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Prof. Dr. Jianfen Wu
Hangzhou Normal University

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0 Bullying
0 Theory of Mind
0 adolescent development
0 mixed age education
0 peer interaction

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Short Biography

Jianfen Wu is an Associate Professor and Deputy Director in the Preschool Education Department, School of Education, Hangzhou Normal University, China. She obtained her PhD degree from the East China Normal University in 2006. Her current and previous research interests include children's cognitive development, child bullying, peer communication, theory of mind, mixed age education, and adolescent development. She is Deputy Director and Secretary-General of the Professional Committee of Pre-School Family and Social Education of Zhejiang Pre-School Education Research Association.

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Journal article
Published: 03 June 2021 in Sustainability
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Emotional competence (EC) is important for children’s social adjustment and sustainable development. The present study designed a school based emotional competence learning (ECL) program and examined its effectiveness with 56 Chinese preschoolers aged 5–6. A quasi-experimental design was employed to examine the impact of the ECL program on young children’s EC. Two upper Kindergarten classes (Daban) for children aged 5–6 were randomly assigned as experimental group (n = 31, 42% girls, Mage = 68.31 months, SD = 3.75) and control group (n = 25, 44% girls, Mage = 68.16 months, SD = 3.77). The experimental group was engaged in a 15-week ECL program, whereas the control group had similar duration courses without emotional competence training. All the children were administered the Test of Emotion Comprehension, Expression Identification Task, and Emotion Regulation Strategy Inventory before and after the intervention. The results indicated no significant differences between the experimental and control groups in the pre-test. In contrast, the experimental group outperformed the control group in most EC components in the post-test. Meanwhile, the experimental group demonstrated greater increases in EC components. The findings suggest that this ECL program has strong potential as a school-based, structured program for enhancing children’s emotional competence. The educational implications of these findings are discussed.

ACS Style

Jianfen Wu; Manlin Zhang; Wenqi Lin; Yunpeng Wu; Hui Li. School-Based Training for Sustainable Emotional Development in Chinese Preschoolers: A Quasi-Experiment Study. Sustainability 2021, 13, 6331 .

AMA Style

Jianfen Wu, Manlin Zhang, Wenqi Lin, Yunpeng Wu, Hui Li. School-Based Training for Sustainable Emotional Development in Chinese Preschoolers: A Quasi-Experiment Study. Sustainability. 2021; 13 (11):6331.

Chicago/Turabian Style

Jianfen Wu; Manlin Zhang; Wenqi Lin; Yunpeng Wu; Hui Li. 2021. "School-Based Training for Sustainable Emotional Development in Chinese Preschoolers: A Quasi-Experiment Study." Sustainability 13, no. 11: 6331.

Journal article
Published: 06 May 2021 in International Journal of Environmental Research and Public Health
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This study investigated the interoceptive accuracy (IAc) of shy adolescents during anticipation of public speaking with a 2 × 2 factorial design. Altogether, 637 junior secondary students in an eastern province of China were sampled and screened with the Chinese version of Cheek and Buss shyness scale. The top 27% of students were considered the shy group (n = 30, 16 girls, M age = 13.03, SD = 0.67), whereas the bottom 27% were labelled the non-shy group (n = 31, 16 girls, M age = 13.16, SD = 0.86). The two groups of participants estimated their heart rates during specified intervals using a mental tracking paradigm in two conditions (baseline vs. anticipation), while their actual heart rates were simultaneously measured. The results indicated that: (1) the shy adolescents were more accurate in estimating their actual heart rate than non-shy adolescents; and (2) both shy and non-shy adolescents exhibit enhanced IAc in anticipation conditions when compared with baseline conditions. Implications of the higher IAc of shy adolescents and the state feature of IAc are discussed.

ACS Style

Jianfen Wu; Hui Li; Yunpeng Wu. Trait and State: Interoceptive Accuracy during Anticipation of Public Speaking in Junior Secondary Shy Students from an Eastern Province of China. International Journal of Environmental Research and Public Health 2021, 18, 4951 .

AMA Style

Jianfen Wu, Hui Li, Yunpeng Wu. Trait and State: Interoceptive Accuracy during Anticipation of Public Speaking in Junior Secondary Shy Students from an Eastern Province of China. International Journal of Environmental Research and Public Health. 2021; 18 (9):4951.

Chicago/Turabian Style

Jianfen Wu; Hui Li; Yunpeng Wu. 2021. "Trait and State: Interoceptive Accuracy during Anticipation of Public Speaking in Junior Secondary Shy Students from an Eastern Province of China." International Journal of Environmental Research and Public Health 18, no. 9: 4951.

Journal article
Published: 21 April 2021 in Sustainability
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Mindfulness training can reduce Internet addiction and promote sustainable development, but the possible mediators of this impact have not been thoroughly explored. This study explored the mediating roles of self-control and maladaptive cognitions in the association between mindfulness and Internet addiction to fill this gap. Altogether, 771 Chinese adolescents (M = 13.87 years, SD = 0.78 years) were surveyed about their mindfulness, self-control, maladaptive cognitions, and Internet addiction. The confirmed model presented a good model fit and revealed that (i) mindfulness, self-control, maladaptive cognitions, and Internet addiction were significantly correlated; (ii) mindfulness had indirect negative effects on Internet addiction, mediated by self-control; (iii) mindfulness had an indirect negative impact on Internet addiction, mediated by the path of self-control to maladaptive cognitions; and (iv) this dual-path mediation model might apply to male and female adolescents. The results of the present study suggest that both self-control and maladaptive cognitions are key factors in the association between mindfulness and Internet addiction.

ACS Style

Jianfen Wu; Hui Li. Mindfulness for Sustainable Internet Use in Chinese Junior Secondary School Students: A Dual-Path Mediation Model. Sustainability 2021, 13, 4626 .

AMA Style

Jianfen Wu, Hui Li. Mindfulness for Sustainable Internet Use in Chinese Junior Secondary School Students: A Dual-Path Mediation Model. Sustainability. 2021; 13 (9):4626.

Chicago/Turabian Style

Jianfen Wu; Hui Li. 2021. "Mindfulness for Sustainable Internet Use in Chinese Junior Secondary School Students: A Dual-Path Mediation Model." Sustainability 13, no. 9: 4626.

Research article
Published: 04 April 2021 in Early Education and Development
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Research Findings: This study compared the peer interaction patterns in mixed-age and same-age Chinese preschool classrooms using videotaped behavioral observations. A total of 179 children (ages 3–6) from three mixed-age classes and three same-age classes were involved in this study. A total of 170 valid videos were obtained, including 85 videos from the mixed-age (Mage = 58.99 months, SD = 10.09, 34% girls) classrooms and 85 from the same-age (Mage = 57.74 months, SD = 10.84, 43% girls) classrooms. The results revealed that: (1) there was a significant age effect in the frequency and duration of peer interactions, with older children having more and longer interactions; (2) there was a significant between-group difference in the duration of peer interactions, with MA having a longer duration than SA; (3) there was a significant same-gender preference with children preferring interacting with the same gender peers; (4) the MA classrooms had significantly more positive interactions and significantly less neutral and negative interactions than the SA classrooms; and (5) the MA classrooms engaged in significantly more dominating and less neutral interactions than the SA ones. Practice or Policy: These findings have implications for early childhood teaching, classroom organization, and classroom management.

ACS Style

Jianfen Wu; Wenqi Lin; Lingjun Ni. Peer Interaction Patterns in Mixed-Age and Same-Age Chinese Kindergarten Classrooms: An Observation-based Analysis. Early Education and Development 2021, 1 -13.

AMA Style

Jianfen Wu, Wenqi Lin, Lingjun Ni. Peer Interaction Patterns in Mixed-Age and Same-Age Chinese Kindergarten Classrooms: An Observation-based Analysis. Early Education and Development. 2021; ():1-13.

Chicago/Turabian Style

Jianfen Wu; Wenqi Lin; Lingjun Ni. 2021. "Peer Interaction Patterns in Mixed-Age and Same-Age Chinese Kindergarten Classrooms: An Observation-based Analysis." Early Education and Development , no. : 1-13.