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Cao, H., Eisenberg, N., Zhou, N., Wang, S., & Qiao, J. (2025). Parental responses to children’s positive emotions: An integrative, heuristic framework and literature review. Developmental Review, 78, Article 101233. https://doi.org/10.1016/j.dr.2025.101233

Cheng, C., & Weatherly, K. I. C. H. (2025). Navigating the double-edged sword: A meta-analysis of the effect of digital games on 21st century skills. Educational Research Review, Article 100710. https://doi.org/10.1016/j.edurev.2025.100710

Dang, L., Zhai, J., Kam, C. C., Su, X., & Wu, A. M. (2025). Gaming for self-searching? A three-wave longitudinal investigation on the correlations and predictions among self-concept clarity, player-avatar identification, and internet gaming disorder. Journal of Youth and Adolescence, 55, 14–26. https://doi.org/10.1007/s10964-025-02258-w

Fan, L., Qi, C., Seah, W. T., & Liu, Q. (2025). Research on mathematics textbooks in relation to curriculum development and instructional reform: recent advances and future directions. ZDM–Mathematics Education, 57(5), 845–857. https://doi.org/10.1007/s11858-025-01736-6

Guo, G., & Yu, S. (2026). Expertise in second language writing instruction: Conceptual and empirical understandings. Applied Linguistics. Advance online publication. https://doi.org/10.1093/applin/amag003

Han, X., & Lin, X. (2025). Mathematics-writing performance of students experiencing mathematics difficulties in China. Journal of Learning Disabilities. Advance online publication. https://doi.org/10.1007/s11145-024-10547-2.

He, X., & Reynolds, B. L. (2026). Foreign language learning from audiovisual input: The role of original version television by Pattemore & Gesa (Springer, 2025). Applied Linguistics. Advance online publication. https://doi.org/10.1093/applin/amag001

Huang, L., Sun, J., Li, L., & Cao, L. (2026). Is participation in the target poverty alleviation program associated with early childhood development? Evidence from southwest China. Early Childhood Research Quarterly, 74, 69–78. https://doi.org/10.1016/j.ecresq.2025.08.007

Huang, R., Bao, Y., Wang, D., Zhou, N., & Cao, H. (2026). Emotional labour and job burnout among Chinese preschool teachers: Exploring the mediating role of job stress and the moderating role of difficulties in emotion regulation. Teaching and Teacher Education, 171, Article 105338. https://doi.org/10.1016/j.tate.2025.105338

Jiang, Z., & Wei, B. (2026). Using latent profile analysis to unpack the relationship between science identity and STEM career intention among high school students. Science Education, 110(2), 543–556. https://doi.org/10.1002/sce.70024

Jiang, Z., Tang, X., Tan, L., Su, R., & Wei, B. (2025). STEM identity and STEM career intention: a meta-analysis. International Journal of STEM Education, 12(1), Article 57. https://doi.org/10.1186/s40594-025-00578-8

Li, X., Chen, F., & Lu, C. (2025). Internet usage inequality among high school students: Patterns, motivational predictors, and educational outcomes. Computers & Education, 238, Article 105417. https://doi.org/10.1016/j.compedu.2025.105417

Li, X., Zhang, D., & Ke, S. E. (2025). Transfer facilitation of metalinguistic awareness in word reading among dual language learners of English: A meta-analytic structural equation modeling study. Review of Educational Research. Advance online publication. https://doi.org/10.3102/00346543251390490.

Li, Y., & Guo, L. (2025). Parent-adolescent congruence and incongruence in parental involvement and academic achievement: The more, the better?. Journal of Youth and Adolescence, 54(11), 2894–2908. https://doi.org/10.1007/s10964-025-02245-1

Li, Z., Chai, S., & Oon, P.-T. E. (2026). Promoting undergraduates’ computational thinking in a knowledge building environment. Thinking Skills and Creativity, 61, Article 102131. https://doi.org/10.1016/j.tsc.2026.102131

Liao, W., Liu, W., & Yuan, R. (2025). How is teachers’ critical thinking defined, approached, measured, and evaluated in empirical studies? A methodological review. Thinking Skills and Creativity, 57, Article 101795. https://doi.org/10.1016/j.tsc.2025.101795

Lin, X., & Powell, S. R. (2025). Domain-general and domain-specific antecedents of pre-algebraic knowledge: Focusing on English-Language Learners with word-problem difficulty. Journal of Learning Disabilities, 58(6), 471–482. https://doi.org/0.1177/00222194251315197

Liu, T., Deng, L., & Zhou, Y. (2026). Unpacking self-regulation and social interaction in “Study With Me” videos through large-scale analytics. Computers & Education, 241, Article 105488. https://doi.org/10.1016/j.compedu.2025.105488

Reynolds, B. L., Bai, X., & Rusk, B. V. (2026). Enhancing general and academic L2 writing complexity through dialogue journal writing: The role of learners’ motivational beliefs. TESOL Quarterly. Advance online publication. https://doi.org/10.1002/tesq.70080

Tan, L., Wei, B., & Chen, F. (2025). An exploratory process mining on students’ complex problem-solving behavior: The distinct patterns and related factors. Computers & Education, Article 105398. https://doi.org/10.1016/j.compedu.2025.105398

Tang, X., Tan, L., Sadler, T. D., Kong, Y., & Lin, J. (2025). When structure and content of socioscientific argumentation develop in an unbalanced way: A case study. Science Education, 109(5), 1464–1483. https://doi.org/10.1002/sce.21975

Tripp, J. N., & Liu, X. (2026). Measurement of student STEM identity: A systematic literature review. Educational Research Review, 51, Article 100778. https://doi.org/10.1016/j.edurev.2026.100778

Wang, Q., Chen, F., Han, Y., Li, X., & Lu, C. (2026). Mapping student engagement in creative thinking: An explainable machine learning approach to behavioral heterogeneity. Thinking Skills and Creativity, 61, Article 102154. https://doi.org/10.1016/j.tsc.2026.102154

Xie, B., Lei, S., Choi, N., Choi, S. M., Wang, X., & Chen, Y. (2025). Impact of mindfulness-based interventions on sports performance and mental health: An umbrella review. Journal of Exercise Science & Fitness, 23(4), 261–272. https://doi.org/10.1016/j.jesf.2025.06.008

Xu, K. M., Lin, L., Gorter, M., Schneider, S., Weidlich, J., Davis, R. O., Kreijns, K., & de Groot, R. (2026). Social presence: A key factor in embedding a pedagogical agent into online learning in primary education. British Journal of Educational Technology, 57(1), 227–242. https://doi.org/10.1111/bjet.70006

Xu, Y., Qiu, S., Chen, J., Sun, J., & Li, J. B. (2025). Chinese early childhood educators’ manifestations of social-emotional competence at work: A qualitative study. Teaching and Teacher Education, 165, Article 105161. https://doi.org/10.1016/j.tate.2025.105161

Yang, X., Deng, J., König, J., & Kaiser, G. (2026). Relationships between Chinese preservice mathematics teachers’ knowledge, pedagogical beliefs, and noticing. ZDM–Mathematics Education, 58, 163–175. https://doi.org/10.1007/s11858-025-01760-6

Yang, X., Leung, F. K., & Star, J. R. (2025). Mathematics teacher expertise: Empirical studies and theoretical reflections from a cultural perspective. ZDM–Mathematics Education, 57(6), 1251–1263. https://doi.org/10.1007/s11858-025-01746-4

Yang, X., Li, X., Chen, X., König, J., & Kaiser, G. (2025). The impact of Chinese mathematics teachers’ competence on students’ affective learning outcomes and the mediating role of instructional quality. ZDM–Mathematics Education, 57(6), 1125–1138. https://doi.org/10.1007/s11858-025-01738-4  

Yin, M., Li, Y., Aziz, A. R., Buffey, A., Bishop, D. J., Bao, D., Nassis, G. P., Islam, H., Wang, H., Fyfe, J. J., Xu, J., Liu, J., Zhao, J., Cao, J., Little, J. P., Qiu, J., Diaz, K. M., Wang, L., Zou, L., … Mao, L. (2026). Short bouts of accumulated exercise: Review and consensus statement on definition, efficacy, feasibility, practical applications, and future directions. Journal of Sport and Health Science, 15, Article 101088. https://doi.org/10.1016/j.jshs.2025.101088

Yu, S., Zhang, E. D., & Liu, C. (2026). Research into practice: Digital multimodal composition in second language writing. Language Teaching, 59(2), 197–213. https://doi.org/10.1017/S0261444824000375

Yu, Y., Qin, K., Xu, F., Yang, X., Zheng, Q., Zhu, A., Hu, B., & Gu, C. (2026). Intensive experience sampling to uncover the dynamics: How do creativity anxiety and goal orientations shape students’ creative process? Learning and Instruction, 101, Article 102265. https://doi.org/10.1016/j.learninstruc.2025.102265

Yuan, R. (2026). “I was all fired up:” Understanding novice language teachers’ directed motivational currents (DMCs) through lesson study. TESOL Quarterly. Advance online publication. https://doi.org/10.1002/tesq.70072

Yuan, R., Wang, K., & Li, M. (2026). Incorporating “assessment as learning” (AaL) in language teacher education: An exploratory practice. TESOL Quarterly, 60(1), 392–405. https://doi.org/10.1002/tesq.70027

Yuan, R., Yang, L., Liu, M., Xie, Y., & Jiang, Y. (2025). How childhood maltreatment predicts prosocial behaviors: A systematic review and meta-snalysis. Journal of Youth and Adolescence, 55, 641–659.

Yue, Q., Lin, Y., & Weatherly, K. I. C. H. (2026). “Trading our lives for money”: A social ecology of burnout among “nomadic” Tibetan primary music teachers. Teaching and Teacher Education, 172, Article 105381. https://doi.org/10.1016/j.tate.2026.105381

Zhang, H., Yu, S., & Zheng, Y. (2025). A longitudinal inquiry into L2 students’ emotions in project-based collaborative writing. Thinking Skills and Creativity, 58, Article 101919. https://doi.org/10.1016/j.tsc.2025.101919

Zhang, Y., Ching, B. H.-H., Qiu, T. H.-Q., Ma, T. C.-I., & Huang, M. (2026). The relation between patterning skills and children’s mathematical achievement: A meta-analysis. Educational Psychology Review, 38(1), Article 25. https://doi.org/10.1007/s10648-026-10126-7

Zheng, Y., Cao, Z., & Yu, S. (2026). Research into practice: Collaborative writing in L2 contexts. Language Teaching. Advance online publication. https://doi.org/10.1017/S0261444826101232

Zheng, Y., Liu, C., & Yu, S. (2026). “How should I assess their writing? It’s a headache for me.”: Understanding teacher assessment literacy in the collaborative writing context. Teaching and Teacher Education, 171, Article 105343. https://doi.org/10.1016/j.tate.2025.105343

Cao, H., Zhou, N., Wang, Y., & Liu, Y. (2025). Parental social comparison shaming hinders Chinese adolescents’ presence of life meaning through thwarting satisfaction of need for competence, especially for those endorsing reciprocal filial piety. Child Development. Advance online publication. https://doi.org/10.1111/cdev.70000

Chen, F., Liu, Y., Gao, Y., Cui, Y., Wang, Q., & Lu, C. (2025). Does ICT matter for complex problem-solving competency? A multilevel analysis of 33 countries and economies. Thinking Skills and Creativity, 57, Article 101805. https://doi.org/10.1016/j.tsc.2025.101805

Chen, M., Hu, B. Y., & Ren, L. (2025). Developmental trajectories of early teacher–child relationships among Chinese children: Predictors and associations with child outcomes. Teaching and Teacher Education, 164, Article 105075. https://doi.org/10.1016/j.tate.2025.105075

Chen, W. W., Yang, X., & Zhang, L. R. (2025). The mediating role of creative self-concept in the relation between filial piety and general mental health. Thinking Skills and Creativity, 56, Article 101734. https://doi.org/10.1016/j.tsc.2024.101734

Choi, S. M., Tomkinson, G. R., Lang, J. J., Cadenas-Sanchez, C., Dong, H., Lei, S. M., & Poon, E. T. C. (2025). Temporal trends in physical fitness among preschoolers from Macao Special Administrative Region between 2002 and 2020. Journal of Exercise Science & Fitness. 23(3), 240–245. https://doi.org/10.1016/j.jesf.2025.05.002

Fan, L., Wijayanti, D., Meng, D., Li, K., & Mailizar, M. (2025). The role of textbooks in the implementation of curriculum development: A comparative study through the lens of Chinese and Indonesian teachers’ views. ZDM–Mathematics Education. Advance online publication. https://doi.org/10.1007/s11858-025-01692-1

Guo, K., Zhang, E. D., Li, D., & Yu, S. (2025). Using AI‐supported peer review to enhance feedback literacy: An investigation of students’ revision of feedback on peers’ essays. British Journal of Educational Technology, 56(4), 1612–1639. https://doi.org/10.1111/bjet.13540

Han, X., & Lin, X. (2025). A survey of teacher beliefs of the nature, learning, and teaching of mathematics vocabulary. Teachers and Teaching. Advance online publication. https://doi.org/10.1080/13540602.2025.2450673

Hao, Y., Lee, J., Wong, W. S. P., Wong, F. U. K., Hui, W. H. C., Leong, G. C. H., & Kong, Z. (2025). A longitudinal study to COVID-19 infection among university students: Physical fitness changes and psychological responses. Journal of Exercise Science & Fitness, 23(1), 7–13. https://doi.org/10.1016/j.jesf.2024.11.002

Hu, M., Chen, X., Nie, J., Shi, Q., & Kong, Z. (2025). Real-world efficacy of equipment-free reduced-exertion high-intensity interval training in improving physical and mental health in inactive males: A randomized controlled trial. Journal of Exercise Science & Fitness, 23(4), 273–283. https://doi.org/10.1016/j.jesf.2025.06.006

Jin, X., Tang, X., Yu, B., Li, Z., Chen, J., Zhu, Z., Zhu, B., Chen, M. & Ding, B. (2025). Professional learning in a web‐based community of practice of, by, and for Chinese primary science teachers: A narrative inquiry. Science Education, 109(3), 928–946. https://doi.org/10.1002/sce.21946

Li, X., Ching, B. H. H., Tan, L., Li, X., Li, J., & Chen, T. T. (2025). The relation between spontaneous focusing on numerosity and mathematics performance: A meta-analysis. Educational Psychology Review, 37(2), 1–44. https://doi.org/10.1007/s10648-025-10007-5

Lin, L., Lin, X., Zhang, X., & Ginns, P. (2024). The personalized learning by interest effect on interest, cognitive load, retention, and transfer: A meta-analysis. Educational Psychology Review, 36(3), Article 88. https://doi.org/10.1007/s10648-024-09933-7

Lin, X., Peng, P., Song, X., & Liu, Q. (2025). Examine the longitudinal association between prior and subsequent mathematics using meta-analytic structural equation modeling approach. Educational Psychology Review, 37(2), Article 55. https://doi.org/10.1007/s10648-025-10030-6

Liu, S., & Yuan, R. (2025). Same class different worlds: A narrative inquiry of two students in an English medium instruction classroom. TESOL Quarterly. Advance online publication. https://doi.org/10.1037/dev0001934

Ren, N., Reynolds, B. L., & Rusk, B. V. (2025). Virtual companionship or flesh and blood: The effects of study-with-me (SWM) videos on learners’ intrinsic motivation, perceived pressure, and performance. Computers & Education, 228, Article 105243. https://doi.org/10.1016/j.compedu.2025.105243

Tan, L., & Wei, B. (2025). How science teachers deal with STEM education: An explorative study from the lens of curriculum ideology. Science Education, 109(1), 82–105. https://doi.org/10.1002/sce.2190

Tang, X., Tan, L., Sadler, T. D., Kong, Y., & Lin, J. (2025). When structure and content of socioscientific argumentation develop in an unbalanced way: A case study. Science Education. Advance online publication. https://doi.org/10.1002/sce.21975

Wang, K., Yuan, R., & De Costa, P. I. (2025). A critical review of English medium instruction (EMI) teacher development in higher education: From 2018 to 2022. Language Teaching, 58, 141–172. https://doi.org/10.1017/S0261444824000351

Yang, X., Chan, M. C. E., Kaur, B., Deng, J., Luo, J., & Wen, Y. (2025). International comparative studies in mathematics education: a scoping review of the literature from 2014 to 2023. ZDM–Mathematics Education, 57, 745–761. https://doi.org/10.1007/s11858-025-01700-4

Yang, X., Li, X., Deng, Z., & Kaiser, G. (2025). Obstacles to in-service Chinese high school mathematics teachers’ implementation of mathematical modelling in classrooms: An empirical investigation of teachers’ perspectives. ZDM–Mathematics Education, 57(2), 535–551. https://doi.org/10.1007/s11858-025-01660-9

Yu, S., Wu, P., & Liang, C. (2025). “It’s very well written!”: Revisiting praise in teacher written feedback from the perspective of feedback literacy. Applied Linguistics. Advance online publication. https://doi.org/10.1093/applin/amaf033

Zhai, Y., & Liu, X. (2024). Science career expectation and science-related motivation: A latent profile analysis using PISA 2015 data. International Journal of Science Education, 47(11), 1401–1427. https://doi.org/10.1080/09500693.2024.2366045  

Zhang, X., Zou, X., Hu, B. Y., & Wang, Z. (2025). Early home numeracy activities and children’s third-grade symbolic and nonsymbolic math skills: A 5-year longitudinal study. Developmental Psychology, 61(6), 1166–1179. https://doi.org/10.1037/dev0001934