Professor | Xiang Hu | Asia Growth Partners

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Name	Xiang Hu
Contact Information	xianghu@ruc.edu.cn
Language ability	Chinese, English
Province	Beijing

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Name

Xiang Hu

Contact Information

xianghu@ruc.edu.cn

Language ability

Chinese, English

Province

Beijing

University/Lab Affiliation and Title	Renmin University of China
Faculty	Education
Academic Background & Achievements	2015-2019 PhD in Mathematics and Science Education: University of Hong Kong 2013-2015 Master's in Science and Technology Education: Beijing Normal University
Work Experience	2023.09 - Present - Renmin University of China - Associate Professor 2019.12 - 2023.08 - Renmin University of China - Lecturer
Awards	Outstanding Communist Party Member of Renmin University of China (2023) Second Prize in the 12th Young Teachers' Teaching Basic Skills Competition of Renmin University of China (2023) Second Prize for Outstanding Research Achievements of Renmin University of China (2022) Model Class Advisor of Renmin University of China (2022)

University/Lab Affiliation and Title

Renmin University of China

Faculty

Education

Academic Background & Achievements

2015-2019 PhD in Mathematics and Science Education: University of Hong Kong
2013-2015 Master's in Science and Technology Education: Beijing Normal University

Work Experience

2023.09 - Present - Renmin University of China - Associate Professor
2019.12 - 2023.08 - Renmin University of China - Lecturer

Awards

Outstanding Communist Party Member of Renmin University of China (2023)
Second Prize in the 12th Young Teachers' Teaching Basic Skills Competition of Renmin University of China (2023)
Second Prize for Outstanding Research Achievements of Renmin University of China (2022)
Model Class Advisor of Renmin University of China (2022)

Areas of Focus	How technology, culture, social environment, and individual psychology influence curriculum and teaching
Publications	Mastery-Approach goals: A large-scale cross-cultural analysis of antecedents and consequences, Guo, J., Hu, X., Elliot, A., Marsh, H., Murayama, K., Basarkod, G., Parker, P., & Dicke, T., 2023 Is social media use for math learning beneficial for ethnic minority students' math identity? A socialization perspective, Hu, X., Zuo, H., Lai, C., Zhu, G., Guo, J., & Tan, H., 2023 Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 countries, Guo, J., Hu, X., Marsh, H., & Pekrun, R., 2021 The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis, Hu, X., Gong, Y., Lai, C., & Leung, F. K., 2018 What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach, Hew, K.F., Hu X., Qiao, C., & Tang, Y., 2020 The influence of culture on students’ mathematics achievement across 51 countries, Hu, X., Leung, F. K., & Teng, Y., 2018 Affective determinants of mathematical problem posing: the case of Chinese Miao students, Guo, M., Leung F.K.S., & Hu, X., 2020 Chinese students’ filial piety beliefs and procrastination in mathematics learning: The mediating role of academic emotions, Guo, M., Cao, Y., Hu, X., 2023 School, family, and student factors behind student attitudes toward science: The case of Hong Kong fourth-graders, Hu, X., Leung, F. K., & Chen, G., 2018 Relationship of classroom goal structures to Chinese Miao and Han students’ goal orientations and mathematics achievement, Guo, M., & Hu, X., 2021 Chinese as a second language teachers’ cognition in teaching intercultural communicative competence, Gong, Y., Hu, X., & Lai, C., 2018 Culture, goal orientations, and mathematics achievement among Chinese students, Guo, M., Hu, X., & Leung, F. K., 2021 The equality paradox: Gender equality intensifies male advantages in adolescent subjective well-being, Guo, J., Basarkod, G., Perales, F., Parker, P. D., Marsh, H. W., Donald, J., Dicke, T., Sahdra, B.K., Ciarrochi, J., Hu, X., Lonsdale, C., Sanders, T., & del Pozo Cruz, B., 2022 STEM教育理念与跨学科整合模式, 余胜泉,胡翔, 2015

Areas of Focus

How technology, culture, social environment, and individual psychology influence curriculum and teaching

Publications

Mastery-Approach goals: A large-scale cross-cultural analysis of antecedents and consequences, Guo, J., Hu, X.*, Elliot, A., Marsh, H., Murayama, K., Basarkod, G., Parker, P., & Dicke, T., 2023
Is social media use for math learning beneficial for ethnic minority students' math identity? A socialization perspective, Hu, X., Zuo, H., Lai, C., Zhu, G., Guo, J., & Tan, H., 2023
Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 countries, Guo, J., Hu, X.*, Marsh, H., & Pekrun, R., 2021
The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis, Hu, X., Gong, Y., Lai, C., & Leung, F. K., 2018
What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach, Hew, K.F., Hu X., Qiao, C., & Tang, Y., 2020
The influence of culture on students’ mathematics achievement across 51 countries, Hu, X., Leung, F. K., & Teng, Y., 2018
Affective determinants of mathematical problem posing: the case of Chinese Miao students, Guo, M., Leung F.K.S., & Hu, X.*, 2020
Chinese students’ filial piety beliefs and procrastination in mathematics learning: The mediating role of academic emotions, Guo, M., Cao, Y., Hu, X.*, 2023
School, family, and student factors behind student attitudes toward science: The case of Hong Kong fourth-graders, Hu, X., Leung, F. K., & Chen, G., 2018
Relationship of classroom goal structures to Chinese Miao and Han students’ goal orientations and mathematics achievement, Guo, M., & Hu, X.*, 2021
Chinese as a second language teachers’ cognition in teaching intercultural communicative competence, Gong, Y., Hu, X.*, & Lai, C., 2018
Culture, goal orientations, and mathematics achievement among Chinese students, Guo, M., Hu, X., & Leung, F. K., 2021
The equality paradox: Gender equality intensifies male advantages in adolescent subjective well-being, Guo, J., Basarkod, G., Perales, F., Parker, P. D., Marsh, H. W., Donald, J., Dicke, T., Sahdra, B.K., Ciarrochi, J., Hu, X., Lonsdale, C., Sanders, T., & del Pozo Cruz, B., 2022
STEM教育理念与跨学科整合模式, 余胜泉,胡翔, 2015

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