上海交通大学教育学院副教授，博士生导师。博士毕业于芬兰于韦斯屈莱大学教育与心理学院（教育专业排名世界前50）。

归国前担任芬兰赫尔辛基大学副教授、博士生导师，并分别担任赫尔辛基大学教育科学学院，教育/心理学博士项目、国际教育硕士项目委员会委员。

入选上海海外领军人才，上海市浦江人才。现任中国心理学会行为与健康心理学专业委员会委员、上海交通大学涉人伦理委员会委员。

目前已发表各类学术论文60余篇，包含多个国际顶级权威期刊，如人格及社会心理学顶级期刊 Journal of Personality and Social Psychology，教育心理学顶级期刊 Learning and Instruction，美国科学院院刊 PNAS，青少年研究权威期刊 Journal of Youth and Adolescence，教师教育权威期刊 Teaching and Teacher Education。中文发表见于《光明日报》、《人民教育》等。

担任爱思唯尔旗下国际期刊Applied Studies in Innovative Learning and Teaching (ASILT)联合主编，同时担任多家国际权威期刊编辑/编委 Learning and Instruction (SSCI 一区，中科院一区Top), Journal of Youth and Adolescence (SSCI 一区，中科院一区Top), Learning and Individual Differences (SSCI 一区，中科院一区Top), Educational Psychology (SSCI 一区)，Journal of Applied Developmental Psychology (SSCI 二区), Frontiers in Psychology (SSCI 二区)。

主持国家社科教育学一般项目，上海市浦江人才项目，上海交通大学AI+教育等各类项目。在芬兰工作期间与团队一起获批芬兰国家级项目、欧盟项目数项，经费支持超过100万欧元。联合研发了面向学生心理健康的智能平台系统SchoolDay Wellbeing，被全球教育创新平台HundrED遴选为2021年重点推荐产品。

获中芬联合创新研究院创新先锋奖，上海交通大学青教赛二等奖，上海交通大学WCU二等奖等。

欢迎大家向我们期刊投稿：https://www.sciencedirect.com/journal/applied-studies-in-innovative-learning-and-teaching

***注：[本课题组现招收博士生一名（2026入学）]

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近三年学术发表（2023- ）

1. Tang, X.*, Zhang, J., Zhang, Y, & Lee, H. (in press). Psychological Network Analyses and Directed Acyclic Graphs Tutorial for Developmental and Educational Science. Cambridge Elements Research Methods for Developmental Science. Cambridge: Cambridge University Press.

2. Huang, H., Zhong, X. & Tang, X.* (2026). Teachers' Emotional Supports Matters for Adolescents' Creative Self-efficacy and Performance: An Ecological Comparison between China and Finland. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2025.102029 (SSCI 一区)

3. Guo, J., Sun, X. & Tang, X.* (2025). Implicit measure of growth mindset: reducing social desirability bias and linking to academic performance. Social Psychology of Education. https://doi.org/10.1007/s11218-025-10125-6 (SSCI 一区)

4. Tang, X.*, Zeng, Z., Huang, H. & Symonds, J. E. (2025). Quality Appraisal Tools for Quantitative, Qualitative, and Mixed Methods Studies: A Review and a Brief New Checklist. ECNU Review of Education. https://doi.org/10.1177/20965311251371227

5. Symonds, J. E.* & Tang, X.* (2025). QQM Checklist Version2: Quality Appraisal Checklist for Quantitative, Qualitative, and Mixed Methods Studies. PsyArXiv. https://doi.org/10.31234/osf.io/djmcq

6.  唐鑫. (2025.9). 腾出生长空间，留住孩子的好奇心. 光明日报

7.  唐鑫. (2025.5). AI替代不了的，是灵魂唤醒灵魂. 光明日报

8. Xie, J., Somerville, M.P., Wang, H., Salmela-Aro, K., Symonds, J. & Tang, X. (2025). Academic Burnout Reduction Handbook: Brief Introduction and Coping Guide. https://burnout-handbook.github.io/academic-burnout/

9.  唐鑫, Jennifer Symonds 主编. 学生学业倦怠应对手册 [M/OL]. [引用日期2025-04-27]. https://burnout-handbook.github.io/academic-burnout/

10.  李玲，姚梦繁，黄宸，唐鑫* (2025). 经济资助如何促成处境不利学生核心技能抗逆？—来自西部民族地区六区县的证据. 民族教育研究, 3(36). (CSSCI)

11. Liu, Z.#, Guo, J., Huang, H., & Tang, X.* (2025). Which social-emotional skills are most important for students' learning and well-being? An international comparison among China, USA and Finland. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2025.102703 (SSCI 一区, IF=9)

12. Meng, H.#, He, S., Guo, J., Wang, H. & Tang, X.* (2025). Applying Machine Learning to Understand the Role of Social-Emotional Skills on Subjective Wellbeing and Physical Health. Applied Psychology: Health and Well-Being. https://doi.org/10.1111/aphw.12624 (SSCI 一区, IF=3.8)

13. Tang, X.*, Chen, I., Lavonen, J., Schneider, B.*, Krajcik, J., & Salmela-Aro, K. (2025). Optimal Learning Moments in Finnish and US Science Classrooms: A Psychological Network Analysis Approach. Frontline Learning Research, 13(2), 10–26. https://doi.org/10.14786/flr.v13i2.1313

14. Symonds, J., Boheim, R., Somerville, M., Baines, E., Tang, X., Oeri, N., ... & Sainz, G. M. (2025). Children’s Momentary Behavioural Engagement and Class Size: A National Systematic Observation Study: Momentary Behavioural Engagement. Frontline Learning Research, 13(2), 51-66.

15.   唐鑫&周星烁. (2025). 充分认识好奇心与兴趣的差异，理解好奇心的独特性. 上海教育

16.   黄浩岩&唐鑫. (2025). 好奇心激发和促进的理论框架. 上海教育

17.   刘泽鹏&唐鑫. (2025). 促进好奇心的有效教学行为—以项目式学习为例. 上海教育

18.   蔡怡淳&唐鑫. (2025). 新西兰培养科学好奇心的体系和案例分享. 上海教育

19.   彭丽媛&唐鑫. (2025). 采用问题构建法（QFT）激发学生好奇心-来自美国的创新教育实践. 上海教育

20.   李圣果&唐鑫. (2025). 幼儿科学好奇心的促进-来自日本的优秀实践. 上海教育

21.  Chen, P., Yang, D., Lavonen, J., Hosny, A. & Tang, X. (2024). How do students of different self-efficacy regulate learning in collaborative design activities? An epistemic network analysis (ENA) approach. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2024.1398729 (SSCI 一区, IF =2.6)

22.  Lakkavaara, A.#, Upadyaya, K., Tang, X., & Salmela-Aro, K. (2024). The role of stress mindset and academic buoyancy in school burnout in middle adolescence. European Journal of Developmental Psychology. https://doi.org/10.1080/17405629.2024.2382398 (SSCI Q3, IF =1.9)

23.   Fang, Y.#*, Tang, X. * & Salmela-Aro, K. (2024). Early career gender differences in job burnout trajectories in Finland: Roles of work, family, and financial resources. International Journal of Behavioral Development. https://doi.org/10.1177/01650254241266107 (SSCI 二区, IF =2.4)

24.  Huang, H.# +, Tang, X. +* & Salmela-Aro, K. (2024). Facilitating Youth’s Curiosity in Learning: Needs-based Ecological Examinations. Journal of Youth and Adolescence, 53, 595–608. https://doi.org/10.1007/s10964-023-01936-x (SSCI 一区, IF =3.7)

25.   Wang, Z, Tang, X.* (2024). Developmental trajectories in mathematical performance among Chinese adolescents: The role of multi-dimensional parental involvement. Journal of Youth and Adolescence, 53, 877–894. https://doi.org/10.1007/s10964-023-01893-5 (SSCI 一区, IF =3.7)

26. Tang, X.* (2023). Kiinnostuksen ja uteliaisuuden ainutlaatuisuus sekä rooli oppimisessa. In Juuti, K., Lavonen, J. & Salmela-Aro, K. (Eds.), Projektioppiminen luonnontieteissä. Gaudeamus, Helsingin yliopisto.

27.  唐鑫，钱文丹&王君（2023.10）芬兰心理健康教育：培养具有积极心理品质与技能的儿童. 人民教育

28.  唐鑫&甘怡群（2023.2）心理韧性是青少年应对当下和未来的重要一课. 光明日报

29. Meng, H., Tang, X., Qiao, J., Wang, H.* (2023). Unlocking Resilience: How Physical Literacy Impacts Psychological Well-Being among Quarantined Researchers. Healthcare, 11(22), 2972. https://doi.org/10.3390/healthcare11222972 (SSCI 二区, IF =2.4)

30.  Huang, H.# +, Tang, X. +*, Zhang, Y., Sun, Y., Zhang, X. & Salmela-Aro, K. (2023). Mathematics learning gap during pandemic among early adolescents: Roles of own aspiration and parental involvement. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2023.102343 (SSCI 一区, IF =3.8)

31.  Lee, H.* +, Tang, X. +, Alvarez-Vargas, D., Bailey, D., Yang, J., Safavian, N., Gaspard, H., Simpkins, S., Salmela-Aro, K., Eccles, J., & Wigfield, A. (2023). Examining the Interplay of Students’ Expectancies and Values with Networks and Directed Acyclic Graphs. Current Psychology. https://doi.org/10.1007/s12144-023-04871-z (SSCI 二区, IF =2.5)

32.  Guo, J. *+, Tang, X. *+, Marsh, H., Parker, P., Basarkod, G., Baljinder, S., Ranta, M. & Salmela-Aro, K. (2023). The roles of social–emotional skills in students’ academic and life success: A multi-informant and multicohort perspective. Journal of Personality and Social Psychology, 124(5), 1079–1110. http://dx.doi.org/10.1037/pspp0000426 *equal contribution, and co-first author and corresponding author (SSCI 一区, IF =6.4)

33.   Li, T., Huang, H. Liu, J. & Tang, X.* (2023). Killing the Cats or Satisfying the Human? The Role of Epistemic Curiosity in Adolescents’ Multi-dimensional Well-being. Journal of Pacific Rim Psychology. https://doi.org/10.1177/18344909231185381 (SSCI 一区, IF =2.8)