郭习佩，科学教育学博士。主要研究方向涉及科学教学心理、科学推理论证、科学认同感等。目前在SSCI、CSSCI期刊发表多篇学术论文。

2019.09-2023.06，陕西师范大学，现代教学技术教育部重点实验室，科学教育（博士），导师：胡卫平教授

2017.09-2019.06，陕西师范大学，化学化工学院，化学教育（硕士），导师：薛亮副教授

2013.09-2017.06，陕西师范大学，材料科学与工程学院，材料化学（本科）

[1] 2020年中国基础教育质量监测协同创新中心重大成果培育性项目：基于监测的中小学生科学素养提升策略研究，项目编号：2020-05-002-BZPK01，结项，参与。

[2] 2021年义务教育四年级科学教育质量监测工具研制，项目编号：2021-05-002-BZGK02，结项，参与。

[3] 2022年义务教育四年级科学教育质量监测工具研制，项目编号：2022-05-002-BZGK02，结项，参与。

[1]. Guo, X., Deng, W., Hu, K., Lei, W., Xiang, S., & Hu, W. (2022). The effect of metacognition on students' chemistry identity: the chain mediating role of chemistry learning burnout and chemistry learning flow. Chemistry Education Research and Practice, 23(2), 408-421.

[2]. Guo, X., Hao, X., Deng, W., Ji, X., Xiang, S., & Hu, W. (2022). The relationship between epistemological beliefs, reflective thinking, and science identity: a structural equation modeling analysis. International Journal of STEM Education, 9(1).2013.09-2017.06

[3]. 胡卫平, 郭习佩, 季鑫, 严国红, & 张睆. (2021). 思维型科学探究教学的理论建构. 课程.教材.教法, 41(06), 123-129.

[4]. Guo, X., Hao, X., Ma, J., Wang, H., & Hu, W. (2022). Examining relationships between chemistry anxiety, chemistry identity, and chemistry career choice in terms of gender: a comparative study using multigroup structural equation modelling. Chemistry Education Research and Practice, 23(4), 829-843.

[5]. 郭习佩, 薛亮, 古丽茹·吐尔逊, & 冯珏. (2019). 基于Rasch模型对学生推理能力进行测评的研究. 化学教学(04), 18-24.

[6]. Deng, W., Guo, X., Cheng, W., & Zhang, W. (2022). Embodied design: A framework for teaching practices focused on the early development of computational thinking. Computer Applications in Engineering Education.

[7]. Hu, W., & Guo, X. (2021). Toward the Development of Key Competencies: A Conceptual Framework for the STEM Curriculum Design and a Case Study. FRONTIERS IN EDUCATION, 6.

[8]. Deng, W., Lei, W., Guo, X., Li, X., Ge, W., & Hu, W. (2022). Effects of regulatory focus on online learning engagement of high school students: The mediating role of self-efficacy and academic emotions. Journal of Computer Assisted Learning, 38(3), 707-718.

[9]. Lei, W., Wang, X., Dai, D. Y., Guo, X., Xiang, S., & Hu, W. (2022). Academic self-efficacy and academic performance among high school students: A moderated mediation model of academic buoyancy and social support. PSYCHOLOGY IN THE SCHOOLS, 59(5), 885-899.