2025年6月3日至4日，上海对外经贸大学语言教育与测评中心（CLEAR）主任蔡雨阳教授率团队赴港参加香港中文大学举办的积极教育研讨会。团队成员包括我校在读硕士生陈艳和两位已毕业硕士生省可可和葛倩文同学（现为上海外国语大学博士生）。本次研讨会汇聚了亚太地区积极教育心理学领域的顶尖学者，多所港沪高校的专家学者齐聚一堂，共同探讨东亚教育体系下学生面临的高压与低幸福感问题，聚焦积极教育与幸福感的协同发展。
The Positive Education Symposium: Promoting Learning, Well-being, Flourishingwas successfully held at Chinese University of Hong Kong on June 3-4, 2025. Professor Cai Yuyang, Director of CLEAR, led a research team to participate in this academic event. The delegation included Chen Yan, a postgraduate student at SUIBE, and two SUIBE graduates, Xing Keke and Ge Qianwen (now doctoral students at Shanghai International Studies University). This symposium brought together leading positive education scholars mainly from across the Asia-Pacific region, featuring experts from universities in Hong Kong and Shanghai. Participants engaged in critical discussions about the challenges facing East Asian education systems, including high academic pressure and declining student well-being, focusing on the synergistic development of positive education and well-being.
本次会议汇聚了来自美国北卡罗来纳大学夏洛特分校、香港中文大学、香港教育大学、华东师范大学、上海交通大学、浙江大学、北京师范大学、上海对外经贸大学等国内外知名高校及研究机构。本会议的主旨报告话题涵盖了积极心理学与二语教育领域的前沿议题，涉及自我概念、教师情绪调节、无聊情绪、正念、心理韧性、社会情感技能、合作学习及儿童成就信念等多个重要研究方向。
This conference brought together experts and scholars from prominent universities and research institutions both domestically and internationally, including the University of North Carolina at Charlotte (USA), The Chinese University of Hong Kong, The Education University of Hong Kong, East China Normal University, Shanghai Jiao Tong University, Zhejiang University, Beijing Normal University, and Shanghai University of International Business and Economics. The keynote speeches at the conference covered cutting-edge topics at the nexus of positive psychology and second language education, addressing key research areas such as self-concept, teacher emotion regulation, boredom, mindfulness, resilience, social-emotional skills, collaborative learning, and children's achievement beliefs.
在众多精彩的主旨报告中，四个报告与CLEAR研究范围最为接近。首先，北卡罗来纳大学夏洛特分校王闯教授通过区分常见的自我概念构念，揭示了自我概念与学生幸福感的关联。例如自我效能感较高的学生往往表现出更强的学习坚持和心理韧性，这为教育者培养学生韧性提供了新思路。
Among these high-quality keynote speeches, four talks are most relevant to the research themes of CLEAR. One highlight was the speech by Professor Wang Chuang from the University of North Carolina at Charlotte, who differentiated key self-concept constructs and elucidated the underlying mechanisms linking self-efficacy and student well-being. His research revealed that students with higher self-efficacy exhibit greater academic persistence and enhanced resilience. This finding offers educators novel approaches to fostering student resilience through self-efficacy development.
香港中文大学尹弘飚教授系统梳理了教师情绪调节实证研究的现状，指出当前研究多基于个人和情境中心视角，而以互动为中心的研究尚处于起步阶段。他建议未来研究应拓展数据来源的多样性，加强方法严谨性，以深化对教师情绪调节的理解。
Professor Yin Hongbiao from The Chinese University of Hong Kong comprehensively reviewed current empirical research on teacher emotion regulation. He noted that most existing studies adopt individual- and context-centered perspectives, while interaction-centered approaches remain in their early stages. He recommended that future research should expand data diversity and enhance methodological rigor to deepen understanding of teacher emotion regulation.
语言教育与测评中心主任蔡雨阳教授创新性地结合控制价值理论与岛脊曲线理论，揭示了不同语言水平学生自我效能感、无聊情绪与二语成绩间的非线性关系。研究发现，语言水平处于两端的学生无聊情绪更高，且三个语言水平组中，无聊情绪与成绩的关系、自我效能感和无聊情绪的关系均呈现出变化趋势，证实了积极心理因素对缓解英语学习无聊情绪的重要作用。
Professor Cai Yuyang, Director of the CLEAR, innovatively integrated control-value theory with the Island Ridge Curve theory to reveal nonlinear relationships among self-efficacy, boredom, and second language achievement across different language proficiency levels. The study found that students at both ends of the proficiency spectrum exhibited higher levels of boredom. Across all three proficiency groups, the relationships between boredom and achievement, as well as between self-efficacy and boredom, demonstrated varying patterns. These finding underscore the crucial role of positive psychological factors in mitigating boredom in English learning.
香港中文大学副教授King B. Ronnel和浙江大学研究员王发明博士的研究则介绍了不同的个人因素和社会环境因素对学习韧性的影响，并采用机器学习方法，识别出元认知策略、阅读乐趣等八个关键变量对学习韧性的重要预测作用，为相关理论研究和政策制定提供了重要参考。
The study by Associate Professor King B. Ronnel from The Chinese University of Hong Kong and Dr. Wang Faming from Zhejiang University investigated how various individual and social-environmental factors influence academic resilience. Using machine learning approach, they identified eight key predictive variables for resilience, including the use of meta-cognitive strategies and joy of reading. These findings provide valuable insights for theoretical research and policy development.
在学术海报展示环节，来自港沪高校的参会研究生就各自研究的实验设计与数据分析结果进行了展示，并与现场专家学者展开了深入研讨。
During the student poster session, graduate students from universities in Hong Kong and Shanghai presented systematic reports on their research designs and results, followed by in-depth discussions with attending scholars and experts.
CLEAR研究中心的学生展示了三项研究成果。陈艳的研究基于岛脊曲线理论视角，分析了不同语言水平学生的坚毅品质、考试焦虑和英语成绩之间的非线性关系。结果表明，考试焦虑和坚毅都对中等语言水平学生的英语成绩影响最大，此外，考试焦虑在坚毅与英语成绩之间起到中介作用，这一中介效应也在中等语言水平学生中更为突出。该研究证实了岛脊曲线理论在探索学术情绪与英语学习成绩关系方面的重要价值。
Three research projects from the CLEAR research center were presented. Chen Yan’s study applied Island Ridge Curve (IRC) theory to examine nonlinear relationships among grit, test anxiety, and English achievement across different proficiency levels. The results demonstrated that both test anxiety and grit exerted the strongest impact on English performance among medium-level students. Furthermore, the study found that test anxiety mediated the relationship between grit and English achievement, with this mediating effect being particularly pronounced among medium-level learners. These findings validate the significant value of IRC theory in investigating the relationship between academic emotions and English learning achievement.
省可可的研究探讨了在线学习环境下情绪调控、学习投入与英语成绩的相互作用。研究发现，认知重评这一情绪调控策略与三种学习投入均呈显著正相关，但随着语言水平的提高，其影响逐渐减弱。此外，认知重评可以通过提升行为投入间接促进英语成绩，但这一中介效应仅适用于中等语言水平学习者。该结果进一步支持了岛脊曲线理论，并凸显了其在幸福感研究中的指导意义。
Xing Keke’s research investigated the interplay between emotion regulation, student engagement, and English achievement in online learning environments. The study found that cognitive reappraisal, as an emotion regulation strategy, showed significant positive correlations with all three types of engagement, though its influence diminished with increasing language proficiency. Additionally, cognitive reappraisal could indirectly enhance English achievement by improving behavioral engagement, but this mediating effect was only observed among medium proficiency level learners. These results further support the IRC theory and underscore its guiding significance for well-being research.
葛倩文的研究则通过追踪调查，解释了大学生情绪调节策略与主观幸福感的群体差异特征。研究发现，学生可分为两个潜在群体：第一组表现为认知重评较低、表达抑制较高、主观幸福感较高；第二组则认知重评较高，表达抑制较低，主观幸福感较低。两组均显示为前期表达抑制策略正向预测后续认知重评策略；第一组中前期认知重评负向预测后续主观幸福感，而前期主观幸福感对后续认知重评具有正向预测作用。第二组则呈现认知重评与主观幸福感的双向正向预测关系。仅在第二组中主观幸福感对后续的表达抑制策略使用具有正向预测作用。该研究为大学生调整情绪调节策略、维护心理健康提供了有益启示。
Ge Qianwen’s longitudinal study revealed group differences in emotion regulation strategies and subjective well-being among university students. The research identified two distinct latent groups: the first group exhibited lower cognitive reappraisal, higher expressive suppression, and higher subjective well-being; the second group showed higher cognitive reappraisal, lower expressive suppression, and lower subjective well-being. Notably, both groups demonstrated a consistent pattern where prior expressive suppression positively predicted subsequent cognitive reappraisal. However, differential temporal relationships emerged between the groups. In group 1, prior cognitive reappraisal negatively predicted later subjective well-being, while prior subjective well-being positively predicted subsequent cognitive appraisal. In group 2, cognitive appraisal and subjective well-being positively predicted each other. Additionally, only in group 2, subjective well-being demonstrated a positive effect on future expressive suppression. These findings provide valuable insights for college students to adjust their emotion regulation strategies and maintain mental health.
本次参会获香港中文大学全额资助。蔡雨阳教授特别感谢会议组委会的邀请，认为此次研讨会为团队提供了高水平的国际学术交流平台，未来将深化岛脊曲线理论研究，积极探索沪港高校合作机遇，推动外语教育研究创新发展。此次会议也为青年学者搭建了展示研究成果、促进学术成长的重要舞台。
The conference participation was fully funded by The Chinese University of Hong Kong. Professor Cai Yuyang expressed special gratitude to the organizing committee for their invitation, noting that the symposium provided the team with a high-level international academic exchange platform. The team plans to further develop the IRC theory, actively explore collaboration opportunities between Shanghai and Hong Kong universities, and promote innovative developments in foreign language education research. This conference also served as an important platform for young scholars to present their research findings and foster academic growth.
撰稿人：省可可
Contributed by: Xing Keke