Professor | Yun Tang | Asia Growth Partners

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Name	Yun Tang
Contact Information	tangyun@ccnu.edu.cn
Language ability	English, Chinese
Province	Hubei

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Name

Yun Tang

Contact Information

tangyun@ccnu.edu.cn

Language ability

English, Chinese

Province

Hubei

University/Lab Affiliation and Title	Central China Normal University
Faculty	Psychology
Academic Background & Achievements	2007–2013 Ph.D.: Ohio State University, Advisor: Jay I. Myung 2004–2007 Master's: Beijing Normal University, Advisor: Zhang Houcan 2000–2004 Bachelor's: Beijing Normal University
Work Experience	2015–Present - Central China Normal University - Lecturer, Associate Professor 2013–2015 - Ohio State University - Postdoctoral Researcher, Collaborator: Mark A. Pitt
Awards	2012: Best Graduate Student Poster Award, Annual Meeting of the Society for Mathematical Psychology 2008–2012: Travel Award, Graduate Student Academic Conference, Ohio State University 2008–2011: Young Scholar Travel Award, Annual Meeting of the Society for Mathematical Psychology

University/Lab Affiliation and Title

Central China Normal University

Faculty

Psychology

Academic Background & Achievements

2007–2013 Ph.D.: Ohio State University, Advisor: Jay I. Myung
2004–2007 Master's: Beijing Normal University, Advisor: Zhang Houcan
2000–2004 Bachelor's: Beijing Normal University

Work Experience

2015–Present - Central China Normal University - Lecturer, Associate Professor
2013–2015 - Ohio State University - Postdoctoral Researcher, Collaborator: Mark A. Pitt

Awards

2012: Best Graduate Student Poster Award, Annual Meeting of the Society for Mathematical Psychology
2008–2012: Travel Award, Graduate Student Academic Conference, Ohio State University
2008–2011: Young Scholar Travel Award, Annual Meeting of the Society for Mathematical Psychology

Areas of Focus	Online Learning Psychology Self-Regulated Learning
Publications	Modeling learning behaviors and predicting performance in an intelligent tutoring system: A two-layer hidden Markov modeling approach, Yun Tang, Zhengfan Li, Guoyi Wang, & Xiangen Hu, 2021 The Antecedents and Consequences of Metacognitive Knowledge in Mathematics Learning: A Self-Determination Perspective, Yun Tang, Xiaohan Wang, Yu Fang, & Jian Li, 2021 What are the effects of self-regulation phases and strategies for Chinese students? A meta-analysis of two decades research of the association between self-regulation and academic performance, Junyi Li, Hui Ye, Yun Tang, Zongkui Zhou, & Xiangen Hu, 2018 Teachers' and parents' autonomy support and psychological control perceived in junior-high school: Extending the dual-process model of self-determination theory, Jian Li, Mengdi Deng, Xiaohan Wang, & Yun Tang, 2018 The moderating effects of discipline on the relationship between asynchronous discussion and satisfaction with MOOCs, Junyi Li, Yun Tang, Meng Cao, & Xiangen Hu, 2018 Evaluation and comparison of computational models, Jay I. Myung, Yun Tang, & Mark A. Pitt, 2009 元认知的调节过程及其领域一般性问题的分析, 黎坚, 唐云, 张厚粲, 2008 等待时距与系统响应度对语音交互等待体验及学习效果的影响, 艾云璐, 唐云, 2021 在中小学生品德评价中引入他评方法的利弊, 张茜, 唐云, 谷传华, 2019 What should be the data sharing policy of cognitive science?, Mark A. Pitt, Yun Tang, 2013 The Junior Students’ Internet Literacy Scale: Measure Development and Validation, Yinghui Huang, Hui Liu, Weijun Wang, Rouchun Dong, & Yun Tang, 2021 An Experience-Sampling Study on Academic Stressors and Cyberloafing in College Students: The Moderating Role of Trait Self-Control, Bingping Zhou, Ye Li, Yun Tang, and Wentao Cao, 2021 组织管理研究中的控制变量使用：问题与策略, 曹江雨, 王忠军, 唐云, 杨彬, 2020 Gender, negative life events and coping on different stages of depression severity: A cross-sectional study among Chinese university students, Xiao-jun Sun, Geng-feng Niu, Zhi-qi You, Zong-kui Zhou, & Yun Tang, 2017 相对剥夺感与大学生网络游戏成瘾的关系：一个有调节的中介模型, 丁倩, 唐云, 魏华, 张永欣, 周宗奎, 2018 Effect of Embedding Prompts on Learning Performance and Metacognitive Monitoring, Jingying Yang, Qiyao Tan, Yun Tang, & Caixia Bai, 2021 Modeling Student Learning Behaviors in ALEKS: A Two-Layer Hidden Markov Modeling Approach, Guoyi Wang, Yun Tang, Junyi Li, & Xiangen Hu, 2018 An analysis of students' questions in MOOCs forums, Meng Cao, Yun Tang, & Xiangen Hu, 2017 Text analysis with LIWC and Coh-Metrix: Portraying MOOCs instructors, Junyi Li, Yun Tang, Lijun Sun, & Xiangen Hu, 2017 Cyber Victimization vs. Traditional Victimization: A meta-analysis of differential victimization associated with depression and anxiety among adolescents and children, Junyi Li, Yun Tang, & Zongkui Zhou, 2016 The moderating effects of discipline on the relationship between asynchronous discussion and satisfaction of MOOCs, Junyi Li, Yun Tang, & Xiangen Hu, 2016 Adaptive design optimization for comparing models of the spacing effect, Yun Tang, Tiffany S. Jastrzembski, Michael Krusmark, Kevin A. Gluck, Mark A. Pitt, & Glenn Gunzelmann, 2014 深层学习：心智如何超越经验, 赵庆柏, 唐云, 陈石等, 2017

Areas of Focus

Online Learning Psychology
Self-Regulated Learning

Publications

Modeling learning behaviors and predicting performance in an intelligent tutoring system: A two-layer hidden Markov modeling approach, Yun Tang, Zhengfan Li, Guoyi Wang, & Xiangen Hu, 2021
The Antecedents and Consequences of Metacognitive Knowledge in Mathematics Learning: A Self-Determination Perspective, Yun Tang, Xiaohan Wang, Yu Fang, & Jian Li, 2021
What are the effects of self-regulation phases and strategies for Chinese students? A meta-analysis of two decades research of the association between self-regulation and academic performance, Junyi Li, Hui Ye, Yun Tang, Zongkui Zhou, & Xiangen Hu, 2018
Teachers' and parents' autonomy support and psychological control perceived in junior-high school: Extending the dual-process model of self-determination theory, Jian Li, Mengdi Deng, Xiaohan Wang, & Yun Tang, 2018
The moderating effects of discipline on the relationship between asynchronous discussion and satisfaction with MOOCs, Junyi Li, Yun Tang, Meng Cao, & Xiangen Hu, 2018
Evaluation and comparison of computational models, Jay I. Myung, Yun Tang, & Mark A. Pitt, 2009
元认知的调节过程及其领域一般性问题的分析, 黎坚, 唐云, 张厚粲, 2008
等待时距与系统响应度对语音交互等待体验及学习效果的影响, 艾云璐, 唐云, 2021
在中小学生品德评价中引入他评方法的利弊, 张茜, 唐云, 谷传华, 2019
What should be the data sharing policy of cognitive science?, Mark A. Pitt, Yun Tang, 2013
The Junior Students’ Internet Literacy Scale: Measure Development and Validation, Yinghui Huang, Hui Liu, Weijun Wang, Rouchun Dong, & Yun Tang, 2021
An Experience-Sampling Study on Academic Stressors and Cyberloafing in College Students: The Moderating Role of Trait Self-Control, Bingping Zhou, Ye Li, Yun Tang, and Wentao Cao, 2021
组织管理研究中的控制变量使用：问题与策略, 曹江雨, 王忠军, 唐云, 杨彬, 2020
Gender, negative life events and coping on different stages of depression severity: A cross-sectional study among Chinese university students, Xiao-jun Sun, Geng-feng Niu, Zhi-qi You, Zong-kui Zhou, & Yun Tang, 2017
相对剥夺感与大学生网络游戏成瘾的关系：一个有调节的中介模型, 丁倩, 唐云, 魏华, 张永欣, 周宗奎, 2018
Effect of Embedding Prompts on Learning Performance and Metacognitive Monitoring, Jingying Yang, Qiyao Tan, Yun Tang, & Caixia Bai, 2021
Modeling Student Learning Behaviors in ALEKS: A Two-Layer Hidden Markov Modeling Approach, Guoyi Wang, Yun Tang, Junyi Li, & Xiangen Hu, 2018
An analysis of students' questions in MOOCs forums, Meng Cao, Yun Tang, & Xiangen Hu, 2017
Text analysis with LIWC and Coh-Metrix: Portraying MOOCs instructors, Junyi Li, Yun Tang, Lijun Sun, & Xiangen Hu, 2017
Cyber Victimization vs. Traditional Victimization: A meta-analysis of differential victimization associated with depression and anxiety among adolescents and children, Junyi Li, Yun Tang, & Zongkui Zhou, 2016
The moderating effects of discipline on the relationship between asynchronous discussion and satisfaction of MOOCs, Junyi Li, Yun Tang, & Xiangen Hu, 2016
Adaptive design optimization for comparing models of the spacing effect, Yun Tang, Tiffany S. Jastrzembski, Michael Krusmark, Kevin A. Gluck, Mark A. Pitt, & Glenn Gunzelmann, 2014
深层学习：心智如何超越经验, 赵庆柏, 唐云, 陈石等, 2017

Online Learning Self-Regulation Learning Behavior Performance Prediction Intelligent Tutoring Systems Metacognitive Knowledge Academic Performance Moocs Learning Strategies Educational Psychology

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