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范为桥
发布日期: 2012/03/08 浏览次数: 15689 返回

范为桥个人简介

范为桥现任亚愽体育app下载心理学系教授、博士生导师、应用心理学学科带头人。范为桥毕业于香港大学心理学专业,获哲学博士学位;2007--2009年任香港中文大学心理学系人格评估实验室博士后研究员;2018-2019任密歇根州立大学心理学系高级访问学者。范为桥的研究领域包括生涯发展和跨文化/中国人人格。2010年入选上海市“浦江人才”计划。

范为桥目前担任上海-MSU(密歇根州立大学)生涯与工作心理学联合研究中心中方主任、上海学生职业生涯发展教育研究所副所长、美国心理学学会杂志《Chinese Journal of Career and Work Psychology》共同主编,中国劳动经济学会职业生涯管理分会副理事长。范为桥曾担任美国生涯发展协会官方杂志《The Career Development Quarterly》特邀主编(2016年)。范为桥是中国心理学会、国际行为发展研究协会、亚太生涯发展协会和国际测量学会会员、中国心理卫生协会青少年专业委员会委员、上海市心理学会测量专业委员会副主任委员。范为桥还担任多家国际学术杂志的特约审稿人。

范为桥近年来先后主持国家社会科学基金、教育部人文社科、上海市哲学社会科学等各级各类项目10余项,在Oxford University PressSpringer Publishing CompanyRoutledge等机构出版中英文学术著作(含合著)10部。在国内外知名心理学杂志如《Personality and Individual Difference》、《Journal Vocational Behavior》、《心理学报》、《Learning and Individual Difference》、《Journal of Career Assessment》、《The Career Development Quarterly》等发表学术论文(SCISSCICSSCI60余篇。最近还应邀参与了《Oxford Encyclopedia of Educational Psychology》的编写工作。

联系方式:   电话:64322241   电子邮箱:fanweiqiao@shnu.edu.cn

附录:学术研究项目与出版目录(节选)

期刊论文 

  •  Dong, Y., Fan, W.*, Cheung, F.M., & Li, M. (2020). Development of a brief version of the CPAI-A with Rasch analysis. Journal of Applied Measurement, 21 (4).

  • Wang, M., Fan, W., & Shen, Y. (2019). An Event-Related-Potential (ERP) Study of Global and Local Thinking Styles. Studies of Psychology and Behavior, 17, 472-479.[整体型和局部型思维风格的ERP研究. (2019).心理与行为研究. 17, 472-479]

  • Wang J., Fan W., Cheung F.M., Wang Q., and Li M. (2019). Personality and Chinese adolescents’ career exploration: The mediation effects of self-efficacy and perceived parental support. Journal of Pacific Rim Psychology, 13, e28. Doi:10.1017/prp.2019.16

  • Li, M., Fan, W., Cheung, F. M., & Wang, Q. (2019). Reciprocal Associations Between Career Self-Efficacy and Vocational Identity: A Three-Wave Longitudinal Study. Journal of Career Assessment, 27, 645-660.Doi: 10.1177/1069072718796035

  • Li, M., Fan, W., Chen, X., & Cheung, F. M. (2019). Independent and Interdependent Personalities at Individual and Group Levels: Predicting Loneliness in Chinese Adolescents. Personality and Individual Differences, 147, 85-90.

  • Li, M., Fan, W., Cheung, F. M., & Wang, Q. (2018). Could meaning in life contribute to adolescents' vocational commitment and identity? A longitudinal analysis in different Chinese cultures. Journal of Pacific Rim Psychology, 12, e36.

  • 潘雪,范为桥.普通本科与大专院校学生家庭社会经济地位的差异研究.高教探索[J]2018 (10)117-122.

  • 王梦,姜英虹,范为桥.(2018).人格、职业兴趣和职业信心对高中生专业意向影响的比较.心理学通讯,1(3):209-215.

  • 李梦婷,范为桥,陈欣银. (2018).同伴侵害与人际关系取向人格特质的交叉滞后分析:---城市原住儿童与农村随迁儿童的比较.心理发展与教育, 6, 682-691.

  • Li, M., & Fan W. (2017). The role of thinking styles in career development among Chinese college students. The Career Development Quarterly, 65, 237-249.

  •  Xie, Q. & Fan, W. (2016). Personality and Parenting Style as Predictors of Life Satisfaction among Chinese Secondary Students. The Asia-Pacific Education Researcher, 25, 423-432.  

  • Fan, W., Zhou, M., Cheung, F. M., Zhang, J., & Zhou, X. (2016). Contributions of resilience to mental health in Chinese secondary school students at different disaster stress levels. The Asia-Pacific Education Researcher, 25, 389-398.

  • Fan, W., Cheung, F. M., Leong, F. T. L., & Cheung, S.F. (2014). Contributions of Family Factors to Career Readiness: A Cross- cultural Comparison. The Career Development Quarterly, 62, 194-209.

  • Cheung, F. M., Wan, S. L.Y., Fan, W., Leong, F., & Mok, P. C. H. (2013).Collective contributions to career efficacy in adolescents: A cross-cultural study. Journal of Vocational Behavior, 83, 237–244.  DOI:10.1016/j.jvb.2013.05.004

  • 范为桥. (2012).智力风格的实践支持与理论困惑.外国中小学教育,611-15.Fan, W. (2012). Empirical Evidence and Theoretical Controversies of Intellectual Styles ---- A Perspectives on Academic Achievement. Primary and Secondary Schooling Abroad,6, 11-15.

  • Fan, W. (2012). An experimental comparison of the flexibility in the use of thinking styles in traditional and hypermedia learning environments. Thinking Skills and Creativity, 7: 224-233. doi: 10.1016/j.tsc.2012.04.007.

  • Ng. A., Fan, W., Cheung, F.M., Leong, F. T. L., & Cheung, S.F. (2012). The CPAI-2 as a Culturally Relevant Personality Measure in Differentiating among Academic Major Groups. Journal of Career Assessment, 20(2), 196-207. doi:10.1177/1069072711420857.

  • Fan, W., Cheung, F. M., Leong, F. T. L., & Cheung, S. F. (2012).  Personality Traits, Vocational Interests, and Career Exploration: A Cross-cultural Comparison between American and Hong Kong Students. Journal of Career Assessment, 20 (1), 105 – 119.doi:10.1177/1069072711417167.

  • 范为桥,张妙清,张建新,张树辉. (2011).兼顾文化共通性与特殊性的人   格研究:CPAI及其跨文化应用.心理学报, 43(12), 1418-1429.【备注:(1)本文于2012年被中国人民大学办刊复印资料《心理学》第五期全文转载; (2)本文于2012年获得上海市第十一届哲学社会科学优秀论文三等奖;(3)本文获得心理学报2011年度优秀论文奖】

  • Fan, W., Zhang, L. F., & Watkins, D. (2010). Incremental Validity of Thinking Styles in Predicting Academic Achievements: An Experimental Study in Hypermedia Learning Environments. Educational Psychology, 30(5), 605-623. doi: 10.1080/01443410.2010.496899.

  • Cheung, F. M., Fan, W., & To, C. (2009). Teaching and learning guide for: The Chinese Personality Assessment Inventory as a culturally relevant personality measure in applied settings. Social and Personality Psychology Compass, 3(6), 1113-1119.

  • Fan, W., & Zhang, L. F. (2009). Are Achievement Motivations and Thinking      Styles Related? A Visit among Chinese University Students. Learning and Individual Differences, 19(2), 299-303.  

  • 范为桥,张妙清,张树辉,梁觉. (2008).香港中学生人格特质的性别差异及其发展性分析.心理学报, 40(9), 1002-1012.

  • 张妙清,范为桥,张树辉,梁觉. (2008).跨文化(中国人)个性测量表-青少年版(CPAI

  • A)的香港标 准化研究 -兼顾文化共通性与特殊性的人格测量.心理学报 ,40(7), 839-852.

  • Cheung, F. M., Fan, W., & To, C. (2008). The Chinese Personality Assessment      Inventory as a culturally relevant personality measure in applied settings. Social and Personality Psychology Compass, 2(1), 74-89.

  • Fan, W., & Ye, S. (2007). Teaching Styles among Shanghai Teachers in Primary and Secondary Schools. Educational Psychology, 27(2), 255-272.

  • Zhang, L. F., & Fan, W. (2007).  Do modes of thinking predict career interest types among Chinese university students? Thinking Skills and Creativity, 2, 118-127.

  • Fan, W. (2005). Could university students’ academic achievements be predicted by thinking styles in hypermedia environment? Research Studies in Education, 3, 125-135.  

  • 范为桥 (2001). 心理福利的理论基础,亚愽体育app下载学报(哲社版),152-58.

  • 范为桥 (2000). 思维风格及其在中国学生中的应用研究,外国中小学教育,621-26.

  • 范为桥  (2000). 心理福利的理论与范畴,社会科学, 256-59.

  • 范为桥 (1999). 美国男女同校与分校教育比较研究综述,外国中小学教育,5: 36-38, 41.

  • 范为桥 (1999). 心理福利的结构研究,应用心理学,5 (2): 43-49.

 著作

  • Fan, W. (in press). “Subjective Well-Being and Student Development.” In Li-fang Zhang (Ed.), Educational Psychology, The Oxford Research Encyclopedia of Education. New York: Oxford University Press.

  • Cheung, F. M., Fan, W., & Cheung, S. F. (2017). Indigenous measurement of personality in asia. In A. T. Church (Ed.), The praeger handbook of personality across cultures: Trait psychology across cultures (vol. 1) (pp. 105-135, Chapter xiii, 358 Pages) Santa Barbara, CA: Praeger/ABC-CLIO

  • Leong, F.T.L, Fan, W., & Zhou, X. (2016). Assessment of Career Interests. In F.T.L. Leong, D. Bartram, F. M. Cheung, K. F. Geisinger, and D. Iliescu’s (Editors), ITC International Handbook of Testing and Assessment. (pp252-263). New York: Oxford University Press.

  • 范为桥 (2013. 心理福利. 上海:上海人民出版社。

  • Cheung, F. M., Cheung, S. F., & Fan, W. (2013). From Chinese to cross-cultural personality assessment: A combined emic–etic approach to study personality in culture. In M. Gelfand, Y. Y. Hong, & C. Y. Chiu (Eds.), Advances in culture and psychology (Vol. 3) ( pp.117–180 ). Oxford, England: Oxford University Press.

  •  Cheung, F. M., Fan, W., & Yao, D. J. (2012). Chinese personality and vocational behavior. In X. Huang & M. H. Bond (Eds.), The handbook of Chinese organizational behavior: Integrating theory, research, and practice (pp. 359–379). Cheltenham, England: Edward Elgar.

  • Fan, W. & He, Y. F. (2011). Intellectual Styles and Academic Achievement. In L. F. Zhang, R. J. Sternberg, & S. Rayner, Handbook of Intellectual Styles:  Preferences in Cognition, Learning, and Thinking p235-251. NY: the Springer Publishing Company.  

  • Fan, W. (2011). Intellectual Styles among Chinese College Students. Hefei, China: University of Science and Technology of China Press.

  • Zhang, L. F., & Fan W. (2010). The Theory of Mental Self-Government Grows Up: Where Has It Led the Field after 21 Years?  In S. Rayner and E. Cools (Eds.), Style differences in cognition, learning, and management pp.46-59. New York: Routledge.

  • 范为桥 (2001). 社会交往。见袁军主编:《心理学概论》第12.南宁:广西教育出版社.

研究项目

  • 2018-2019:重点高校本科高年级学生学习体验和生涯发展调查 (香港大学亚愽国际app下载合作项目, HKD343,000)

  •  2018:高中学生生涯规划指导课程纲要研究.(上海市教卫系统思想政治工作研究会,2018-C-019RMB 50,000)

  •  2014.12-2017.12:社会变迁中城市流动青少年人格发展与社会适应的研究. (国家社会科学项目. 14BSH081. RMB 200, 000)

  • 2013-2016"A longitudinal Study of the Development of Career Self-efficacy among Chinese High School Students"The GRF Grant 2012/13, CUHK 441812HKD610,363)

  • 2012-2014:上海中小学生涯规划教育调研. (上海市学生事务中心委托项目,RMB9万元)。

  • 2011-2012:智力风格的应用研究. (诺姆四达委托项目,RMB1万元)。

  • 2012-2014:智力风格影响初中生学习成绩的脑电研究(上海市教委创新项目2011年重点课题, RMB60,000)

  • 2012-2015:中学生心理韧性的社会认知模型建构与介入研究. (上海市哲学社会科学教育规划2011重点课题,A1107RMB80,000)

  • 2010-2013:大学生职业发展的社会认知理论模型建构与研究(教育部人文社科青年基金项目,10YJCXLX005RMB 70,000

  • 2010-2013:人格特质的EEG与文化相关性研究. (上海市2010浦江人才计划, RMB 100,000)

  • 2010-2012: A cross-cultural study of personality and socialization antecedents of career self-efficacy among high school students. (Hong Kong Government RGC grant project, 441609 GRF) (HKD HK$ 659, 291)

  • 2009-2011: 上海大学生本土人格特质、思维风格与职业兴趣研究. (亚愽体育app下载, RMB 20,000.)

  • 2009-2011: 智力风格的发展及其对学习成绩的贡献:传统与超媒体学习环境的比较. (上海市重点学科“发展与教育心理学 (#S30401). ”子课题. RMB 50,000)

  • 2009-2010: An Investigation of Personality Traits, Resilience, and Mental Health Problems in Sichuan Earthquake Disaster Area. (CUHK Direct Grant, 2020994) (HK$ 24,000)

  • 2007-2008: A Standardization of the Cross-cultural (Chinese) Personality Assessment Inventory for Adolescents (CPAI-A) in Mainland China (CUHK Direct Grant, 2020933). (HK$ 80, 000)

  • 2001-2002Teaching for Different Thinking Styles: Experimental Study One--Shanghai university students (The University of Hong Kong) (HKD 50, 000)

  • 2002-2004The inter-relationships among student characteristics, preferences in learning environment, and academic performance. (The University of Hong Kong) (HKD 20, 000)

  • 2002-2003The effects of thinking styles on the students’ achievements in the hypermedia environments Sik Sik Yuen Research GrantThe University of Hong Kong(HKD 3, 000)

  • 2003-2004A case study of the development of thinking styles in the hypermedia environment among university studentsSik Sik Yuen Research GrantThe University of Hong Kong(HKD 3, 000)

  • 2004-2005A Study on the Relationship between Thinking Styles and Achievement MotivationSik Sik Yuen Research GrantThe University of Hong Kong(HKD 3, 000)

  • 2001-2002:思维风格、智力水平与学业成绩之相关研究(亚愽体育app下载资助, RMB 5,000))     

  • 1999-2000:上海中学生的心理幸福研究 (上海市教委重点课题, RMB 10, 000.  

学术会议与论文

  • Zhou, X., Fan, W., & Wang, J. (2018, July 2-5). Universal and Cultural-specific Personality Traits and Academic Performances among Chinese High School Students. The 11th International Test Commission conference, Montreal, Canada.

  • Zhou, X., & Fan, W. (2018, June 26-30). The Role of Significant Others in Chinese Youths’ Career Development: Communication, Consulting, and Involvement under the Globalization and Glocalization Background. The 29th International Congress on Applied Psychology (ICAP), Montreal, Canada.

  • Fan, W. (2015, August). Testing the CAPI-A across cultures: Hong Kong, Mainland China, and the USA. The 9th Chinese Psychologist Conference, Shanghai, China.

  • Fan, W. (2015, August). A ERP study of Thinking Styles. The 9th Chinese Psychologist Conference, Shanghai, China.

  • Fan, W. (2015, September). Career Planning in Shanghai, China. 2015 Asia Pacific Career Development Association (APCDA) Conference, Tokyo, Japan.

  • Fan, W. (2015, September) Career Counseling in Shanghai: Unremitting Exploration. 2015 Asia Pacific Career Development Association (APCDA) Conference, Tokyo, Japan.

  • Fan, W. (2014, July). Relationship patterns among personality, career efficacy, and career identity across cultures: Hong Kong, Mainland China, and USA. The 28th International Congress of Applied Psychology. Paris, France.

  • Fan, W. (2014, July). (Chair). Personality Assessment within and across Cultures: Recent Applications of CPAI-2 & CPAI-A. The 28th International Congress of Applied Psychology, Paris, France.

  • Fan, W. (2014, July). (Chair). Personality Assessment with the Combined Etic-Emic Approach: Recent Applications of the CPAI-2 & CPAI-A and Their Incremental Validities. The 9th Conference of the International Test Commission. San Sebastian, Spain.  

  • 范为桥. (2013, November).中学生的心理健康与韧性:灾区与非灾区的比较.第十六届全国心理学学术大会,南京.

  • Fan, W. (2012, July). Emic and etic scales of the cross-cultural personality assessment inventory (Cpai): recent research findings on career development of Chinese students. Paper presented at the 30th ICP.Cape Town, South Africa.

  • Fan, W. (2011, November). From West to East: Career Development and Employability enhancement Among College Students in the US, Hong Kong, and Mainland China. Paper presented at the 2nd ASEM (Asia-Europe Meeting) University-Business Forum, Bonn, Germany.  

  • Fan, W., & Zhang, L. F. (2011, September). The relationship between thinking styles and personality traits: A Culturally Relevant Perspective among Chinese University Students. Paper presented at the 7th Chinese Psychologist Conference, Taibei, China.

  • Fan, W., Cao, H., Cheung. F. M., & Cheung, S. F. (2011, July). Social Change and personality: regional difference in personality among Mainland and Hong Kong Chinese secondary school students. Paper presented at the 9th Biennial Conference of Asian Association of Social Psychology, Kunming, China.  

  • 范为桥,吴伟业,张妙清, Frederick T. L. Leong.  (2010, 11).人格特质与职业兴趣的契合:大学生专业选择与职业决策.第十三届全国心理学学术大会,上海.

  • Leong, F. T. L., Cheung, F. M., Fan, W., & Ng, C. M.Y. (2011). A cross-cultural comparison of CPAI-A correlates of career self-efficacy in American and Chinese adolescents. 12th European Congress of Psychology, Istanbul, Turkey, July.

  • Fan, W., & Cheung, F. M. (2010). A preliminary comparison of standardization studies of CPAI-A between Hong Kong and mainland China. Paper presented at the 7th Conference of the International Test Commission, Hong Kong, China, July.

  • Fan, W. Cheung, F. M., Leong, F. T. L., & Cheung, S. F.  (2010). Parental influence, personality traits, and readiness for career decision-making among Hong Kong college students. Paper presented at the 7th Conference of the International Test Commission, Hong Kong, China, July.

  • Ng.A., Cheung,F.M., Fan,W., Leong,F.T.L.,& Cheung,S.F.(2010). Differences in CPAI-2 Personality Traits among Chinese College Students from Different Study Fields. Paper presented at the 7th Conference of the International Test Commission, Hong Kong, China, July.

  • Fan, W. (2010, July). the 7th Conference of the International Test CommissionJuly18-21, Hong Kong, China):How disaster experience influenced adolescents’ mental health: Findings from CPAI-A. 

  • 2009the 11th European Congress of PsychologyJuly 7-10, OsloNorway):”Cross-cultural validity and utility of the CPAI-2 in career counseling for Hong Kong and American college students.”

  • 2008年第29届国际心理学大会(ICP) (柏林,德国): “Mediating Vocational Interests and Moderating Parenting Styles: A Cross-cultural Comparison of Contributions of Personality Traits to Career Exploration among Hong Kong and American University Students.”

  • 2008年第6届华人心理学家大会 (香港): “Standardization of the Cross-cultural [Chinese] Personality Assessment Inventory for Adolescents in Hong Kong --  A Combined Emic-Etic Approach to Personality Assessment.”

  • 2005the 11th Binnial conference EARLI 2005 (European Association for Research on Learning and Instruction) (Nicosia,Cyprus) and present the paper of “Are Achievement Motivations and Thinking Styles Related? A Visit in Chinese University Students.”

  • 2004年第28届国际心理学大会 (北京,中国): “Could university students’ academic achievements be predicted by thinking styles in hypermedia environment?”





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