本次报告分为两个部分。第一部分由报告人简要回顾自己的学术之路，目的是加强青年学者对学术本质的认识，坚定从事学术道路的信心，了解从事学术道路应具备的基本条件。第二部分为互动环节，参与者可就学术研究的各方面同报告人互动，可包括研究主题的筛选、研究方法的学习、英文学术写作技能的训练、学术期刊的选择、论文修改、学术发表合作、学术伦理道德等话题。
分享论文：
1. Sample 1 (语言测试)：Cai, Y., & Kunnan, A. J. (2018). Examining the inseparability of content knowledge from LSP reading ability: An approach combining bifactor-multidimensional item response theory and structural equation modeling. Language Assessment Quarterly, 15(2), 109-129. https://doi.org/10.1080/15434303.2018.1451532
2. Sample 2 (教育心理)：Cai, Y., King, R., & McInerney, D. M. (2022). The concurrent trajectories of utility value, metacognitive strategy use, and English achievement: A multivariate growth modeling analysis The Journal of experimental Education. https://doi.org/https://doi.org/10.1080/00220973.2022.2053496
3. Sample 3 (语言测试)：Cai, Y., & Kunnan, A. J. (2020). Mapping the fluctuating effect of strategy use ability on English reading performance for nursing students: A multi-layered moderation analysis approach. Language Testing, 37(2), 280-304. https://doi.org/10.1177/0265532219893384
4. Sample 4 (教育心理)：Bernardo, A. B., Cai, Y., & King, R. B. (2021). Society‐level social axiom moderates the association between growth mindset and achievement across cultures. British Journal of Educational Psychology, e12411. https://doi.org/https://doi.org/10.1111/bjep.12411
相关文章可在语言教育与测评研究中心网页上下载：https://www.suibe.edu.cn/clear/2021/0430/c17068a137172/page.htm
