青*，刘肖岑，张菁. 早期欺负行为发展的影响因素及干预的原理和实践[J]. 首都师范大学学报（社会科学版）.2018, 6,161-170. [8]黄翯青*, 郭亚新, 李雪莲. 职前教师对幼儿欺负行为的反应[J]. 学前教育研究2017, (4), 26-36. [9]HUANG H*, LIU Y, LIU X. Does loneliness necessarily lead to a decrease in prosocial behavior? The roles of gender and situation[J]. Frontiers in Psychology: Social Psychology. 2016, 7(848). [10]HUANG H, SU Y*, JIN, J. (2016). Empathy-Related Responding in Chinese Toddlers: Factorial Structure and Cognitive Contributors. Infant and Child Development. Published online in Wiley Online Library. [11]HUANG H, SU Y.* Are boys and girls different in peer acceptance? Understanding the effect of empathy. International Journal of Psychology[J]. 2014, 49(5), 420–424.  [12]苏彦捷*，黄翯青. 共情的性别差异及其可能的影响因素[J]. 西南师范大学学报（社会科学版）. 2014, 40(4), 77-83.