Shengjie Lin, PhD

Achievement; Asian; Creativity; Culture; Emotions; Learning; Motivation; Only Child; Psychology, Educational; Siblings; Emotional Intelligence

• Family context of mindset matters: Students’ perceptions of parent and sibling math mindsets predict their math motivation, behavior, and affectLin S, Muenks K. Family context of mindset matters: Students’ perceptions of parent and sibling math mindsets predict their math motivation, behavior, and affect. Applied Developmental Science 2023, ahead-of-print: 1-28. DOI: 10.1080/10888691.2023.2177163.
• Perfectionism profiles among college students: A person-centered approach to motivation, behavior, and emotionLin S, Muenks K. Perfectionism profiles among college students: A person-centered approach to motivation, behavior, and emotion. Contemporary Educational Psychology 2022, 71: 102110. DOI: 10.1016/j.cedpsych.2022.102110.
• Sibling absence and body mass index: From adolescence to adulthoodLin S, Falbo T. Sibling absence and body mass index: From adolescence to adulthood. Pediatric Obesity 2022, 17: e12899. PMID: 35146941, PMCID: PMC10409612, DOI: 10.1111/ijpo.12899.
• Chinese Only Children and Loneliness: Stereotypes and RealitiesLin S, Falbo T, Qu W, Wang Y, Feng X. Chinese Only Children and Loneliness: Stereotypes and Realities. American Journal Of Orthopsychiatry 2021, 91: 531-544. PMID: 34166053, PMCID: PMC8454259, DOI: 10.1037/ort0000554.
• Chinese undergraduates’ sources of self-efficacy differ by sibling status, achievement, and fear of failure along two pathwaysLin S, Fong C, Wang Y. Chinese undergraduates’ sources of self-efficacy differ by sibling status, achievement, and fear of failure along two pathways. Social Psychology Of Education 2017, 20: 361-386. DOI: 10.1007/s11218-017-9367-0.
• Birth OrderFalbo T, Lin S. Birth Order. 2020, 129-133. DOI: 10.1016/b978-0-12-809324-5.23745-0.
• Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructivenessFong C, Schallert D, Williamson Z, Lin S, Williams K, Kim Y. Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness. Assessing Writing 2023, 57: 100761. DOI: 10.1016/j.asw.2023.100761.
• Individualism and Collectivism as Predictors of Creative Potentials and Real-Life Creativity in China and USGuo J, Jiang Y, Lin S, Pang W. Individualism and Collectivism as Predictors of Creative Potentials and Real-Life Creativity in China and US. Creativity Research Journal 2023, ahead-of-print: 1-12. DOI: 10.1080/10400419.2023.2217028.
• Evaluative skill in the creative process: A cross-cultural studyGuo Y, Lin S, Williams Z, Zeng Y, Clark L. Evaluative skill in the creative process: A cross-cultural study. Thinking Skills And Creativity 2023, 47: 101240. PMID: 36876226, PMCID: PMC9979839, DOI: 10.1016/j.tsc.2023.101240.
• Disparities in mentoring and mental health problems of U.S. college students in science and engineering during the COVID-19 pandemicSaw G, Chang C, Lin S, Hernandez P, Culbertson R. Disparities in mentoring and mental health problems of U.S. college students in science and engineering during the COVID-19 pandemic. Educational Psychology 2022, 43: 509-530. DOI: 10.1080/01443410.2022.2146055.
• Sibling Effects on the Development of ObesityFalbo T, Lin S. Sibling Effects on the Development of Obesity. 2022, 12: 173-183. DOI: 10.1007/978-3-031-10936-2_10.
• Gender disparities in remote teaching readiness and mental health problems among university faculty during the COVID-19 pandemicSaw G, Chang C, Lin S. Gender disparities in remote teaching readiness and mental health problems among university faculty during the COVID-19 pandemic. The Educational And Developmental Psychologist 2022, 40: 131-140. DOI: 10.1080/20590776.2022.2108697.
• Divergent Thinking and Evaluative Skill: A Meta‐AnalysisGuo Y, Lin S, Acar S, Jin S, Xu X, Feng Y, Zeng Y. Divergent Thinking and Evaluative Skill: A Meta‐Analysis. The Journal Of Creative Behavior 2022, 56: 432-448. DOI: 10.1002/jocb.539.
• LASSI's great adventure: A meta-analysis of the Learning and Study Strategies Inventory and academic outcomesFong C, Krou M, Johnston-Ashton K, Hoff M, Lin S, Gonzales C. LASSI's great adventure: A meta-analysis of the Learning and Study Strategies Inventory and academic outcomes. Educational Research Review 2021, 34: 100407. DOI: 10.1016/j.edurev.2021.100407.
• Cross-cultural measurement invariance of divergent thinking measuresGuo Y, Lin S, Guo J, Lu Z, Shangguan C. Cross-cultural measurement invariance of divergent thinking measures. Thinking Skills And Creativity 2021, 41: 100852. DOI: 10.1016/j.tsc.2021.100852.
• Making feedback constructive: the interplay of undergraduates' motivation with perceptions of feedback specificity and friendlinessFong C, Schallert D, Williams K, Williamson Z, Lin S, Kim Y, Chen L. Making feedback constructive: the interplay of undergraduates' motivation with perceptions of feedback specificity and friendliness. Educational Psychology 2021, 41: 1241-1259. DOI: 10.1080/01443410.2021.1951671.
• When feedback signals failure but offers hope for improvement: A process model of constructive criticismFong C, Schallert D, Williams K, Williamson Z, Warner J, Lin S, Kim Y. When feedback signals failure but offers hope for improvement: A process model of constructive criticism. Thinking Skills And Creativity 2018, 30: 42-53. DOI: 10.1016/j.tsc.2018.02.014.
• Sex, Birth Order, and Creativity in the Context of China’s One-Child Policy and Son PreferenceGuo J, Lin S, Guo Y. Sex, Birth Order, and Creativity in the Context of China’s One-Child Policy and Son Preference. Creativity Research Journal 2018, 30: 361-369. DOI: 10.1080/10400419.2018.1530535.
• “Inside out”: Appraisals for achievement emotions from constructive, positive, and negative feedback on writingFong C, Williams K, Williamson Z, Lin S, Kim Y, Schallert D. “Inside out”: Appraisals for achievement emotions from constructive, positive, and negative feedback on writing. Motivation And Emotion 2017, 42: 236-257. DOI: 10.1007/s11031-017-9658-y.
• Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedbackFong C, Warner J, Williams K, Schallert D, Chen L, Williamson Z, Lin S. Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback. Learning And Individual Differences 2016, 49: 393-399. DOI: 10.1016/j.lindif.2016.05.019.