王亚冰，广东外语外贸大学3522集团新网站(中国)有限公司副教授，云山青年学者，外国语言学及应用语言学研究中心兼职研究员。香港中文大学教育心理学博士，新西兰奥克兰大学应用语言学博士后，澳大利亚昆士兰大学心理系访问学者。
主要研究兴趣包括外语学习情绪、情绪调节、写作反馈等。近五年来以第一作者或通讯作者在国内外教育学、心理学及语言学SSCI & CSSCI期刊发表论文逾30篇，代表作发表在System, Language Teaching Research, Clinical Psychology Review, Journal of Counselling Psychology, Mindfulness, Applied Linguistics Review, Assessing Writing, Studies in Second Language Learning and Teaching, Journal of Multilingual and Multicultural Development,Asian Journal of Psychiatry以及《中国外语》、《外语界》、《外语教学》等。担任国际期刊System, Language Teaching Research, Journal of Multilingual and Multicultural Development等SSCI期刊匿名审稿人。主持教育部、省级、市厅级等项目多项。曾获第十届广东省哲学社会科学优秀成果奖三等奖，多次获广东外语外贸大学科研业绩奖，校级考核优秀，“外教社”杯大学英语教学比赛广东赛区一等奖。
主授课程
《中级英语写作》、《高级英语写作》、《论文写作》
论文发表代表作 （*代表通讯作者）
• 王亚冰，徐建. (2024). 外语成长型思维与写作反馈寻求行为路径探究 —— 有调节的中介模型. 《中国外语》, 21(2), 67-75. (CSSCI)
• 吴旻，张杰，许英美，王亚冰*. (2024). 父母粗暴养育、同伴侵害与留守儿童自伤的关系：一项交叉滞后研究. 《中国临床心理学杂志》, 32(4), 818-823.
• Wang, Y., Wang, N*., Liu, F., & Yu, X. (2024). The Association Between Social Support and L2 Learning Engagement: The Mediating Roles of L2 Resilience and Control. International Journal of Applied Linguistics. (SSCI; Q2)
• Wang, Y., Wang, N*., & Shen, B. (2024). A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies. Studies in Second Language Learning and Teaching. (SSCI; Q1)
• Wang, Y., & Xu. J*. (2024). Development and Initial Validation of Learner Engagement with Teacher Written Corrective Feedback Scale. System. (SSCI; Q1)
• Wang, Y., Xu, J*., Li, H., & Qi, J. (2024). The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach. Language Teaching Research, 13621688241229534. (SSCI; Q1)
• Xu, J., & Wang, Y*. (2024). Measuring and profiling growth language mindsets, conscientiousness, and social-emotional learning among university L2 learners: a variable-and person-centered perspective. Journal of Multilingual and Multicultural Development. (SSCI, Q1)
• Xu, J., & Wang, Y*. (2024). Do I need feedback or avoid it in L2 writing? Impact of self-efficacy and shyness on feedback-seeking behaviors. Assessing Writing. (SSCI; Q1)
• Xu, J., & Wang, Y*., Bo, Peng. (2024) Differentiating the Role of Growth Language Mindsets in Feedback-Seeking Behaviour in L2 Writing through Perspective-Taking: A Mixed-Method Study. European Journal of Education. (SSCI; Q1)
• Zheng, Y., Wang, Y., Liu, Shuxia., & Michael Yi-Chao Jiang. (2024). Examining the moderating effect of motivation on technology acceptance of text-based generative AI for English as a foreign language learning. Education and Information Technologies. (SSCI; Q1)
• Liu, F., Wang, N., Wang, Y., Ye, Z., & Jian, C. (2024). The hidden influence: how self-concealment shapes the effect of trauma centrality on PTSD symptoms and posttraumatic growth. Current Psychology, 43(34), 27793-27804. (SSCI; Q2)
• Liu, F., Wang, Y*., Wang, N., Ye, Z., & Fang, S. (2023). Embracing the Ebb and Flow of Life: A Latent Profile Analysis of Impermanence and Its Association with Mental Health Outcomes Among Chinese College Students. Mindfulness. (SSCI; Q2)
• Wu, W., Wang, Y*., & Huang, R. (2023). Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learners’ grit and burnout. System. (SSCI; Q1)
• Xu, J., & Wang, Y*. (2023). The differential mediating roles of ideal and ought-to L2 writing selves between growth mindsets and self-regulated writing strategies. System. (SSCI; Q1)
• Lai, C*., Chen, Q., Wang, Y., & Qi, X. (2023). Individual Interest, Self-Regulation and Self-Directed Language Learning with Technology beyond the Classroom. British Journal of Educational Technology. (SSCI; Q1)
• Wang, Y., & Xu, J*. (2023). A Latent Profile Analysis of L2 Writing Emotions and Their Relations to Writing Buoyancy, Motivation and Proficiency. Applied Linguistics Review. (SSCI; Q1)
• Liu, F., Chui, H., Chong, E. S. K., & Wang, Y.* (2023). LGBQ Affirmative Practice and Psychological Well-Being in China. Journal of Counseling Psychology. (SSCI; Q1)
• Xu, J., & Wang, Y.* (2023). Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs. Assessing Writing. (SSCI; Q1)
• Xu, J., & Wang, Y.* (2023). The impact of academic buoyancy and emotions on university students’ self‑regulated learning strategies in L2 writing classrooms. Reading and Writing. (SSCI; Q2)
• Shen, B., Wang, Y*., Yang, Y., & Yu, X. (2023). Relationships Between Chinese University
EFL Learners’ Academic Emotions and Self-Regulated Learning (SRL) Strategies: A Structural Equation Model. Language Teaching Research. (ESI高被引; SSCI; Q1)
• Wang, Y., & Liu, F*. (2023). Emotional Intelligence and Second/Foreign Language Achievement: A Meta-analytic Review. Language Teaching Research. (SSCI; Q1)
• Zhong, S., Wang, Y*., & Wu, W. (2023). Exploring the Mediating Role of Emotions Between Growth Language Mindset and Engagement Among EFL Learners. The Asia-Pacific Education Researcher. (SSCI; Q2)
• Liu, F., Ren. Z., Chui, H., & Wang, Y. (2023). Coming Out Among Chinese Lesbian and Gay Individuals: A Latent Profile Analysis. Sexuality Research and Social Policy. (SSCI; Q2)
• Wang, N., Chung, M. C., Wang, Y., & Liu. F. (2023). The impact of adolescent profiles of posttraumatic stress, emotion regulation, and disorganized attachment on posttraumatic growth and psychiatric symptoms: Academic stress and ecocentrism as covariates. Psychological Trauma: Theory, Research, Practice, and Policy. (SSCI; Q1)
• Chung, M., Wang, Y*., Wu, X., Wang, N., Liu, F., & Ye, Z. (2022). Comparison between emerging adults and adults in terms of contamination fear, post-COVID-19 PTSD and psychiatric comorbidity. Current Psychology. (SSCI; Q3)
• Wang, N., Chung, M., Liu, F., & Wang, Y. (2022). Posttraumatic stress on Chinese adolescents’ posttraumatic growth: The role of trauma centrality and emotion regulation. Current Psychology. (SSCI; Q3)
• 王亚冰 & 黄运亭*(2022). 自我效能感与二语成就关系的元分析. 《外语界》3, 89-96.
(CSSCI)
• 薛荷仙 & 王亚冰*(2022). 外语情绪调节策略与外语情绪：基于潜在剖面分析. 《外语教学》, 43(4), 62-68. (CSSCI)
• Wang, Y., Shen, B*., & Yu, X. (2021). A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency. System. (SSCI; Q1)
• Wang, Y., Chung, M. C., Wang, N., & Justin Kenardy*. (2021). Social support and posttraumatic stress disorder: a meta-analysis of longitudinal studies. Clinical Psychology Review, 85. (ESI高被引; SSCI, Q1; IF=12)
• Wang, Y., Chung, M. C., & Wang, N*. (2021). Parenting revisited: Profiles and associations with psychological distress among traumatized Chinese adolescents. Current Psychology. (SSCI; Q1)
• Wang, N., Chung, M. C., & Wang, Y*. (2020). The relationship between posttraumatic stress disorder, trauma centrality, posttraumatic growth and psychiatric co-morbidity among Chinese adolescents. Asian Journal of Psychiatry, 49:101940. (SSCI; Q2)
• Wang, Y., & Chung, M. C*. (2020). Linking rejection sensitivity, shyness and unsociability with posttraumatic stress disorder and psychiatric co-morbidity among Chinese adolescents. Psychiatric Quarterly, 91(2), 309-319. (SSCI, Q3)
科研项目（主持）
1. 中国大学生情感抒写调适机制研究(在研)，教育部人文社会科学青年基金项目(项目编号：24YJC740069)
2. 二语情绪多层次模型动态机制研究(在研)，广东省哲学社会科学规划 2023年度青年项目(项目编号：GD23YWY03)
3. 基于密集追踪的大英课堂情绪波动机制研究(在研)，广东省普通高校特色创新类项目 (哲学社会科学)
4. 新时代卫生健康事业重大变革的广州实践研究——大学生抑郁在线识别及表达性写作干预研究（在研），广州市社科规划项目（项目编号：2023GZQN44）
5. 控制-价值理论视角下大学英语课堂积极情绪促进机制研究（在研），广东外语外贸大学外国语言学及应用语言学研究中心招标项目
6. 情绪智力、学业情绪与二语成就关系研究（已结项），广东外语外贸大学高层次引进人才项目 （项目编号：2021RC234）
7. 情绪智力与二语成就关系的元分析（已结项），广东外语外贸大学校级青年项目（项目编号：21QN03）
科研项目（参与）
1. 数智技术环境下二语学习者能动性多维协同机制研究（在研），国家社科基金-一般项目（项目编号：24BYY112；主持人：秦丽莉）
2. 语言使用模式视角下青少年阈下抑郁的早期识别、风险预测及干预研究（在研），广东省哲学社会科学规划 2024年度青年项目(项目编号：GD24YJY07；主持人：王俊静)
奖励荣誉（按时间顺序）
• 第十届广东省哲学社会科学优秀成果奖三等奖(心理学、教育学、体育学方向)
• 2021-2023多次获广东外语外贸大学校级科研业绩三等奖
• 2021-2023多次获广东外语外贸大学校级考核优秀
• 第七届“外教社杯”全国高校外语教学大赛（视）听说组全国总决赛三等奖
• 第七届“外教社杯”全国高校外语教学大赛广东赛区（视）听说组一等奖
• 第七届“外教社杯”全国高校外语教学大赛广东赛区（视）听说组优秀青年教师
• 2016年广东省本科高校英语写作大赛暨2016“百万同题英语写作”决赛优秀指导老师奖
• 2014“外研社杯” 全国外语写作大学广东赛区指导二等奖、三等奖
• 嘉顿时时食向世界出发第12届广东大中学生英语口语大赛总决赛优秀指导老师奖
