Associate professor Institute of Education at Tsinghua University China
Dr. Jun Wei is an Associate Professor and the Deputy Director of the Institute of Basic Education at the Institute of Education, Tsinghua University 🎓. With a deep-rooted commitment to child and adolescent development, his interdisciplinary work blends psychology, education, and technological innovation to address critical issues in academic motivation, family values, and mental health. His career journey includes academic and research positions across prestigious institutions in China, Hong Kong, and the U.S., positioning him as a leading scholar in educational psychology 🌍.
Profile
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🎓 Education
Dr. Wei earned his Ph.D. in Educational Psychology from The Chinese University of Hong Kong in 2018 🎓. Prior to that, he obtained a Master’s in Developmental and Educational Psychology from Beijing Normal University in 2014, following his undergraduate studies in Biological Science and Technology at Tsinghua University in 2010 🧬. He also gained international research exposure as a visiting scholar at the University of Illinois at Urbana-Champaign in 2016.
đź’Ľ Experience
Dr. Wei began his academic career as a Postdoctoral Fellow at CUHK (2018–2019), after which he joined Tsinghua University as an Assistant Professor (2019–2023). In 2023, he was promoted to Associate Professor and appointed Deputy Director of the Institute of Basic Education 👨‍🏫. Over the years, he has led and collaborated on multiple national and institutional research projects, and currently serves on editorial boards of top-tier journals such as International Journal of Educational Research and Journal of Research on Adolescence 📚.
🔬 Research Interests
Dr. Wei’s research interests include academic motivation and parenting, self-regulated learning and self-control, and the psychosocial adaptation of students during college transitions 🎯. With a focus on integrating classical theories and Chinese sociocultural contexts, he studies youth development through longitudinal and cross-age analyses, often applying cutting-edge digital tools for data modeling and mental health prediction 📊.
🏆 Awards
While formally applying for the Best Researcher Award, Dr. Wei has already made notable strides in the field through his selection to key national projects, editorial appointments, and active involvement in global research communities such as the ISSBD 🌟. His scholarly excellence is further reflected in high citation impact and his leading roles in interdisciplinary initiatives that shape policy and practice in education and mental health.
đź“° Publications Top Notes:Â
Dr. Jun Wei has authored 23 peer-reviewed journal articles, many of which appear in international journals indexed by SCI and Scopus. His work has received 263 citations from 239 documents, with an h-index of 8 (Scopus). 🔍 Below is a sampling of his most cited and notable publications:
Wei, J., et al. (2022). Parental Involvement and Adolescent Academic Adjustment: A Longitudinal Perspective. International Journal of Educational Research, Link. Cited by 41 articles.
Wei, J., et al. (2021). Family Values and Conflict Resolution Among Chinese Youths. Journal of Adolescence, Link. Cited by 33 articles.
Wei, J., & Zhang, Y. (2020). Self-Control, Motivation, and Academic Outcomes: A Meta-Analysis. Journal of Educational Psychology, Link. Cited by 29 articles.
The reciprocal associations between academic contingent Self-Worth and life satisfaction among Chinese college students
Trajectories of self-control in emerging adulthood: Implications for academic, psychological, and career development among Chinese college students
he transmission of educational expectations from parents to early adolescents in Chinese families: The moderating role of the training parenting style
Academic subject and gender differences in high school students’ self-regulated learning of language and mathematics
Adolescent user behaviors on short video application, cognitive functioning and academic performance
Teacher feedback and students’ self-regulated learning in mathematics: A comparison between a high-achieving and a low-achieving secondary schools