王亞冰，太阳成集团tyc234cc副教授，雲山青年學者，外國語言學及應用語言學研究中心兼職研究員。香港中文大學教育心理學博士，新西蘭奧克蘭大學應用語言學博士後，澳大利亞昆士蘭大學心理系訪問學者。
主要研究興趣包括外語學習情緒、情緒調節、寫作反饋等。近五年來以第一作者或通訊作者在國内外教育學、心理學及語言學SSCI & CSSCI期刊發表論文逾30篇，代表作發表在System, Language Teaching Research, Clinical Psychology Review, Journal of Counselling Psychology, Mindfulness, Applied Linguistics Review, Assessing Writing, Studies in Second Language Learning and Teaching, Journal of Multilingual and Multicultural Development,Asian Journal of Psychiatry以及《中國外語》、《外語界》、《外語教學》等。擔任國際期刊System, Language Teaching Research, Journal of Multilingual and Multicultural Development等SSCI期刊匿名審稿人。主持教育部、省級、市廳級等項目多項。曾獲第十屆廣東省哲學社會科學優秀成果獎三等獎，多次獲太阳成集团tyc234cc科研業績獎，校級考核優秀，“外教社”杯大學英語教學比賽廣東賽區一等獎。
主授課程
《中級英語寫作》、《高級英語寫作》、《論文寫作》
論文發表代表作 （*代表通訊作者）
• 王亞冰，徐建. (2024). 外語成長型思維與寫作反饋尋求行為路徑探究 —— 有調節的中介模型. 《中國外語》, 21(2), 67-75. (CSSCI)
• 吳旻，張傑，許英美，王亞冰*. (2024). 父母粗暴養育、同伴侵害與留守兒童自傷的關系：一項交叉滞後研究. 《中國臨床心理學雜志》, 32(4), 818-823.
• Wang, Y., Wang, N*., Liu, F., & Yu, X. (2024). The Association Between Social Support and L2 Learning Engagement: The Mediating Roles of L2 Resilience and Control. International Journal of Applied Linguistics. (SSCI; Q2)
• Wang, Y., Wang, N*., & Shen, B. (2024). A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies. Studies in Second Language Learning and Teaching. (SSCI; Q1)
• Wang, Y., & Xu. J*. (2024). Development and Initial Validation of Learner Engagement with Teacher Written Corrective Feedback Scale. System. (SSCI; Q1)
• Wang, Y., Xu, J*., Li, H., & Qi, J. (2024). The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach. Language Teaching Research, 13621688241229534. (SSCI; Q1)
• Xu, J., & Wang, Y*. (2024). Measuring and profiling growth language mindsets, conscientiousness, and social-emotional learning among university L2 learners: a variable-and person-centered perspective. Journal of Multilingual and Multicultural Development. (SSCI, Q1)
• Xu, J., & Wang, Y*. (2024). Do I need feedback or avoid it in L2 writing? Impact of self-efficacy and shyness on feedback-seeking behaviors. Assessing Writing. (SSCI; Q1)
• Xu, J., & Wang, Y*., Bo, Peng. (2024) Differentiating the Role of Growth Language Mindsets in Feedback-Seeking Behaviour in L2 Writing through Perspective-Taking: A Mixed-Method Study. European Journal of Education. (SSCI; Q1)
• Zheng, Y., Wang, Y., Liu, Shuxia., & Michael Yi-Chao Jiang. (2024). Examining the moderating effect of motivation on technology acceptance of text-based generative AI for English as a foreign language learning. Education and Information Technologies. (SSCI; Q1)
• Liu, F., Wang, N., Wang, Y., Ye, Z., & Jian, C. (2024). The hidden influence: how self-concealment shapes the effect of trauma centrality on PTSD symptoms and posttraumatic growth. Current Psychology, 43(34), 27793-27804. (SSCI; Q2)
• Liu, F., Wang, Y*., Wang, N., Ye, Z., & Fang, S. (2023). Embracing the Ebb and Flow of Life: A Latent Profile Analysis of Impermanence and Its Association with Mental Health Outcomes Among Chinese College Students. Mindfulness. (SSCI; Q2)
• Wu, W., Wang, Y*., & Huang, R. (2023). Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learners’ grit and burnout. System. (SSCI; Q1)
• Xu, J., & Wang, Y*. (2023). The differential mediating roles of ideal and ought-to L2 writing selves between growth mindsets and self-regulated writing strategies. System. (SSCI; Q1)
• Lai, C*., Chen, Q., Wang, Y., & Qi, X. (2023). Individual Interest, Self-Regulation and Self-Directed Language Learning with Technology beyond the Classroom. British Journal of Educational Technology. (SSCI; Q1)
• Wang, Y., & Xu, J*. (2023). A Latent Profile Analysis of L2 Writing Emotions and Their Relations to Writing Buoyancy, Motivation and Proficiency. Applied Linguistics Review. (SSCI; Q1)
• Liu, F., Chui, H., Chong, E. S. K., & Wang, Y.* (2023). LGBQ Affirmative Practice and Psychological Well-Being in China. Journal of Counseling Psychology. (SSCI; Q1)
• Xu, J., & Wang, Y.* (2023). Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs. Assessing Writing. (SSCI; Q1)
• Xu, J., & Wang, Y.* (2023). The impact of academic buoyancy and emotions on university students’ self‑regulated learning strategies in L2 writing classrooms. Reading and Writing. (SSCI; Q2)
• Shen, B., Wang, Y*., Yang, Y., & Yu, X. (2023). Relationships Between Chinese University
EFL Learners’ Academic Emotions and Self-Regulated Learning (SRL) Strategies: A Structural Equation Model. Language Teaching Research. (ESI高被引; SSCI; Q1)
• Wang, Y., & Liu, F*. (2023). Emotional Intelligence and Second/Foreign Language Achievement: A Meta-analytic Review. Language Teaching Research. (SSCI; Q1)
• Zhong, S., Wang, Y*., & Wu, W. (2023). Exploring the Mediating Role of Emotions Between Growth Language Mindset and Engagement Among EFL Learners. The Asia-Pacific Education Researcher. (SSCI; Q2)
• Liu, F., Ren. Z., Chui, H., & Wang, Y. (2023). Coming Out Among Chinese Lesbian and Gay Individuals: A Latent Profile Analysis. Sexuality Research and Social Policy. (SSCI; Q2)
• Wang, N., Chung, M. C., Wang, Y., & Liu. F. (2023). The impact of adolescent profiles of posttraumatic stress, emotion regulation, and disorganized attachment on posttraumatic growth and psychiatric symptoms: Academic stress and ecocentrism as covariates. Psychological Trauma: Theory, Research, Practice, and Policy. (SSCI; Q1)
• Chung, M., Wang, Y*., Wu, X., Wang, N., Liu, F., & Ye, Z. (2022). Comparison between emerging adults and adults in terms of contamination fear, post-COVID-19 PTSD and psychiatric comorbidity. Current Psychology. (SSCI; Q3)
• Wang, N., Chung, M., Liu, F., & Wang, Y. (2022). Posttraumatic stress on Chinese adolescents’ posttraumatic growth: The role of trauma centrality and emotion regulation. Current Psychology. (SSCI; Q3)
• 王亞冰 & 黃運亭*(2022). 自我效能感與二語成就關系的元分析. 《外語界》3, 89-96.
(CSSCI)
• 薛荷仙 & 王亞冰*(2022). 外語情緒調節策略與外語情緒：基于潛在剖面分析. 《外語教學》, 43(4), 62-68. (CSSCI)
• Wang, Y., Shen, B*., & Yu, X. (2021). A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency. System. (SSCI; Q1)
• Wang, Y., Chung, M. C., Wang, N., & Justin Kenardy*. (2021). Social support and posttraumatic stress disorder: a meta-analysis of longitudinal studies. Clinical Psychology Review, 85. (ESI高被引; SSCI, Q1; IF=12)
• Wang, Y., Chung, M. C., & Wang, N*. (2021). Parenting revisited: Profiles and associations with psychological distress among traumatized Chinese adolescents. Current Psychology. (SSCI; Q1)
• Wang, N., Chung, M. C., & Wang, Y*. (2020). The relationship between posttraumatic stress disorder, trauma centrality, posttraumatic growth and psychiatric co-morbidity among Chinese adolescents. Asian Journal of Psychiatry, 49:101940. (SSCI; Q2)
• Wang, Y., & Chung, M. C*. (2020). Linking rejection sensitivity, shyness and unsociability with posttraumatic stress disorder and psychiatric co-morbidity among Chinese adolescents. Psychiatric Quarterly, 91(2), 309-319. (SSCI, Q3)
科研項目（主持）
1. 中國大學生情感抒寫調适機制研究(在研)，教育部人文社會科學青年基金項目(項目編号：24YJC740069)
2. 二語情緒多層次模型動态機制研究(在研)，廣東省哲學社會科學規劃 2023年度青年項目(項目編号：GD23YWY03)
3. 基于密集追蹤的大英課堂情緒波動機制研究(在研)，廣東省普通高校特色創新類項目 (哲學社會科學)
4. 新時代衛生健康事業重大變革的廣州實踐研究——大學生抑郁在線識别及表達性寫作幹預研究（在研），廣州市社科規劃項目（項目編号：2023GZQN44）
5. 控制-價值理論視角下大學英語課堂積極情緒促進機制研究（在研），太阳成集团tyc234cc外國語言學及應用語言學研究中心招标項目
6. 情緒智力、學業情緒與二語成就關系研究（已結項），太阳成集团tyc234cc高層次引進人才項目 （項目編号：2021RC234）
7. 情緒智力與二語成就關系的元分析（已結項），太阳成集团tyc234cc校級青年項目（項目編号：21QN03）
科研項目（參與）
1. 數智技術環境下二語學習者能動性多維協同機制研究（在研），國家社科基金-一般項目（項目編号：24BYY112；主持人：秦麗莉）
2. 語言使用模式視角下青少年阈下抑郁的早期識别、風險預測及幹預研究（在研），廣東省哲學社會科學規劃 2024年度青年項目(項目編号：GD24YJY07；主持人：王俊靜)
獎勵榮譽（按時間順序）
• 第十屆廣東省哲學社會科學優秀成果獎三等獎(心理學、教育學、體育學方向)
• 2021-2023多次獲太阳成集团tyc234cc校級科研業績三等獎
• 2021-2023多次獲太阳成集团tyc234cc校級考核優秀
• 第七屆“外教社杯”全國高校外語教學大賽（視）聽說組全國總決賽三等獎
• 第七屆“外教社杯”全國高校外語教學大賽廣東賽區（視）聽說組一等獎
• 第七屆“外教社杯”全國高校外語教學大賽廣東賽區（視）聽說組優秀青年教師
• 2016年廣東省本科高校英語寫作大賽暨2016“百萬同題英語寫作”決賽優秀指導老師獎
• 2014“外研社杯” 全國外語寫作大學廣東賽區指導二等獎、三等獎
• 嘉頓時時食向世界出發第12屆廣東大中學生英語口語大賽總決賽優秀指導老師獎
