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曲莉 博士

客座教授

教育经历

  • 博士（心理学），加拿大多伦多大学
  • 硕士（心理学），美国美利坚大学
  • 学士（心理学），中国北京师范大学

个人简介

曲莉老师，发展心理学博士，橄榄树中心创办人。曾任新加坡南洋理工大学担任助理教授，新加坡神学院、华夏圣经学院、和哥伦比亚国际大学兼职讲师。目前是新加坡加拿大国际学校的学校心理学负责人。

曲博士本科毕业于北京师范大学心理学系，后在美国美利坚大学获得行为神经科学硕士，在加拿大多伦多大学获得发展心理学博士，并在新加坡神学院获得辅导学士后文凭。

曲博士热心教育。她的教育理念是有支持有引导，每个人都会成就卓越。她致力于将心理学理论应用于日常实践，帮助个体健康成长，为青少年儿童、家长、和学校提供心理咨询顾问服务。

著作/报告

Refereed Journal Articles

  • Chen, L. & Qu, L. (2023). The effects of challenge and threat states on coping flexibility: Evidence from framing and exemplar priming. Anxiety, Stress, & Coping, 36, 163-183. doi: 10.1080/10615806.2022.2059472. (Journal impact factor: 3.8; Google citation: 9)
  • Chen, L., Qu, L., & Hong, R. Y. (2022). Pathways linking the big five to psychological distress: Exploring the mediating roles of stress mindset and coping flexibility. Journal of Clinical Medicine, 11, doi: 10.3390/jcm11092272. (Journal impact factor: 3.9; Google citation: 33)
  • Chen, L.* & Qu, L. (2021). Opportunity or risk? Appraisal and affect mediate the effect of task framing on working memory performance in university students. Frontiers in Psychology, 12, 615329. org/10.3389/fpsyg.2021.615329 (Journal impact factor: 4.232; Google citation: 11)
  • Chen, L. & Qu, L. (2021). From stressful experiences to depression in Chinese migrant children: The role of stress mindset and coping. Frontiers in Psychology, 12, doi.org/10.3389/fpsyg.2021.601732 (Journal impact factor: 4.232; Google citation: 28)
  • Lim, X.*, & Qu, L. (2016). The effect of single-session mindfulness training on preschool children’s attentional control. Mindfulness. doi:10.1007/s12671-016-0600-2. (Journal impact factor: 3.317; Google citation: 45)
  • Qu, L., & Lim, Z.* (2016). Adults’ descriptions of a situation can influence children’s appraisal, feelings, and subsequent psychological functions. Child Development. doi: 10.1111/cdev.12540. (Journal impact factor: 4.235; Google citation: 9)
  • Qu, L., & Ong, J. Y.* (2016). Impacts of reminders on children’s cognitive flexibility, intrinsic motivation, and mood depends on who provides the reminders. Frontiers in Psychology, 6, doi: 10.3389/fpsyg.2015.01904 (Journal impact factor: 2.80; Google citation: 11)
  • Qu, L., Shen, P.*, Chee, Y. Y.*, & Chen, L.* (2015). Teachers’ theory-of-mind coaching and children’s executive function predict the training effect of sociodramatic play on children’s theory of mind. Social Development, 24, 716-733. (Journal impact factor: 1.382; Google citation: 45)
  • Qu, L., Low, J. W. J.*, Zhang, T., Li, H., & Zelazo, P. D. (2015). Bilingual advantage in executive control when task demands are considered. Bilingualism: Language and Cognition. (Journal impact factor: 2.229; Google citation: 58)
  • Tan, C.*, & Qu, L. (2015). Using video clips to elicit affects in the Asian iGeneration. Journal of Tropical Psychology, 5. doi:10.1017/jtp.2015.4 (Google citation: 1)
  • Tan, C.*, & Qu, L. (2014). Stability of the positive mood effect on creativity when task switching, practice effect, and test item differences are taken into consideration. The Journal of Creative Behavior, 49(2), 94-110. (Journal impact factor: 0.594; Google citation: 4)
  • Qu, L., Finestone, D. L. Loh, J. Q.*, & Leong, Z. R.* (2013). Focused but fixed: The impact of expectation of external rewards on inhibitory control and flexibility in preschoolers. Emotion, 13(3), 562-572. (Journal impact factor: 3.875; Google citation: 42)
  • Qu, L., & Shen, P. X.* (2013). Development of Theory of Mind in preschoolers who grow up in two conflicting and unbalanced cultures. Child Studies in Diverse Contexts, 3(2), 81-95. (Google citation: 8)
  • Tan, C. S.*, & Qu, L. (2012). Generality and specificity: Malaysian undergraduate students’ self-reported creativity. International Journal of Creativity and Problem Solving, 22(2), 19-30. (Google citation: 13)
  • Qu, L., Gao, S., Li, H., & Zelazo, P. D. (2012). Affective decision-making among preschool children in diverse cultural contexts. Child Studies in Diverse Contexts, 2, 123-132. (Google citation: 6)
  • Qu, L. (2011). Two is better than one, but mine is better than ours: Preschoolers’ executive function during co-play. Journal of Experimental Child Psychology, 108, 549-566. (Journal impact factor: 3.188; Google citation: 50)
  • Wilson, C.*, Christensen, B., King, J., Qu, L., & Zelazo, P. D. (2008). Decomposing perseverative errors among undergraduates scoring high on the Schizotypal Personality Questionnaire. Schizophrenia Research, 106, 3-12. (Journal Impact Factor: 5.083; Google citation: 11)
  • Qu, L. & Zelazo, P. D. (2007). The facilitative effect of positive stimuli on three-year-old children’s rule use. Cognitive Development, 22, 456-473. (Journal Impact Factor: 1.014; Google citation: 102)

 

Refereed Book Chapters

  • Zelazo, P. D., Morris, I. F., Qu, L., & Kesek, A. C. (2024). Hot executive function: Emotion and the development of cognitive control. In M. A. Bell (Ed.), Child Development at the intersection of emotion and cognition (2nd ed., pp. 51-73). Washington, DC: American Psychological Association. (Google citation: 237)
  • Tan, C.*, & Qu, L. (2015). Affect and creativity: An old topic and a new direction. In A. Tan & C. Perleth (Eds.). Creativity, Culture, and Development. Springer. (Google citation: 2)
  • Tan, C.*, & Qu, L. (2013). Beyond mood effect: The impact of measurement items on the facilitation effect of positive mod on creativity. In S. McCarthy, J. Jaafar, A. Kamal, & A. Zubair (Eds.), Psychology at Work in Asia (pp. 304-321). UK: Cambridge Scholars Publishing.
  • Zelazo, P. D., Qu, L., & Kesek, A. C. (2010). Hot executive function: Emotion and the development of cognitive control. In S. Calkins & M. A. Bell (Eds.), Young children’s cognitive development: Child Development at the Intersection of Emotion and Cognition (pp. 97-111). Washington, DC: American Psychological Association. (Google citation: 44)
  • Zelazo, P. D., Qu, L., & Müller, U. (2005). Hot and cool aspects of executive function: Relations in early development. In W. Schneider & R. Schumann-Hengsteler & B. Sodian (Eds.), Young children’s cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind (pp. 71-93). Mahwah, NJ: Erlbaum. (Google citation: 433)

获奖/认证

新加坡南洋理工大学许文辉优秀教师奖