杨春燕

博士。杨的研究兴趣集中在理解儿童与青少年互动与他们的社会背景下如何找到的各种风险因素,包括对待欺侮,教师为目标的暴力行为,心理和健康挑战的面对自己的应变能力。她已经过气的使用多层次和多线人的方法来理解的延展性因素(即学校环境,社会情感学习,全校实践,文化规范),在学校预防和干预的福利目标的功能进行研究和学生,教师,以及来自不同文化和语言,和社会经济背景的家庭的参与。 

博士。杨获得了博士学位在特拉华州,硕士布里斯托尔英格兰大学心理学研究方法,学士学位的大学在校心理学专业化教育在与来自中国中央中国师范大学教师凭证化学。博士。杨在咨询,临床和学校心理学系助理教授在365滚球盘网站圣塔芭芭拉之间2016-2019。在加入365滚球盘网站圣芭芭拉分校的教授,她曾在学区范围的评估和咨询多元文化团队的一所学校心理学家在美国科罗拉多州北部。

博士。阳气是从美国心理协会第16部分优秀论文2016奖收件人:学校心理学,从社会学校心理学研究的早期职业生涯2019研究奖,2019 从该中心早期职业奖欺负阿尔贝蒂滥用预防杰出学术贡献欺凌虐待预防。

博士。阳气是目前任职于杂志学校心理学,学校心理学和学校心理学评论的编委。

出版物

*作者研究生,本科生作者†

同行评议的期刊文章

面包,。, 阳角, Liu, C, Liu, G., & Chan, M*. (in press). A Moderated Mediation Model of Peer Victimization and Problem Behaviors: The Roles of Self-esteem and Parental Attachment among Chinese Early Adolescents. 儿童发展。

Chan, M.*, 阳角, Furlong, M., Dowdy, E., & Xie, J. (in press). Association between social-emotional strengths and school membership: A cross-cultural comparison. 国际杂志 School & Educational Psychology.

阳角, 夏基,J.D.,陈,C。*,Jimerson,S。 (2019)。教师家庭通信和欺负受害:做父母的规则公平的感知事? 学校心理学评论。

谢,J。,刘,J。,魏,郁, 阳角, Bear, G. G. & Wang, W. (2019). Validation of the Chinese Version of Delaware Positive, Punitive, and Social-Emotional Learning (SEL) Techniques Scale – Teacher. 中国临床心理学杂志。 28:701-706。 DOI:10.16128 / j.cnki.1005-3611.2019.04.012

谢,J。,林,X,秦,F。, 阳角, & Bear, G. G. (2019). Validation of the Chinese Version of Delaware Positive, Punitive, and Social-Emotional Learning (SEL) Techniques Scale – Student. 临床心理学杂志中国。 27:277-281。 DOI:10.16128 / j.cnki.1005-3611.2019.02.013

阳角, Fredrick S. S., Nickerson, A., Jenkins L., & Xie, J. (2019). Initial development and validation of Multidimensional Teacher Victimization Scale. 学校心理学季刊。 34,244-252。 //dx.doi.org/10.1037/spq0000307

阳角, Jenkins L., Fredrick S. S., Chen, C*., Xie, J., & Nickerson, A. (2018). Teacher victimization by students in China: A multilevel analysis. 攻击行为。 (于2018年12月18日网上公布)

谢,J。,彭,Z *,朱,Z, 阳角, & Bear, G.G. Chinese Version of Delaware School Climate Scale – Teacher/员工. 中国临床心理学杂志。 26(5)。 891- 996。

阳角, Sharkey, J. D., Reed, L., Chen, C*, & Dowdy, E. (2018). Bullying victimization and student engagement in Elementary, Middle, and High Schools: Moderating role of school climate. 学校心理学季刊。33, 54-64. Doi: 10.1037/spq0000250 (Top 10 most downloaded journal article from APA journals in 2018)

阳角, Bear, G. G. & May, H. (2018). The association between social-emotional learning approach and student engagement across elementary, middle, and high schools. 学校心理学评论。 47页。 45-61。 DOI:10.17105 / SPR-2017-0003

Wagle河*,寒酸的,即, 阳角, Palikara, O., Castro, S., & Nylund-Gibson, K. (2018). Preliminary Investigation of the Psychological Sense of School Membership Scale with Primary School Students in a Cross-Cultural Context. 学校心理国际。 (于2018年4月10日网上公布)

熊,G。克, 阳角, Chen, D.*, He, X., Xie, J., & Huang, X. (2018). Differences in school climate and student engagement in China and the United States. 学校心理学季刊, 33(2),323-335。

谢,J。,山,湖* 阳角, Furlong, M., 王,C。, Deng, T. & Deng, J. (2018). Validation of the Social and Emotional Health Survey- Primary for Chinese Students. 中国临床心理学杂志。 26(3),522-527

王,C。, 阳角, Xu, J., & Furlong, M. (2018). Initial validation of the Social Emotional Health Survey-Primary in a Chinese sample. 国际杂志 School & Educational Psychology. 6,62-74。 DOI:10.1080 / 21683603.2016.1272026

谢,J。,山,湖, 阳角, & Furlong, M. (2017). Chinese version of Social and Emotional Health Survey – Secondary School Version. 中国临床心理学杂志。 25,1012-1016。 DOI:10.16128 / j.cnki.1005-3611.2017.06.004

谢,J。,箫,S *, 阳角, & Bear, G. (2017). A Comparative study of perceptions of school climate in Chinese and American adolescents. 中国临床心理学杂志。 25,714-718。 DOI:10.16128 / j.cnki.1005-3611.2017.06.004

熊,G。克, 阳角, Mantz L.* & Harris, A.* (2017). School-wide practices associated with school climate in elementary, middle and high schools. 教学和教师教育。 63,372-383。

曼特兹湖*,熊,G。克, 阳气,C。 & Harris, A*. (2016). The Delaware Social-Emotional Competency Scale (DSECS-S): Evidence of Validity and Reliability. 儿童指标研究。 11,137-157。 DOI:10.1007 / s12187-016-9427-6

谢,J。,鲁,X *, 阳角, Bear, G., G., & Ling, Y. (2016). A comparative study of bullying victimization in Chinese and American Adolescents. 中国临床心理学杂志, 24, 706-709 & 683. Doi: 10.16128/j.cnki.1005-3611.2016.04.029

谢,J。,LV和。*,坤,米。*,卢,X *,熊,克。克, 阳角, Seth, M., & Rong, G. (2016). The validity and reliability of the Chinese version of Delaware School Climate Survey – Student. 中国临床心理学杂志, 24,250-253。 DOI:10.16128 / j.cnki.1005-3611.2016.02.014

熊,G。克。,陈,d *,曼特兹湖, 阳角, Huang, X., & Shiomi, K. (2016). Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools. 教学和教师教育, 53,41-50。 DOI:10.1016 / j.tate.2015.10.003

熊,克,霍尔斯特,B。,里斯本,C。,陈,d *。, 阳角, & Chen, F. F. (2016). A Brazilian Portuguese survey of school climate: Evidence of validity and reliability. 国际杂志 School & Educational Psychology, 4,165-178。 DOI:10.1080 / 21683603.2015.1094430

谢,J。,LV和,熊,G。克, 阳角, Seth, M., & Rong, G. (2015). The validity and reliability of the Chinese version of Delaware Bullying Victimization Scale – Student. 23. 中国临床心理学杂志, 23,594-596。 DOI:10.16128 / j.cnki.1005-3611.2015.04.006

熊,G。克,曼特兹湖,镶块,J。, 阳角, & Boyer, D. (2015). Differences in bullying victimization between students with and without disabilities. 学校心理学评论, 44(1),98-116。

熊,G。克, 阳角, & Pasipanodya, E. (2015). School Climate: Validation of a brief measure of the perceptions of parents. 心理教育评估的杂志, 3,115-129。 DOI:10.1177 / 0734282914545748

熊,G。克, 阳角, Glutting, J., Huang, X., He, X., Zhang, W., & Chen, D. (2014). Understanding teacher-student relationships, student-student relationships, and conduct problems in China and the United States. 国际杂志 School & Educational Psychology,2,247-260。 DOI:10.1080 / 21683603.2014.883342

熊,G。克, 阳角, Pell, M., & Gaskin, C. (2014). Validation of a brief measurement of teacher perceptions of school climate. 研究性学习的环境, 17,339-354。 DOI:10.1007 / s10984-014-9162-1

阳角, 熊,G。克, Chen, F. F., Zhang, W., Blank, J. C., & Huang, X. S. (2013). Student perceptions of school climate in the U.S. and China. 学校心理学季刊, 28,7-24。 DOI:10.1037 / spq0000002(轴颈的样品纸)

阳角, Cai, M., & Zhang, A. (2008). Practice and innovation of “Three-Phase Model” in teaching bilingual course in fundamental organic chemistry. 标准的华中科技大学学报(在中国),2,68-70。

书籍章节
弗隆,米。,寒酸,即,moffa,K。*,beratone,一个。*, 阳角, Kim, E., & Ito, A. (2019). Assessment of complete social emotional health: An international school psychology perspective. In C. Hatzichristou & B. K. Nastasi (Eds.), Handbook of school psychology in a global context. Dordrecht, Netherlands: Springer

阿道克,一个,Jimerson,S。,& 阳气,C。 (2019)。中学过渡;帮助在学校和家庭。以g。承担和k。小须鲸(EDS),帮助孩子在家和学校三:讲义为家庭和教育工作者。马里兰州贝塞斯达的。学校心理学家协会

布伦南湖,弗隆,米。,& 阳气,C。 (2018). Promoting collaboration among education professionals to enhance school safety. In Mayer, M., & Jimerson, S. (Eds). School safety and violence prevention: science, practice, and policy driving change. Washington, DC: American Psychological Association.

资助的技术手册和研究报告
熊,G。克, 阳角, Harris, A., Mantz, L., Boyer, D., & Hearn, S. (2019). Technical Manual for the Delaware School Survey: Scales of school climate; bullying victimization; student engagement; positive, punitive, and social emotional learning techniques; and social and emotional competencies. Funded by the Delaware Positive Behavior Support Project at the Center for Disability Studies at University of Delaware and Delaware Department of Education. Newark, DE.

熊,G。克, 阳角, Mantz, L., E. Pasipanodya, Hearn, S. & Boyer, D. (2014). Technical manual for Delaware School Survey: Scales of school climate, bullying victimization, student engagement, and positive, punitive, and social emotional learning techniques. Funded by the Delaware Positive Behavior Support Project at the Center for Disability Studies at University of Delaware and Delaware Department of Education. Newark, DE.

熊,G. G.,& 阳气,C。 (2012)技术手册特拉华学校环境调查。通过在中心的残疾研究在美国特拉华大学和教育厅特拉华州特拉华积极行为支持的项目资助。纽瓦克的。

阳,C. & Blank, J. (2010). School climate and school psychology in China: A summary report for graduate student grant for global research, internship and performance. Funded by the Office of Graduate and Professional Education, University of Delaware. Newark, DE.

演讲/专业经验

TBA

活动和荣誉

TBA

专业化和利益

TBA

  • 博士教育与学校心理学专业化,特拉华州,纽瓦克,DE大学
  • Ed.S. & M.A. School Psychology, University of Delaware, Newark, DE
  • MSC在心理学的研究方法,布里斯托大学,布里斯托,英国
  • 理学士化学(师范教育的轨道),中国中部师范大学,武汉,P.R。中国

个人简历

联系信息

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