Jiwei Si
School of Psychology, Shandong Normal University
No. 1, University Road., Science Park, Changqing District, Jinan, China, 250014
E-mail: sijiwei1974@126.com
INTRODUCTION
He is currently the associate dean of the School of Psychology at Shandong Normal University. He graduated from Southwest Normal University in 2002, where he received his Ph.D. From then on, he works in Shandong Normal University. At the beginning of 2008, he joined the Cognitive Psychology Lab of The French National Center for Scientific Research (CNRS) in Université de Provence as a visiting scholar. Since 2008, Prof. Jiwei Si has been leading the Cognition Development and Learning Lab in the School of Psychology. His current research focuses on Metacognition, Cognitive Development and Learning, STEM Leaning Attitude and Development. His group also concerns about Thinking and Decision Making, Career Planning and Professional Development.
EDUCATION
2008.09-2009.04 Senior Visiting Scholar, Cognitive Psychology Lab of The French National Center for Scientific Research (CNRS), Université de Provence
1999.09-2002.06 Ph.D., Department of Psychology, Southwest University, China
1996.09-1999.06 Master, Department of Psychology, Southwest University, China
1993.09-1996.06 Bachelor, Department of Education, Shandong Normal University, China
TEACHING EXPERIENCES
2019-Now Associate Dean, School of Psychology, Shandong Normal University
2018-2019 Head of Department, Department of Psychology, Shandong Normal University
2006-2018 Deputy Head of Department, Associate Professor(2006-2008), Professor (2008-now), Department of Psychology, Shandong Normal University
2003-2006 Associate Professor, School of Educational Science, Shandong Normal University
2002-2003 Lecturer, School of Educational Science, Shandong Normal University
TEACHING COURSES
2015 - Now Frontiers in Psychological Science for Ph.D. students
2004 - Now Learning Theory and Cognitive Learning Psychology for master students
2002 - Now Educational Psychology for undergraduate students
INTERESTED TOPICS
1. Cognitive Development and Learning. He is particularly interested in metacognition, cognitive development, and academic emotions, specifically examining the fundamental processes and underlying mechanisms associated with problem-solving, mathematics cognition, and math anxiety. Through behavioral experiments, eye-tracking, and ERP technologies, he seeks to uncover the time course and individual characteristics of numerical cognition. Utilizing the “Gene-Brain-Behavior” framework, he explores the interactive effects of cognitive abilities, genetic factors, and environmental influences on the early developmental changes related to math anxiety. In recently years, he has began to pay attention to STEM learning attitudes and continuous learning intentions.
2. Thinking and decision making, and professional development. He is interested in the factors that may affect decision and career development.
MAIN ACADEMIC PART-TIME JOB
He is a vice president of Shan Dong Psychological Society, a member of Educational Psychology Division Committee of Chinese Psychological Society（CPS）, America Psychology Society (APS), International Metacognition Association (IMA), and Mathematical Cognition and Learning Society (MCLS). As well as he has been invited to be a reviewer of Psychophysiology, Brain Research, Biological Psychology, British Journal of Psychology, British Journal of Educational Psychology, Personality and Individual Differences, Mathematical Thinking and Learning, Acta Psychological Sinica, Psychological Science, Advances in Psychological Science, Psychological Development and Education etc., for many years. He also serves as a reviewer of project applications in China Postdoctoral Science Foundation and National Science Foundation of China.
FOUNDATIONS:
National Natural Science Foundation of China “Individual-Environmental Interactions in Changes of Math Anxiety in Children: Gene-Brain-Behavior Investigation” (31971010), PI, 2020-2023
Humanities and Social Sciences Fund of the Ministry of Education “The Rooting of Children Math Anxiety and the Reciprocal Relations between Math Anxiety and Math Performance: Evidence from Behavior and Brain” (18YJA190014), PI, 2019-2021
National Natural Science Foundation of China “The Cognitive and Neural Basis of Strategy Utilization of Arithmetic Estimation” (31371048), PI, 2014-2018
Natural Science Foundation of Shandong Province “The Effect of Central Execution on Strategy Choice of Arithmetic Estimation”(ZR2010CM059), PI, 2009-2013
SELECTED PUBLICATIONS
Hongxiang Zhu, Jiajia Zhang, Hongxia Li, Bijuan Huang, Hongmin Feng, Chang Liu, Jiwei Si* (2024). Independent and joint effects of perceived teacher support and math self-efficacy on math achievement in primary school student: Variable-oriented and person-oriented analyses. Learning and Individual Differences, 112, 102445. doi:10.1016/j.lindif.2024.102445
Hongmin Feng, Yanli Xu, Bijuan Huang(Co-corresponding Author), Hongxia Li, Mingliang Zhang, Shuang Cui, Kaiyue Guo, Xiaoyu Liu, Jiwei Si* (2024). Instability, changes, and internal structure of children’s attitudes towards mathematics in primary school: A four-wave investigation. Child Development, 95(4), 1351-1366. doi: 10.1111/CDEV.14071
Ruifan Luo, Aoxue Zhang, Yangyang Wang, Hongxia Li, Yanli Xu, Kaiyue Guo, Jiwei Si* (2024). Does math anxiety predict perceived teacher support? A three-year longitudinal study of perceived teacher support, math attitudes, and math anxiety in primary school children. British Journal of Educational Psychology, 94,6-21. doi:10.1111/bjep.12628
Yanhao Qi, Yuan Liu(Co-first Author), Bijuan Huang(Co-first Author), Shaowen Xie, Jia Liu, Jiwei Si* (2024). How important are parental career expectations? A subtle and long-term influence on adolescents’ career aspirations. Journal of Youth and Adolescence, 53(5), 1091-1100. doi: 10.1007/s10964-023-01917-0
Hongxia Li, Mingliang Zhang, Shuyang Hou, Bijuan Huang, Chang Xu, Zifeng Li, Jiwei Si* (2023). Examining the dynamic links among perceived teacher support, mathematics learning engagement, and dimensions of mathematics anxiety in elementary school students: A four-wave longitudinal study. Contemporary Educational Psychology, 75, 102211. doi: 10.1016/j.cedpsych.2023.102211
Jiwei Si*, Kaiyue Guo, Xiaomeng Zhao, Mingliang Zhang, Hongxia Li, Bijuan Huang, Yanli Xu. (2023). Transition of latent classes of children’s mathematics anxiety in primary school and the distinctive effects of parental educational involvement: A three-wave longitudinal study. Acta Psychologica Sinica, 54(4), 355-370. doi: 10.3724/SP.J.1041.2022.00355
Hongxia Li, Aoxue Zhang, Mingliang Zhang, Bijuan Huang，Xiaomeng Zhao, Jia Gao, & Jiwei Si* (2021). Concurrent and longitudinal associations between parent education involvement and math anxiety: The role of perceived teacher support and math learning involvement in primary children. Contemporary Educational Psychology, 66, 10198. doi: 10.1016/j.cedpsych.2021.101984
Bijuan Huang, Xiaomeng Zhao, Hongxia Li, Weixing Yang, Shuang Cui, Yaru Gao, & Jiwei Si*.(2019) Arithmetic skill may refine the performance of individuals with high math anxiety, especially in the calculation task: An ERP study. Scientific Reports, 9, 13283. doi: 10.1038/s41598-019-49627-7.
Hongxia Li, Xiaoteng Hua, Yalin Yang, Bijuan Huang, & Jiwei Si*. (2019). How does task switching affect arithmetic strategy use in children with low mathematics achievement? Evidence from computational estimation. European Journal of Psychology of Education, 35, 225–240 (2020). doi.org/10.1007/s10212-019-00425-9
Mingliang Zhang, Jiwei Si*, Weixing Yang, Shufeng Xing, Hongxia Li, & Jiajia Zhang. (2018). Interaction effects between BDNF gene rs6265 polymorphism and parent-involved education on basic mathematical ability in primary school children. Acta Psychologica Sinica, 50(9), 1007-1017. doi: 10.3724/SP.J.1041.2018.01007
Hongxia Li, Mingliang Zhang, Xiangyan Wang, Xiao Ding, Jiwei Si*. (2018). Central executive mediates the relationship between children’s approximate number system acuity and arithmetic strategy utilization in computational estimation. Frontiers in Psychology, 9, 943. doi: 10.3389/fpsyg.2018.00943.
Weixing Yang, Tangzheng Zhang, Hongxia Li, Jiajia Zhang, & Jiwei Si*. (2018). The effect of central executive load on strategy utilization of computational estimation in children with mathematics learning difficulties. Acta Psychologica Sinica, 50(5), 504-516. doi: 10.3724/SP.J.1041.2018.00504
Xiao Ding, Na Lv, Yalin Yang, & Jiwei Si*. (2017). Age-related differences of different components of working memory: The predictive effect on strategy utilization in arithmetic. Acta Psychologica Sinica, 49(6), 759-770. doi: 10.3724/SP.J.1041.2017.00759
Jiwei Si*, Hongxia Li, Yan Sun, Yanli Xu, & Yu Sun. (2016). Age-related differences of individuals’ arithmetic strategy utilization with different level of math anxiety. Frontiers in Psychology, 7,1612. doi:10.3389/fpsyg.2016.01612.
Bijuan Huang, Hongmin Feng, Jiwei Si*, Jie Zhang, Xiangyan Wang. (2016). Dual-task coordination and task presentation mode influence arithmetic strategy execution in adults: Evidence from computational estimation. Acta Psychologica Sinica, 48(6), 671-683. doi:10.3724/SP.J.1041.2016.00671
Jiwei Si*, Yanli Xu, Hongmin Feng, Xiaohua Xu, & Chao Zhou. (2014). Differences of arithmetic strategy use in adults with different math anxieties: An ERP study. Acta Psychologica Sinica, 46(12), 1835-1849. doi: 10.3724/SP.J.1041.2014.01835
