杨青青，西南大学教育学部学前教育学院副教授。北京师范大学教育学学士、学前教育硕士，美国俄亥俄州立大学人类发展与家庭科学博士。曾先后任纽约州立大学奥尔巴尼分校社会与健康公平研究中心博士后、研究员。主要研究方向包括学前教育与儿童发展、课堂与学校环境、家庭参与、儿童社会与行为发展及高级量化研究方法。

在SSCI等国际学术期刊发表及录用论文20余篇，相关研究成果发表于 Journal of Educational Psychology、Journal of Child Psychology and Psychiatry、American Educational Research Journal、Early Childhood Research Quarterly、Educational Evaluation and Policy Analysis 等国际学术期刊。曾获 NAEd/Spencer Postdoctoral Fellowship（2025 年全美遴选 25 人）。相关研究获 《财富》杂志（Fortune）报道；曾在 The Conversation 撰文介绍课堂环境与校园欺凌研究。

一、联系方式（Contact）

电子邮箱：qyang5@swu.edu.cn
Google Scholar：个人学术主页

二、研究兴趣（Research Interests）

1. 学前教育与儿童发展（Early Childhood Education and Child Development）：关注学前教育经历、课堂环境、师幼互动、同伴环境及幼小衔接等因素与儿童认知、执行功能和社会情绪发展的关系。

2. 学校环境与儿童社会行为发展（School Contexts and Children’s Social and Behavioral Development）：关注课堂生态、同伴关系、学校出勤、欺凌与受欺凌、教师及课堂特征与儿童发展的动态关系。

3. 家庭参与与儿童发展（Family Engagement and Child Development）：关注家庭教育环境、亲子互动、父母信念及家庭过程与儿童认知、情绪和社会性发展的关系。

三、代表性学术成果（Selected Publications）

（一）学前教育、课堂环境与儿童发展（Early Childhood Education, Classroom Contexts, and Child Development）

1. Zimmermann, K., Abdul-Masih, M., Yang, Q., Ansari, A., & Purtell, K. (in press). Children’s classroom experiences in pre-K and their social-emotional development. Early Childhood Research Quarterly.

2. Huang, R., Yang, Q., & Siraj, I. (in press). Exploring the relationship between domain-specific instructional and domain-general interactional quality and child school readiness skills. Journal of Educational Psychology.

3. Yang, Q., Purtell, K. M., & Ansari, A. (2026). Pre-K attendance and primary grade social and behavioral development: The role of kindergarten teachers’ beliefs and perceptions. Applied Developmental Science, 1–24.

4. Yang, Q., Ansari, A., Purtell, K. M., Pianta, R. C., Whittaker, J. V., & Vitiello, V. E. (2023). Classroom skill compositions and preschoolers’ early academic and executive function outcomes. Early Childhood Research Quarterly, 64, 290–301.

5. Yang, Q., & Purtell, K. M. (2023). Preschoolers’ vocabulary skills and inhibitory control: The role of classroom engagement. Early Education and Development, 34(5), 1109–1127.

6. Ansari, A., Zimmermann, K., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., Yang, Q., & Ruzek, E. A. (2023). The first-grade outcomes of pre-k attendees: Examining benefits as a function of skill type, environments, and subgroups. American Educational Research Journal, 60(6), 1139–1173.

7. Yang, Q., Bartholomew, C. P., Ansari, A., & Purtell, K. M. (2022). Classroom age composition and preschoolers’ language and literacy gains: The role of classroom engagement. Early Childhood Research Quarterly, 60, 49–58.

（二）学校环境与儿童社会行为发展（School Contexts and Children’s Social and Behavioral Development）

1. Yang, Q., Hu, E. H., Park, J., Oh, Y., & Morgan, P. L. (2026). Are elementary school children bullied more when they attend disruptive classrooms? A child-fixed-effects analysis. Journal of Educational Psychology, 118(5), 852–868.

2. Yang, Q., Hu, E. H., Oh, Y., Park, J., & Morgan, P. L. (2026). Do absenteeism and victimization reinforce each other? A longitudinal study of within-person relations and the moderating role of family income. Journal of Applied Developmental Psychology, 105, 101960.

3. Gao, X., Thibault, S. A., Yang, Q., Hu, E. H., Oh, Y., & Morgan, P. L. (2026). Bully-victim prevalence, over-time stability, and risk and protective factors during elementary school. Journal of Child Psychology and Psychiatry.

4. Park, J., Hu, E., Yang, Q., Farkas, G., Oh, Y., Hillemeier, M. M., & Morgan, P. L. (in press). Bullying victimization, academic achievement, and socio-behavioral functioning in elementary schools. Journal of School Psychology.

5. Ansari, A., Yang, Q., Purtell, K. M., Lin, T. J., & Justice, M. L. (2023). Kindergarteners’ peer relationships and early school absenteeism. Journal of Applied Developmental Psychology, 86, 101529.

（三）家庭参与与儿童健康和发展（Family Engagement, Child Health, and Development）

1. Morgan, P. L., Yang, Q., & Hu, E. (in press). Time spent reading and reading achievement are declining in U.S. elementary schools. Educational Evaluation and Policy Analysis.

2. Woods, A. D., Yang, Q., Morgan, P. L., & Buxton, O. M. (in press). Longitudinal relations between sleep duration and academic achievement in U.S. elementary school children. AERA Open.

3. Woods, A. D., Yang, Q., Morgan, P. L., & Buxton, O. M. (2026). The long-term associations between kindergarten bedtime and sleep duration, executive function, and academic achievement. Sleep Health, 12(2), 237–249.

4. Feng, X., Yang, Q., & Gong, Y. (2026). Mother-child dyadic emotional responses in everyday life: Moderation by maternal depressive symptoms and child negative emotionality. Research on Child and Adolescent Psychopathology, 54(3), 67.

5. Pan, Y., Yang, Q., Li, Y., Liu, L., & Liu, S. (2018). Effects of family socioeconomic status on home math activities in urban China: The role of parental beliefs. Children and Youth Services Review, 93, 60–68.

（四）中文代表性成果（Selected Chinese-Language Publications）

1. 杨青青，潘月娟，朱媛媛，刘姗姗（2019）. 父母对幼儿数学学习的期望、家庭数学活动和幼儿数学能力的关系.《幼儿教育》.

2. 潘月娟，刘姗姗，杨青青（2019）. 家庭数学学习活动与幼儿数感发展的关系：一个有调节的中介模型.《中国特殊教育》.

3. 杨青青，李晓巍（2018）. 父亲婚姻满意度与幼儿社会适应：父亲反应方式的中介作用.《中国临床心理学杂志》.

4. 李晓巍，杨青青，邹泓（2017）. 父母对幼儿消极情绪的反应方式与幼儿情绪调节能力的关系.《心理发展与教育》.

（五）书籍章节（Book Chapter）

1. Yang, Q., Oh, Y., & Morgan, P. L. (2025). Longitudinal relations between reading and socio-behavioral skills in elementary school children: Existing knowledge, some preliminary findings, and future directions. Advances in Child Development and Behavior, 68, 25–60.

四、科研项目（Research Projects）

主持（Principal Investigator）

2025—2028　National Academy of Education / Spencer Foundation Postdoctoral Fellowship
项目名称：Early Care and Education Teacher Job Satisfaction: Patterns, Predictors, and Impacts Across Three Large-Scale Longitudinal Datasets

2022—2023　美国俄亥俄州立大学教育与人类生态学院博士论文研究基金
项目名称：Persistence and Convergence of Pre-Kindergarten Effects on Social and Behavioral Development

参与（Research Team Member）

以下年份为本人参与研究的期间。

2023—2026　Institute of Education Sciences, Education Research Grants
项目名称：Longitudinal Relations Among Social Contexts, Bullying, Victimization, and Elementary School Outcomes in a Nationally Representative Sample（项目负责人：Paul L. Morgan）

2022—2023　Institute of Education Sciences, Research Networks Focused on Critical Problems of Education Policy and Practice
项目名称：Early Learning Network: Critical Contributions of Classroom Ecology to Children’s Learning（项目负责人：Laura Justice）

2019—2023　Institute of Education Sciences, Education Research Grants
项目名称：Classroom Age Composition and Children’s Early Learning: Understanding the Role of Classroom Practices（项目负责人：Kelly Purtell；合作研究者：Arya Ansari）

2021—2022　National Institute of Child Health and Human Development
项目名称：Maternal Depression and the Development of Autobiographical Memory in Children（项目负责人：Xin Feng）

2020—2021　National Institutes of Health
项目名称：Do Excessive School Absences Link to Children’s Social-Behavioral Development and Executive Functioning?（项目负责人：Arya Ansari）

五、教学经历（Teaching Experience）

课程（Courses）

• 儿童发展（Child Development）

• 美国家庭问题（American Family Issues）

• 家庭与压力（Families and Stress）

• 人类性学（Human Sexuality）

专题报告（Guest Lectures）

• 课堂生态与儿童发展（Classroom Ecology and Child Development）

• 课堂构成与儿童参与（Classroom Composition and Child Engagement）

• 学前教育环境与发展：跨学科视角（An Interdisciplinary Approach to Understanding the Context, Processes, and Impact of Early Childhood Education）

六、荣誉与奖励（Honors and Awards）

2025　NAEd/Spencer Postdoctoral Fellowship
2025　Society for Research in Child Development Early Career Biennial Travel Award
2024　National Council on Family Relations New Professional Best Paper Award
2023　The Ohio State University Doctoral Dissertation Fellowship
2021　The Ohio State University Edward F. Hayes Graduate Research Forum Oral Presentation First Prize
2015、2017、2018　中华人民共和国国家奖学金
2016　北京市优秀毕业生

七、学术服务（Academic Service）

期刊审稿人（Ad-hoc Journal Reviewer）

• Educational Researcher

• Review of Educational Research

• Developmental Psychology

• Child Development

• Journal of Educational Psychology

• Early Childhood Research Quarterly

• Early Education and Development

• Infant and Child Development

• Child Psychiatry & Human Development

• Frontiers in Education

学术会员（Professional Affiliations）

• Society for Research in Child Development（SRCD）

• American Educational Research Association（AERA）

• Society for Research on Educational Effectiveness（SREE）

• National Council on Family Relations（NCFR）

八、学生培养与科研合作（Student Mentoring and Research Collaboration）

欢迎对学前教育与儿童发展、课堂与学校环境、儿童社会情绪与行为发展、家庭参与以及教育与发展研究中的量化方法感兴趣的本科生和研究生联系交流。尤其欢迎对纵向研究、大规模数据分析和跨学科儿童发展研究感兴趣的同学参与相关研究。

联系邮箱：qyang5@swu.edu.cn