RESEARCH INTERESTS

Early childhood development and education

Family and child development

Professional development of early childhood educators

EDUCATION

2009-2010, Department of Psychology, University of California, Berkeley, U.S. Joint Ph.D. in Clinical Psychology

2006-2011, School of Psychology, Beijing Normal University, Beijing. Ph.D. in Development and Educational Psychology

2002-2006, School of Psychology, Beijing Normal University, Beijing. B. S. in Applied Psychology

APPOINTMENTS

2023-present Professor, Institute of Early Childhood Education, Faculty of Education

2016-2023 Associate Professor, Institute of Early Childhood Education, Faculty of Education

2011-2016 Assistant Professor, Institute of Early Childhood Education, Faculty of Education

SELECTED RESEARCH PROJECTS

National Social Science Foundation (China): Practice Path of Family Education Guidance for Infants and Young Children. 2023-present.

Beijing Education Science Planning Project: Electronic Media Use and Parental Media Intervention in Preschool Children. 2021-present.

National Social Science Foundation (China): Parents-Grandparents Co-parenting in Urban China and its Relationship with Children's Adjustment. 2015-2020.

Humanities and Social Sciences Research Base of Ministry of Education (China): Protective and risk factors of school readiness for preschool children. 2012-2015.

SELECTED PUBLICATIONS（Journal Articles）

1. Guo, Y., Li, X. * (2023). Work-family conflict, organizational commitment and turnover intention in Chinese preschool teachers: A comparison of mediation models. Journal of Education for Teaching.

2. Liu, Q., Li, X. * (2023). Chinese parental involvement, parenting self-efficacy, and children's school readiness: Analysis using the actor-partner interdependence mediation model. Current Psychology.

3. Li, X.*, Wu, X., & Liu, Q. (2022). Children with low effortful control benefit in high-quality home learning environment: Evidence from China. Journal of Family Psychology, 36(6), 1021-1029.

4. Li, X. *, Zhou, S. (2021). Parental worry, family-based disaster education and Children’s internalizing and externalizing problems during the COVID-19 pandemic. Psychological Trauma-Theory, Research, Practice, and Policy, 13(4): 486-495.

5. Zhou, S., Li, X. * (2021). Parental worry about children: Scale development and validation among Chinese parents of preschool children. Family Process, 61(4), 1767-1780.

6. Zhou, S., Li, X. * (2021). Maternal and paternal worry, anxious rearing behaviors and child anxiety during the preschool years. Journal of Family Psychology, 36(3), 468-478.

7. Zhou, S., Li, X. * (2021). Does organizational commitment buffer the relation between work-to-family conflict and emotional exhaustion in Chinese preschool teachers? Early Education and Development.

8. Li, X. *, Guo, Y., & Zhou, S. (2021). Chinese preschool teachers’ income, work-family conflict, organizational commitment, and turnover intention: A serial mediation model. Children and Youth Services Review, 128, 9.

9. Li, X. *, Liu, Q. (2020). Parent–grandparent coparenting relationship, marital conflict and parent–child relationship in Chinese parent–grandparent coparenting families. Children and Youth Services Review, 109.

10. Li, X. *, Zhou, S., & Guo, Y. (2020). Bidirectional longitudinal relations between parent-grandparent co-parenting relationships and Chinese children’s effortful control during early childhood. Frontiers in Psychology,11, 1-11.

11. Zhou, S., Li, X., * & Gao, B. (2020). Family/friends support, work-family conflict, organizational commitment, and turnover intention in young preschool teachers in China: A serial mediation model. Children and Youth Services Review, 110.

12. Li, X. *, Liu, Q. (2020). Parent–grandparent coparenting relationship, marital conflict and parent–child relationship in Chinese parent–grandparent coparenting families. Children and Youth Services Review, 109.

13. Zou, S., Wu, X., & Li, X. (2020). Coparenting behavior, parent-adolescent attachment, and peer attachment: An examination of gender difference. Journal of Youth and Adolescence, 49(1): 267-282.

14. Li, X. *, & Liu, Y. (2019). Parent-grandparent coparenting relationship, maternal parenting self-efficacy, and young children's social competence in Chinese urban families. Journal of Child and Family Studies, 28(4), 1145-1153.

15. Li, X. *, & Xie, J. (2017). Parenting styles of Chinese families and children’s social-emotional and cognitive developmental outcomes. European Early Childhood Education Research Journal, 25(4), 637-650.

16. Li, X., Zhou, Q., & Hou, K. (2015). Marital conflict of Chinese American immigrant couples: a mediator of socioeconomic incorporation and children's behavioral problems. Journal of Child and Family Studies, 24(12), 3816-3826.

17. Liu, Y., Li, X.*, Chen, L., & Qu, Z. (2015). Perceived positive teacher-student relationship as a protective factor for Chinese left-behind children’s emotional and behavioral adjustment. International Journal of Psychology, 50(5): 354-362.