1. Meng. L., Huang1, *. J., Qiu, C., Liu, Y., & Niu, J. (2023).The structural relations of dispositional mindfulness, Zhongyong, resilience, and subjective well-being among Chinese high school students. Current Psychology. DOI: 10.1007/s12144-023-04345-2. (SSCI, I am the joint first author and corresponding author.)
2. Li. Y., Huang1, *. J., Hussain, S., & Shu, T. (2023).How do anxiety and stress impact the performance of Chinese doctoral students through self-regulated learning? – A multi-group analysis. Frontiers in Psychology. DOI: 10.3389/fpsyg.2023.985379. (SSCI, I am the joint first author and corresponding author.)
3. Hu. Y., Huang1, *. J., Kong, F., & Hussain, S. (2023).Examining self-regulated learning as a significant mediator among social presence, cognitive presence, and learning satisfaction in an asynchronous online course: A PLS-SEM approach. Australasian Journal of Educational Technology. (SSCI, I am the joint first author and corresponding author.)
4. Huang1, *. J., Zhu, D., Xie, D., & Shu, T. (2023). Examining the reliability of an international Chinese proficiency standardized writing assessment: Implications for assessment policy makers. Assessing Writing, 55, 100693. DOI: 10.1016/j.asw.2023.100693. (SSCI, I am the first author and corresponding author.)
5. Huang1, *. J., Li, J., Shu, T., & Zhang, Y. (2022).A mixed-methods national study investigating key challenges in learning English as a foreign language: A Chinese college student perspective. Frontiers in Psychology: Educational Psychology. DOI: 10.3389/fpsyg.2022.1035819. (SSCI, I am the first author and corresponding author.)
6. Hu. Y., Huang1, *. J., & Kong, F. (2022).College students’ learning perceptions and outcomes in different classroom environments: A community of inquiry perspective. Frontiers in Psychology: Educational Psychology. DOI: 10.3389/fpsyg.2022.1047027. (SSCI, I am the joint first author and corresponding author.)
7. Shi. M., Huang1, *. J., & Luo, G. (2022).Meeting the bilingual learning needs of Tibetan minority students in Qinghai Province: A multiple perspective investigation into problems and solutions. Frontiers in Psychology: Educational Psychology. DOI: 10.3389/fpsyg.2022.937390. (SSCI, I am the joint first author and corresponding author.)
8. Hussain, S., & Huang1, *. J. (2022). The impact of cultural values on green purchase intentions through ecological awareness and perceived consumer effectiveness: An empirical investigation. Frontiers in Environmental Science, DOI: 10.3389/fenvs.2022.985200. (SCI, I am the joint first author and corresponding author.)
9. Wu, W., & Huang1, *, J., Han, C., & Zhang, J. (2022). Evaluating peer feedback as a reliable and valid complementary aid to teacher feedback in EFL writing classrooms: A feedback giver perspective. Studies in Educational Evaluation, 73, 101140. (SSCI, I am the joint first author and corresponding author.)
10. Li, J., & Huang1, *, J. (2022). The impact of essay organization and overall quality on the holistic scoring of EFL writing: Perspectives from classroom English teachers and national writing raters. Assessing Writing, 51 (100604) (SSCI, I am the joint first author and corresponding author.)
11. Li, J., & Huang1, *, J., & Cheng, S. (2022). The reliability, effectiveness, and benefits of peer assessment in college EFL speaking classrooms: Student and teacher perspectives. Studies in Educational Evaluation, 72, 101120. (SSCI, I am the joint first author and corresponding author.)
12. Huang, Y., Huang1, *, J., Wang, T., Xu, S., & Li, J. (2021). The impact of the Corona Virus Disease 2019 pandemic on Chinese middle school students’ self-perceived emotional states: A Wuhan perspective. Frontiers in Psychology, 12, 1-12. (SSCI, I am the joint first author and corresponding author.)
13. Huang*, J., Zhou, Y., & Sheeran, T. (2021). Educational researchers’ ethical responsibilities and human subjects’ ethical awareness: implications for research ethics education in China. Ethics & Behavior, 31(5), 321-334. (SSCI, I am the first author and corresponding author.)
14. Liu, Y., & Huang*, J. (2020). The quality assurance of a national English writing assessment: Policy implications for quality improvement. Studies in Educational Evaluation, 67, 100941. (SSCI, I am the corresponding author.)
15. Zhao, C., & Huang*, J. (2020). The impact of the scoring system of a large-scale standardized EFL writing assessment on its score variability and reliability: Implications for assessment policy makers. Studies in Educational Evaluation, 67, 100911. (SSCI, I am the corresponding author.)
