教师简介

蔡雨阳

时间：2025-10-29浏览：413设置




蔡雨阳


华中师范大学英语文学学士

加拿大纽芬兰纪念大学课程与教学硕士

香港大学语言教育与测评博士

上海市“东方学者” 特聘教授

上海外国语大学国际教育学院教授

国际学术身份证号(ORCID): 0000-0002-0320-4602

电子邮箱： sailor_cai@hotmail.com ；

                  ycai@shisu.edu.cn 





学术经历简介

 

蔡雨阳, 男，语言教育与测评博士（香港大学教育学院），课程与教学硕士（加拿大纽芬兰纪念大学教育学院），英语文学学士学位（华中师范大学英语系）

科研兴趣及成果：研究兴趣涵盖语言测试、外语教育心理学和高级量化研究方法。近年来，致力于原创语言测评理论“动态语言能力系统”框架和原创教育心理学“岛脊曲线理论”的发展和推广。

语言测试：曾主持开发了教育部考试中心同国家外国专家局联合发起的全国《医学英语考试》，后作为核心成员参与了香港政府大学基金委资助的学术英语测评项目《英语水平考试》。基于现有语言测评理论、教育心理学理论、及源于自然科学的复杂系统理论，于2021年提出“动态语言能力系统”语言测评理论框架，旨在为‘新文科’背景下复合型高端外语人才能力界定，为运用人工智能进行现代语言测评项目的开发提供理论框架。自2021年以来，受邀在若干国内外重要学术会议就该主题上作主旨发言，包括2024年9月受美国最大英语考试机构WIDA邀请在其内部工作会议作专题报告。有台湾学者将该框架推荐为其省内英语考试改革的参考框架。验证该框架的项目于2024年获国家社科立项。

教育心理学：2012年始，开始关注国际大规模学能考试（如 PISA，PIRLS）。基于80多个国家两百多万学生的数据，对学生个体特征（如性别、学习动机、认知能力、学习方法、心理健康、科技素养）、微中观层面因素（如社会经济社会地、学习氛围、教师教学、师生关系、学校政策等）、以及宏观层面要素（如国家经济总产值、社会公平、国家文化价值等）对 中小学生在阅读、科学、数学成绩的影响展开探索。针对上述主题撰写了系列SSCI期刊论文。结合上述发现，提出‘岛脊曲线理论’，用《易经》中的系统原理作为元理论整合西方主流教育心理学理论，为东西方社会科学研究搭建理论沟通桥梁。最近提出‘双模态假设理论’，以揭示情感对认知活动和学习结果的复杂影响。

研究方法：熟练掌握各类复杂的教育测量和统计分析模型，能自主开发统计模型（如多阶调节统计模型），积极探索质性和量化相融合的方法（如 量化民族志）。

学术服务：现任Brtish Journal of Educational Psychology （SSCI 一区）, Educational Psychology（SSCI 一区）， Psychology in the Schools （SSCI 二区）,  Educational Studies（SSCI 二区）编委, 及 70 余家 SSCI 期刊匿名评审。


个人简历


  1. 研究兴趣：语言教育与测评、教育心理学、研究方法

2. 学术发表 

C/SSCI期刊论文

  1. Cai, Y. (2025). Can teacher feedback dispel the shadow of test anxiety over English achievement? The Dual-Mode Hypothesis. Language Teaching Research. https://doi.org/10.1177/13621688251383038 [SSCI 2024 Q1]

  2. Cai, Y., Chen, Y., & Yang, Y. (2025). The role of uncertainty tolerance in lowering test anxiety and enhancing English achievement. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2025.102027. [SSCI 2024 Q1]

  3. Cai, Y., Zuo, Q., & Ge, Q. (2025). Examining the association between boredom and English achievement in the contexts of self-efficacy and English proficiency levels: A perspective combining the control-value theory and the Island Ridge Curve. System. https://doi.org/10.1016/j.system.2025.103764. [SSCI 2024 Q1]

  4. Cai, Y., Zhu, L., & Yang, Y. (2025). The double‐edged sword effect of reading self‐concept on math achievement: Additional insights for making dimensional comparisons. Psychology in the Schools, 62(2), 631-645. https://doi.org/10.1002/pits.23342. [SSCI 2024 Q1]

  5. *Cai, Y., Xing, K & Ge, Q. (2025). Teacher support as a context of growth mindset in predicting reading achievement. Social Psychology of Education. https://doi.org/10.1007/s11218-025-10074-0  [SSCI 2024 Q1]

  6. Cai, Y., Jiang, Z., & Xu, X. (2025). The interplay between deep and surface strategies and selfconcept in predicting English achievement. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-025-01033-6.[SSCI 2024 Q1]   

  7. Cai, Y. (2025). The bidirectional relationship between self-concept and self-efficacy and their relative importance to foreign language learning achievement. The Asia-Pacific Education Researcher, 34, 53-63. https://doi.org/10.1007/s40299-024-00836-3. [SSCI 2024 Q1]  

  8. Cai, Y., Zhu, L., & Xing, K. (2024). Self-efficacy mediates but does not moderate the relationship between grit and English achievement. Innovation in Language Learning and Teaching.   https://doi.org/10.1080/17501229.2024.2425803  [SSCI 2024 Q1]  

  9. Liu, Z. & Cai, Y. (2024). Motivation for teaching: The moderating effects of teacher collaboration on the association between job satisfaction and job performance. Asia Pacific Education Review. https://doi.org/10.1007/s12564-024-10027-w   [SSCI 2023 Q2] 

  10. Cai, Y., Xing, K., Wang, C., & *Jiang, Y. (2024). Uncovering the nonlinear relationship between metacognitive strategy use and L2 achievement from the lens of the Island Ridge Curve: More is not always better. Language Awareness. [SSCI 2023 Q2] https://doi.org/10.1080/09658416.2024.2428169  

  11. Cai, Y., & *Lin, J. (2024). The moderation of culture dimensions on the relationships between expectancy-value factors and reading achievement. Learning and Individual Differences, 102542.  [SSCI 2023 Q1] https://doi.org/10.1016/j.lindif.2024.102542

  12. *Cai, Y., Peng, X & Ge., Q. (2024). The tango between perceived cognitive load and enjoyment of reading in determining reading achievement.  Reading and Writing. [SSCI 2023 Q2]   

  13. Nalipay, J., King, R. B., & *Cai, Y. (2024). Happy teachers make happy students: The social contagion of well-being from teachers to their students. School Mental Health. [SSCI 2023 Q2]

  14. Cai, Y. (2024). Metacognitive strategy use in L2 learning fluctuates from both ends towards the middle: Longitudinal evidence for the Island Ridge Curve. System. [SSCI 2022 Q1].

  15. Cai, Y. & *Jiang, Z. (2024). Female students and students from more affluent families benefit more from fear of failure in learning achievements: A study across 77 economies. Learning and Individual Differences. [SSCI 2022 Q1].

  16. Cai, Y. (2024). The bidirectional relationship between self-concept and self-efficacy and their relative importance to foreign language learning achievement. The Asia Pacific Education Researcher. [SSCI 2022 Q2].

  17. Chen, H., Cai, Y., & de La Torre, J. (2023). Investigating Second Language (L2) reading subskill associations: A cognitive diagnosis approach. Language Assessment Quarterly, 20(2), 166-189.     [SSCI Q1].

  18. King, R., *Cai, Y., & Elliot, A. (2023). Income inequality is associated with heightened test anxiety and lower academic achievement: A cross-national study in 51 countries. Learning and Instruction. [SSCI 2022 Q1].

  19. Yang, Y., *Cai, Y. & Song, Y. (2023). Examining the effect of a mobile-assisted self-regulation scheme on primary students’ self-regulated vocabulary learning via latent growth modelling.  Educational Technology & Society. [SSCI 2022 Q1].  

  20. Wen, J., Zhang, J., Yang, Y., & *Cai, Y. (2023). Development and validation of the Self-Regulated Translation Strategy Scale (SRTSS). Studies in Educational Evaluation. [SSCI 2022 Q2].

  21. *Cai, Y. & Zhao, C. (2023). Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach. System. [SSCI 2022 Q1].

  22. *Cai, Y., & Xing, K. (2023). Examining the mediation of engagement between self-efficacy and language achievement. Journal of Multilingual and Multicultural Development.  [SSCI 2022 Q1].

  23. King, R., Zhang, R., Wen, J., Xie, F. & *Cai, Y. (2023). Gratitude is its own reward: How grateful students have better motivation and engagement. Educational Psychology. [SSCI 2022 Q1].  

  24. Cai, Y., *Ge, Q., & Yang, Y. (2023). The role of perspective taking in mediating the relation between teacher feedback and reading achievement. European Journal of Educational Psychology.  [SSCI Q2].

  25. Cai, Y., & *Yang, Y. (2023). The development and validation of the Scale of Design Thinking for Teaching (SDTT). Thinking Skills and Creativity.  [SSCI 2022 Q1]

  26. Xie, Q., Cai, Y. & Yeung, S.S. (2022). How does word knowledge facilitate reading comprehension in second language? A longitudinal study in Chinese primary school children learning English. Reading and Writing.   [SSCI Q2]

  27. Cai, Y., Yang, Y., Ge, Q., & Weng, H. (2022). The interplay between teacher empathy, students’ sense of school belonging, and learning achievement. European Journal of Psychology of Education.   [SSCI Q2]

  28. Cai, Y. & Yang, Y. (2022). The fluid effect of reading strategies on mathematics learning: A perspective of the Island Ridge Curve. Learning and Individual Differences.   [SSCI 2022 Q1]

  29. Zhoc, Karen C. H., *Cai, Y., Yeung, S. Z. & Shan, J. (2022). Subjective wellbeing and emotion regulation strategies: How are they associated with student engagement in online learning during Covid-19? British Journal of Educational Psychology.  [SSCI 2022 Q1]

  30. Cai, Y., King, R. B., & McInerney, D.M. (2022). The concurrent trajectories of utility value, metacognitive strategy use, and achievement. The Journal of Experimental Education.  [SSCI Q2]  

  31. Yeung, S., King, R., Nalipay, J. & *Cai, Y. (2022). Exploring the interplay between socioeconomic status and reading achievement: An expectancy-value perspective. British Journal of Educational Psychology.   [SSCI Q1]

  32. Xie, Q., King, R. & *Cai, Y. (2022). Emotional contagion: A cross-cultural exploration of how teachers’ enjoyment facilitates achievement via students’ enjoyment. Current Psychology. [SSCI Q3]

  33. Yan, J. & *Cai, Y. (2022). Teachers’ instruction of reading strategies and primary school students’ reading literacy: an approach of multilevel structural equation modelling. Reading and Writing Quarterly.   [SSCI Q3] 

  34. Cai, Y. & Chen, H. (2022). The fluctuating effect of thinking on language performance: New evidence for the Island Ridge Curve? Language Assessment Quarterly. [SSCI 2022 Q1]

  35. Cai, Y., *Yang, M. & Yao, J. (2022). More is not always better: The nonlinear relationship between formative assessment strategies and reading achievement. Assessment in Education: Principles, Policy & Practice. [SSCI 2022 Q1].

  36. Xiao, Y., *Cai, Y., Ge, Q., & Yang, Y. (2022). The potential of using formative assessment to enhance academic achievement in the Confucian-heritage culture: A comparison between Hong Kong and Shanghai. The Asia-Pacific Education Researcher.  [SSCI 2022 Q1].

  37. Zhang, L., Li, Hui, & Cai, Y. (2021). Profiles of approaches to learning and the relationship with academic school readiness in Chinese preschoolers. Early Education and Development.[SSCI Q3]

  38. Bernardo, A. B. I., *Cai, Y., & King, R. B. (2021). Society-level social axiom moderates the association between growth mindset and achievement across cultures. British Journal of Educational Psychology.   [SSCI Q1]

  39. Nalipay, J., *Cai, Y., & King, R. B. (2021). The social contagion of utility value: How parents’ beliefs about the usefulness of science predict their children’s motivation and achievement. School Psychology International.   [SSCI Q2]  

  40. Wang, C., *Cai, Y., You, Xi. & Zhao, M. (2021). Disentangling the relation between motivation regulation strategy and writing performance: A perspective of the Island Ridge Curve. Foreign Languages World. CSSCI.

  41. Cai, Y. & Kunnan, A. J. (2020). Mapping the fluctuating effect of strategy use ability on English reading performance for nursing students: A multi-layered moderation analysis approach. Language Testing, 37(2), 280-304.  [SSCI Q1]

  42. Yung, K. & *Cai, Y. (2020). Do secondary school-leaving English exam results predict university students’ academic writing performance? A latent profile analysis. Assessment and Evaluation in Higher Education, 45(4), 629–642. [SSCI Q1]

  43. King, R. B., *Cai, Y. & Du, H. (2020). Societal-level utility value strengthens the relationship between student-level utility value and achievement: A person-culture fit perspective. British Journal of Educational Psychology.    [SSCI Q1]

  44. Nalipay, J. M., King, R. &*Cai, Y. (2020). Autonomy is equally important across East and West: Testing the cross-cultural universality of self-determination theory. Journal of Adolescence. 78, 67-72.  [SSCI Q1]

  45. Nalipay, J. M., *Cai, Y. & King, R. (2020). Why do girls do better in reading than boys? How parental emotional contagion explains gender differences in reading achievement. Psychology in the Schools. 57(2), 310-319 [SSCI Q3]

  46. Cai, Y. & Lei, C. (2019). Profiling the efficiency of strategy use across different types of L2 readers. Educational Studies.   [SSCI Q4]

  47. King, R., Susanna Yeung, & Cai, Y. (2019). Personal investment theory: a multi-faceted framework to understand second and foreign language motivation. System.     [SSCI Q1]

  48. Cai, Y., King, R., Law, W., & McInerney, D.M. (2019). Which comes first? Modeling the relationships among future goals, metacognitive strategies, and academic achievement using multilevel cross-lagged SEM. Learning and Individual Differences.   [SSCI Q2]

  49. Fong, R. & *Cai, Y. (2019). Perfectionism, self-compassion and test-related hope in Chinese primary school students. The Asia Pacific Education Researcher, 28(4), 293–302.  [SSCI Q4]

  50. Cai, Y. & Kunnan, A. (2019). Detecting the language thresholds of the effect of background knowledge on a Language for Specific Purposes reading performance: A case of the island ridge curve. Journal of English for Academic Purposes. 42, [SSCI Q1]

  51. Cai, Y. & Cheung, H. T. (2019). Classifying the writing assessment tasks of English as the medium of instruction programs using latent class analysis. International Journal of Educational Research, 95, 143-152.   [SSCI Q3]

  52. Cai, Y. & Kunnan, A. (2018). Examining the inseparability of content knowledge from LSP reading ability: An approach combining bifactor-multidimensional item response theory and structural equation modeling. Language Assessment Quarterly, 15(2), 109-129.  [SSCI Q2]

  53. Cai, Y. & Zhu, X. (2017). Learning strategies and reading literacy among Chinese and Finnish adolescents: Evidence of suppression. Educational Psychology. 37(2), 192–204.   [SSCI Q3]

  54. Cai, Y. (2015). The value of test responses to content validity evaluation: A bifactor- MIRT approach. Nurse Education Today, 35 (12), 1181-1185.   [SSCI Q1]

其它论文

  1. Chen, J., King, R. B., & Cai, Y. (2025). How does students’ happiness shape their success? Uncovering the role of well-being in mediating the effects of socio-demographic background characteristics on students’ academic performance in Hong Kong. In J. C.-K. Lee (Ed.), Student and Teacher Mental Health and Well-Being in Schools: Asian Contexts and Perspectives (pp. 23-37). Springer.

  2. Cai, Y. (2024). Test-taking strategies. In A. J. Kunnan (Ed.), The concise companion to language assessment (2nd ed., pp. 473-495). Wiley.

  3. Cai, Y. (2023). Accounting for interaction in language test validation: Applying the competition-mediation-moderation (CMM) approach to enhance the transparency of test score interpretation Language testing and assessment, 2, 48-64. https://sns.wanfangdata.com.cn/perio/yuycsypj 

  4. Cai, Y. (2022). Island Ridge Curve: An invisible hand behind self-regulated learning? SSRL SIG Newsletter (2022 Spring). 41, 10-11.

  5. Cai, Y. (2022). PISA 2025 Foreign Language Assessment Framework. Shanghai Education. 52-53.

  6. Cai, Y., & Cheung, H. T. (2021). The Dynamic Language Ability System: A framework for diagnosing and tracking the development of language ability. In Lily I-wen Su & Hin Tat Cheung (Eds), Rethinking EMI: Multidisciplinary Perspectives from Chinese-speaking Regions. New York: Routledge.

  7. Yung, K. & *Cai, Y, & Lee, N. (2020). A latent profile analysis of university students’ academic writing performance. Short paper accepted by American Educational Research Association (AERA) 2020 Conference, Apr 17 –21, 2020, San Francisco, California, USA.  

  8. Lei, C. & Cai, Y. (2019). Investing Business English majors’ perspectives on business English discipline and their motivation to learning and learning environment. Paper in Proceedings of the 13th National Business English Conference, Heilongjiang, China.   

  9. Cai, Y., King, R. B., McInerney, D.M. (2018). Modeling the concurrent changes of metacognitive strategies, utility value of education, and academic achievement. Short paper published in American Educational Research Association (AERA) 2018 Conference, Apr 13 –17, 2018, New York, USA.

  10. Zhu, X., *Cai, Y., Fan, J.-q., Chan, S.-d., & Cheong, C.-m. (2017). Validation of the Oral Interaction Strategy Scale for speakers of Chinese as the first language in elementary schools. L1 Educational Studies in Language and Literature, 17, 1-25. [ESCI]

  11. Cai, Y. (2014). Comparing two theories of grammatical knowledge assessment: A bifactor-multidimensional item response theory analysis. Language Learning in Higher Education, 4 (1), 59-76.  [ESCI]  

  12. Cai,Y. (2014). The influence of strategic competence on ESP reading test performance. The International Journal of Educational and Psychological Assessment, 16(2), 47-70.

  13. Cai, Y. (2013). Validating a scale measuring strategic competence during English for Specific Purposes reading test performance: An application of bifactor multidimensional graded response model. Asian English for Specific Purposes Journal, 9(2), 26-5.

  14. Cai, Y. (2013). Validating English for Specific Purposes reading test performance using the bifactor-multidimensional item response theory. Research in Educational Studies, 11, 87-98.

  15. Cai, Y. (2012). Modeling the effects of language knowledge and background knowledge on English for Specific Purposes reading test performance. Research in Educational Studies, 10, 59-82. 

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