1.个人简介

  李俊一，四川师范大学心理学院副教授，硕士生导师。2015年9月至2018年7月在华中师范大学心理学院攻读博士学位；2017年1月至2018年5月在宾夕法尼亚大学进行博士联合培养。近年来，主持省部级课题2项，厅级课题多项，以通讯作者或第一作者发表SCI/SSCI和CSSCI学术论文多篇，获软件著作权2项。2019年获四川省第十八次社会科学优秀成果奖，四川省海外高层次留学人才。2020年获校级教学成果二等奖，教学案例入选2022年教育部学位与研究生教育发展中心主题案例库。

     2.研究方向

  学习心理、教育大数据

    3.期刊论文（只含一作或通讯）

Yang, C., Liu, W., Wang, Y., Xu, S., Xu, Y., Yang, L., ... & Li, J. (通讯作者) (2023). Influence of ambivalent sexism on intimate partner violence tolerance and mental violence in a Chinese female sample: relationship causality orientation as a moderator. Violence Against Women, 29, 1623-1639.

Li, C., Zhao, M., Sun, T., Guo, J., Wu, M., Li, Y., ... & Li, J. (通讯作者) (2022). Treatment effect of exercise training on post‐stroke depression in middle‐aged and older adults: A meta‐analysis. International Journal of Geriatric Psychiatry, 37.

Wang, C., Li, J., (通讯作者) Li, H., Xia, Y., Wang, X., Xie, Y., & Wu, J. (2022). Learning from errors? The impact of erroneous example elaboration on learning outcomes of medical statistics in Chinese medical students. BMC Medical Education, 22, 469.

Wang, X., Li, J., (通讯作者) & Wang, C. (2020). The effectiveness of flipped classroom on learning outcomes of medical statistics in a Chinese medical school. Biochemistry and Molecular Biology Education, 48, 344-349.

Wang, X., Li, J., (通讯作者) Wang, C., & Lv, J. (2020). The effects of mindfulness‐based intervention on quality of life and poststroke depression in patients with spontaneous intracerebral hemorrhage in China. International Journal of Geriatric Psychiatry, 35, 572-580.

Li, J., Wang, X., Wang, C., & Sun, L. (2019). The moderating role of depression on the association between posttraumatic growth and health-related quality of life in low-grade glioma patients in China. Psychology, Health & Medicine, 24, 643-653.

Li, J., Tang, Y., Cao, M., & Hu, X. (2018). The moderating effects of discipline on the relationship between asynchronous discussion and satisfaction with MOOCs. Journal of Computers in Education, 5, 279-296.

Li, J., Ye, H., Tang, Y., Zhou, Z., & Hu, X. (2018). 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. Frontiers in Psychology, 9, 2434.

Wang, X., Li, J (共同第一)., Chen, J^*., Fan, S., Chen, W., Liu, F., Chen, D., & Hu, X. (2018). Health-related quality of life and posttraumatic growth in low-grade gliomas in China: A prospective study. World neurosurgery, 111, e24-e31.

Jin, Y., Li, J (共同第一)., An, J., Wu, J., & He, M. (2017). The differential victimization associated with depression and anxiety in cross-cultural perspective: A meta-analysis. Trauma, Violence, & Abuse, 1524838017726426.

Jin, Y., & Li, J (共同第一). (2017). When newbies and veterans play together: The effect of video game content, context and experience on cooperation. Computers in Human Behavior, 68, 556-563.

龚科, 刘玉, 张艺红, 李俊一 (通讯作者). (2023). 基于COPES理论预测网络学习中的钻牛角尖. 应用心理学, 29, 503-512.

张雯, 胡娜, 丁雪辰, 李俊一 (共同通讯). (2021). 拒绝敏感性与边缘型人格特征的关联：一项元分析. 心理科学进展, 29, 1179-1194.

刘昕芸, 王雅楠, 李俊一 (通讯作者). (2019). 特质正念对颅内肿瘤患者抑郁与生命质量关系的调节效应. 社区心理学研究, 8, 50-63.

李俊一, 尹清, 沈先昕. (2015). 性客体化经历对女性自我客体化的影响: 被调节的中介作用. 中国临床心理学杂志, 23, 1089-1093.

李俊一, 靳宇倡. (2014). 暴力视频游戏与亲社会游戏对认知、情感和行为的影响：基于一般学习模型的视角. 中国临床心理学杂志, 22, 985-988.

4.科研项目

  四川省教育信息化与大数据中心项目：在线学习钻牛角尖的诊断、心理机制及干预研究. (起止年月：2022至2024，项目编号DSJ2022050，主持)

  成都市哲学社科规划项目：在线学习环境下无效学习行为的心理机制及干预研究. (起止年月：2022至2024，项目编号2022CZ083，主持)

  中国科学院心理研究所结对共建开放课题：网络学习中元认知监控偏差的心理机制及干预研究. (起止年月：2021至2023，项目编号GJ202011，主持)

  四川省社科规划项目：新时代女性生育的内部动机及其影响因素研究. (起止年月：2022至2023，项目编号SC21B093，第一主研)

  四川省教师教育研究中心重点项目：基于文本分析的教师画像：课堂语言风格与教学行为模式对学生学习的影响. (起止年月：2019至2021，项目编号TER2019-002，主持)

5.国际会议论文

Slater, S., Ocumpaugh, J., Baker, R., Li, J., & Labrum, M. (2018). Identifying changes in math identity through adaptive learning systems use. In Proceedings of the 26th International Conference on Computers in Education. (第26届计算机教育国际会议，菲律宾马尼拉，2018.11.26-2018.11.30)

Wang, G., Tang, Y., Li, J., & Hu, X. (2018). Modeling student learning behaviors in aleks: A two-layer hidden markov modeling approach. In Proceedings of the 19th International Conference on Artificial Intelligence in Education (pp. 374-378). Springer, Cham. (第19届人工智能教育国际会议，英国伦敦，2018.6.25-2018.6.28)

Li, J., Tang, Y., Sun, L., & Hu, X. (2017). Text Analysis with LIWC and Coh-Metrix: Portraying MOOCs instructors. In Proceedings of the 10th International Conference on Educational Data Mining. (第10届教育数据挖掘国际会议，中国武汉，2017.6.25-2017.6.28)

Li, J., Tang, Y., & Hu, X. (2016). The moderating effects of discipline on the relationship between asynchronous discussion and satisfaction of MOOCs. In Proceedings of the 31st International Congress of Psychology. (第31届国际心理学大会，日本横滨，2016.7.24-2016.7.29)

Li, J., Tang, Y, & Zhou, Z. (2016). Cyber victimization vs. Traditional victimization: A meta-analysis of differential victimization associated with depression and anxiety among adolescents and children. In Proceedings of the 31st International Congress of Psychology. (第31届国际心理学大会，日本横滨，2016.7.24-2016.7.29)

6.软件著作权

SkillBuilder自适应学习系统（移动端）V1.0（2023SR1627701）

     Deliberate自适应学习系统（网页端）V1.0（2024SR0342953）

7.电子邮箱

junyili@sicnu.edu.cn