Shengjie Lin, PhD

Shengjie Lin is a Postdoctoral Associate at the Yale Center for Emotional Intelligence, Child Study Center, Yale University. His research, situated at the intersection of educational and developmental psychology, adopts a social-contextual approach to examine the motivational and social-emotional development of students within contexts (e.g., classroom, family). Shengjie has employed a broad range of methodological approaches in his research, including cross-sectional and longitudinal surveys, semi-structured interviews, experience sampling method, and meta-analysis. He has conducted studies with diverse populations, including middle/high school students, college students, and educators in the US and China.

Three intertwined lines of research address his overarching research goal. First, he examines how students’ motivation in STEM fields is shaped by the beliefs of those around them, such as their parents, siblings, teachers, and peers. Second, he investigates how students' emotions and emotion beliefs are related to their creativity, performance, and well-being. Last, he examines the effects of sibling status on adolescents’ social-emotional development, with a particular focus on only children. Ultimately, by illuminating these factors, Shengjie aims to contribute to knowledge about future interventions designed to enhance students’ motivation and social-emotional development and support all students’ learning and flourishing.

Shengjie received his Ph.D. in Educational Psychology and a Master’s in Quantitative Methods from the University of Texas at Austin (UT). He was also a graduate student trainee in Demography at the UT Population Research Center. At the Yale Center for Emotional Intelligence, his work focuses on examining individuals’ daily emotions and behaviors from the large-scale longitudinal How We Feel project.

In his free time, Shengjie enjoys Chinese calligraphy, music, running, hiking, tea, and travel.