Publication
Publications (From the Year of 2018 to 2020)
Hu, B., Alexander, C. R., Wu, H., & Li, Y. (forthcoming). Home-school partnership and Chinese parents’ satisfaction of preschool services: The Moderating effect of childrearing beliefs. Journal of Child and Family Studies.
Chou,Y., & Hu, B., Roberts. S. (in press). Storybook Reading as a Context for Moral Lessons: Links between Taiwanese Parents’ Moral Teaching and Young Children’s Moral Attributions. Early Childhood Education Journal.
Hu, B., Wu, Z., Fan, X., Winsler, A., &Wu, Y. (2020). Teacher-child Interaction Quality and Chinese Children’s Approaches to Learning: Perspectives from Piecewise Growth Modeling. https://doi.org/10.1080/10409289.2020.1798719 Early Education and Development. (SSCI; 2017 IF=1.377; 5Y-IF=1.804; Rank: 72/231)
Hu, B., Wang, S., Song, Y., Roberts, S. (2020). Profiles of Provision for Learning in preschool classrooms in rural China: Associated quality of teacher-child interactions and teacher characteristics. https://doi.org/10.1080/10409289.2020.1802567 Early Education and Development. (SSCI; 2017 IF=1.377; 5Y-IF=1.804; Rank: 72/231)
Guan, L., Hu, B., & Winsler, A. (2020). Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships. Youth and Children Service Review. DOI: https://doi.org/10.1016/j.childyouth.2020.105240 (SSCI; IF=1.684; 5Y-IF=2.138; Rank: 25/43)
Hu, B., Wang, S., LoCaSale-Crouch, J., & Song, Y. (2010). Exploring the Complex Relationship between Developmentally Appropriate Activities and Teacher-child Interaction Quality in Rural Chinese Preschools. Child and Youth Services Review.
Hu, B., & Lim, C. (in press). Toward a quality preschool inclusion for children with disabilities in China: A qualitative interview study with inclusion directors. International Journal of Early Childhood Special Education.
Wang, S., Hu, B., Curby, T., & Fan, X. (2020). Multiple Evidences on Within-day Stability of Teacher-child Interaction Quality in Chinese Preschool Classrooms. Early Educational and Development. https://doi.org/10.1016/j.childyouth.2019.104677 (SSCI; 2017 IF=1.377; 5Y-IF=1.804; Rank: 72/231)
Wu, Z., Hu, B., Wu, H., Winsler, A., & Chen, L. (2020). Family Socioeconomic Status and Chinese Preschool Children’s Social Skills: The Role of Maternal Depression, Martial Relationships, and Parenting Practice. Journal of Family Psychology. DOI: 10.1037/fam0000674. (SSCI; IF=2.679; 5Y-IF=2.732; Rank: 11/46 in Family Studies)
Ren, L.& Hu, B. (2020). Disentangling the relations between different components of family socioeconomic status and Chinese preschoolers' school readiness. Family Process, 1-19. DOI: 10.1111/famp.12534 (SSCI; IF=2.679; Rank: 9/46 in Family Studies).
Zhang, X., Yang, Y., Hu, B., & Ren, L. (2020). Measuring Preschool Children's Affective Attitudes towards Mathematics. Early Childhood Research Quarterly, 32, 413-424.
Zhang, X., Hu, B., Zou, X., & Ren, L. (2020). Parent-child number application activities predict children’s math trajectories from preschool to primary school. Journal of Educational
Wang, S., Hu, B., & LoCasale-Crouch., J. (2020). Modeling nonlinear relationship between structural and process quality features in Chinese preschool classrooms, Children and Youth Service Review https://doi.org/10.1016/j.childyouth.2019.104677 (SSCI; IF=1.684; 5Y-IF=2.138; Rank: 25/43)
Hu, B., Wu, H., Winsler, A., Fan, X., & Song, Z. (2020). The effects of parent migration on rural preschool children’s early academic and social skills trajectories in China. Early Childhood Research Quarterly,51(2),317-328. https://doi.org/10.1016/j.ecresq.2019.12.011. (SSCI; 5Y-IF=4.356)
Zhang, X., Hu, B., Zhang, L., & Ren, L. (2019). Family socioeconomic status and Chinese children’s early academic development: Examining child-level mechanisms. Contemporary Educational Psychology, 59, 1-16.
Hu, B.., Li, Y., Wang, C., Reynolds, B. L., & Wang, S. (2019). The Relation between school climate and preschool teacher stress: The mediating role of teachers’ self-efficacy. Journal of Educational Administration,57(6),748-767. DOI:https://doi.org/10.1108/JEA-08-2018-0146.
Hu, B., Johnson G. K., Teo, T., & Wu, Z. (2020). Relationship between screen time and Chinese children’s development. Journal of Research in Early Childhood Education.
Ren, L., Hu, B., & Song, Z. (2019). Child routines mediate the relationship between parenting and social-emotional development in Chinese children. Children and Youth Services Review, 98, 1-9. DOI: https://doi.org/10.1016/j.childyouth.2018.12.016 (SSCI; IF=1.684; 5Y-IF=2.138; Rank: 25/43)
Ren, L., Hu, B., Wu., Z. (2019). Profiles of language skills among Chinese preschoolers: Antecedents and consequences of profile membership. Learning and Individual Differences, 69, 22-32. DOI: https://doi.org/10.1016/j.lindif.2018.11.008 (SSCI; IF=1.809; 5Y-IF=2.525; Rank: 22/57)
Hu, B., Fan, X., Wu, Y., & LoCasale-Crouch, J. (2020). Teacher-child interaction quality and Chinese children’s academic and cognitive development: Perspectives from piecewise growth modeling. Early Childhood Research Quarterly, 51 (2), 242-255. https://doi.org/10.1016/j.ecresq.2019.10.003. (SSCI; IF=2.835; 5Y-IF=3.963; Rank: 31/231)
Zhang, X., Hu, B., Ren, L., Huo, S., & Wang, M. (2019). Young Chinese children’s academic skill development: Identifying child-, family-, and school-level factors. New Directions for Child and Adolescent Development, 163, 9-37. DOI: 10.1002/cad.20271 (SSCI; IF=1.387)
Hu, B., Fan, X., Wu, Y. & Song, Z. (2019). Teacher-child interaction quality in three-year-old classrooms and children’s academic and social trajectories across preschool years. Early Education and Development, 30(2), 159-177. DOI: 10.1080/10409289.2018.1544809 (SSCI; 2017 IF=1.377; 5Y-IF=1.804; Rank: 72/231)
Hu, B., Wu, Z., Wu, H., Curby, T., & Zhang, X. (2018). The association between teacher-child interaction quality and reading achievement of Chinese preschool children: The mediating role of attitude toward reading. Learning and Individual Differences, 68, 1-11. DOI: 10.1016/j.lindif.2018.09.004. (SSCI; IF=1.809; 5Y-IF=2.525; Rank: 22/57)
Hu, B., Johnson G. K., Wu, H., & Fan, X. (2018). Screen time relationship of Chinese parents and their children. Children and Youth Services Review, 94, 659-669. DOI: https://doi.org/10.1016/j.childyouth.2018.09.008 (SSCI; IF=1.684; 5Y-IF=2.138; Rank: 25/43)
Wang, Y., Lu, J., Gu, C., & Hu, B. (2018). Mapping the frontal alpha asymmetry indicators of habitual emotion regulation: a data-driven approach. NeuroReport, 29(15), 1288-1292. DOI:10.1097/WNR.0000000000001109.
Wu, Z., Mak, M., Hu, B., Fan, X., & He, J. (2018). A Validation of the social skills domain of the Social Skills Improvement System-Rating Scales (SSIS-RS) with Chinese preschoolers. Psychology in the Schools,88,582-290. DOI: https://doi.org/10.1002/pits.22193
Li, K., Zhang, P., Hu, B., Burchinal, M., Fan, X., & Qin, J. (2018). Testing the 'thresholds' of preschool education quality on child outcomes in China. Early Childhood Research Quarterly, 36, 427–438. doi:10.1016/j.ecresq.2016.01.009 (SSCI; IF=2.835; 5Y-IF=3.963; Rank: 31/231)
Zhang, X., Hu, B. Y., Ren, L., & Fan, X. (2018). Sources of individual differences in young Chinese children’s reading and mathematics trajectories. Journal of School Psychology, 71, 122-137.DOI: 10.1016/j.jsp.2018.10.008 (Impact Factor = 3.000; Q1 in Education & Educational Research & Q1 in Educational Psychology)
Hu, B., Yang, Y., & Song, Z., Wu, H., & Netzel, J. (2018). Structural and process predictors of Chinese parental satisfaction toward early childhood education services. Children and Youth Services Review, 89, 179-187.Doi: https://doi.org/10.1016/j.childyouth.2018.04.022 (SSCI; IF=1.684; 5Y-IF=2.138; Rank: 25/43)
Wu, Z., Hu, B., Fan, X., Zhang, X.,& Zhang, J. (2018). The associations between social skills and teacher-child relationships: A longitudinal study among Chinese preschool children. Children and Youth Services Review, 88,582-590. DOI: 10.1016/j.childyouth.2018.03.052. (SSCI; IF=1.684; 5Y-IF=2.138; Rank: 25/43)
Yang, Y., Hu, B., Yu, S., Roberts, S. K., & Ieong, S. (2018). A qualitative case study of instructional support practices in Chinese preschool classrooms. Learning, Culture and Social Interaction. doi.org/10.1016/j.lcsi.2018.03.003. (SSCI; 2015 IF=0.778; 5Y-IF=0.933; Rank: 139/231).
Guo, M., Liu, R., Ding, Y., Hu, B., Zhen, Ru., Liu, Y., & Jiang, R. (2018). How are extraversion, exhibitionism, and gender associated with posting selfies on WeChat friends' circle in Chinese teenagers? Personality and Individual Differences, 127, 114-116.
Hu, B., Ren, J., LoCasale-Crouch, J., Roberts, S. K.,Yang, Y., Vong, K. (2018). Chinese kindergarten teachers’ use of instructional strategies during whole-group language lessons. Teaching and Teacher Education, 70, 34-46.DOI: 10.1016/j.tate.2017.10.016 (SSCI; IF=2.411; 5Y-IF=3.218; Rank: 26/231)
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