李翔宇，女，四川绵阳人，哲学博士（教育学），西南大学教育学部特聘副教授。主要研究领域为数学学习困难与儿童数学认知，教育测量与统计，人工智能与机器学习在特殊教育中的应用。已发表SSCI及CSSCI期刊论文十余篇，包括Educational Psychology Review（中科院一区Top期刊）， Contemporary Educational Psychology（中科院一区Top期刊），《教师教育研究》等，部分科研成果被《人大复印资料》全文转载，担任多个SSCI期刊审稿人。

研究方法主要涉及应用R、Mplus、SPSS等软件处理量化数据，如认知诊断模型，结构方程模型，交叉滞后模型，Meta分析，潜在剖面分析，潜在转化分析等。参与国家社科基金青年项目、教育部人文社科项目、重庆市教育科学规划重大项目等多项课题项目。多次获国家奖学金、澳门大学Student Fellowships、研究生奖学金、斐陶斐荣誉学会荣誉会员（前1%毕业生）等多项荣誉称号和奖励。曾在中国和加拿大等多地的特殊教育学校全职工作或实习，具有丰富且多元的学校教学经验。

联系方式：xiangyuli@swu.edu.cn;  xiangyu.li15@foxmail.com

一、教育经历

2021.8–2025.7，中国澳门特别行政区澳门大学，教育学院，博士

2018.9–2021.6，中国台湾地区彰化师范大学，教育学院，硕士

2013.9–2017.6，西南大学，教育学部，学士

二、科研成果

期刊发表：

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, 27. [SSCI Q1，影响因子10.1，中科院一区Top]

Ching, B. H.-H., & Li, X. (2024). Early fraction relational reasoning uniquely predicts later algebraic thinking in children: A longitudinal study. Contemporary Educational Psychology, 79, 102300. [SSCI Q1，影响因子3.9，中科院一区Top]

Ching, B. H.-H., Li, X., & Chen, T. T. (2024). Cross-notation knowledge of rational numbers predicts fraction arithmetic. British Journal of Educational Psychology, 94(3), 717–737. [SSCI, JCR Q1]

Li, H., & Li, X. (2023). Rural and urban general education teachers’ instructional strategies in inclusive classrooms in China: A dual system perspective. International Journal of Inclusive Education, 27(1), 72–88. [SSCI, JCR Q2]

Chen, T. T., Ching, B. H. H., Wu, H. X., & Li, X. (2025). Exploring a two-factor structure of stress mindsets in academic contexts: their connections with emotional and behavioral outcomes. Social Psychology of Education, 28(1), 1–28. [SSCI, JCR Q1]

Wu, H. X., Chen, T. T., Ching, B. H.-H., Li X., & Li Y. H. (2024). Weight stigma from romantic partners: its relations with maladaptive and adaptive coping and depressive symptoms. Scandinavian Journal of Psychology, 65, 157–167. [SSCI, JCR Q2]

Li, H., Peng, Y., Li, Z., Lin, J., Wu, H., Carta, J. J., Li, X., & Wang, M. (2024). A comparison of animated and adult video modelling in teaching social-communication skills to 3-year-olds with autism spectrum disorders. International Journal of Disability Development and Education, 1–22. [SSCI, JCR Q3]

Chang, F., Wu, H. X., Ching, B. H.-H., Li, X., & Chen, T. T. (2022). Behavior problems in deaf/hard of hearing children: contributions of parental stress and parenting styles. Journal of Developmental and Physical Disabilities, 35, 607–630. [SSCI, JCR Q2]

Li, H., Zhou, X., Li, Z., Wu, H., Lin, J., & Li, X. (2021). The effects of incorporating extended conversations into video-based story retelling instruction on oral narrative skills in adolescents with intellectual disability in China. Research in Developmental Disabilities, 119, 104–116. [SSCI, JCR Q1]

李欢, 李翔宇 (2017). 中美加特殊教育 教师专业标准比较研究. 教师教育研究, 29(6), 114–122. [CSSCI]

李欢, 彭燕, 汪甜甜, 杨爱佳, 李翔宇 (2017). 近十年中国特殊教育均衡发展实证分析——基于广义熵指数的测度与分解. 教育学报, 13(4), 89–97. [CSSCI]

会议发表：

Li, X., & Lin, X. (2025). Unraveling pre-algebra challenges: Identifying subtypes of pre-algebra difficulties through cognitive diagnostic models [Paper presentation]. The 8th Annual Conference of the Mathematical Cognition and Learning Society (MCLS 2025), Hong Kong SAR, China, June 9–11, 2025. (Awarded Travel Grant)

Li, X., Li, X. F., & Ching, B. H.-H. (2024). Meta-Analysis: The role of spontaneous focusing on numerosity in children’s mathematics performance [Paper presentation]. The 33rd International Congress of Psychology, Prague, Czech Republic, July 21–26, 2024.

Li, X., & Li, H. (2019). A comparative analysis of rural and urban general teachers’ instructional strategies in inclusive classrooms in China [Paper presentation]. The 6th Annual International Conference on West-East Reciprocal Learning in Education, Windsor, Canada, October 2–6, 2019.

三、专业学术协会会员

Mathematical Cognition and Learning Society (MCLS)

European Association for Research on Learning and Instruction (EARLI)

Psychology of Mathematics Education (PME)