Bei Feng
Biographic Data
| ID | 5009800 |
|---|---|
| NAME | Bei Feng |
| GIVEN NAMES | Bei |
| FAMILY NAME | Feng |
| SIGNATURE | FENG B |
| AFFILIATIONS | Université Laval |
| ORCID | 0000-0002-4593-3483 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
The mediation role of reading-related endophenotypes in the gene-to-reading pathway
Although individual differences in reading-related skills are largely influenced by genetic variation, the molecular basis of the heritability of this phenotype is far from understood. Functional single-nucleotide polymorphisms spanning reading-candidate genes and genome-wide significant top hits were identified. By using a multiple-predictor/multiple-mediator framework, we investigated whether relationships between functional genetic variants (D…
Heathcliff’s Demonization
Emily Brontë, the nineteenth-century English woman writer, together with her first and only published novel, Wuthering Heights, has always been a riddle in the history of British literature. Critics and readers are all curious about why a female writer should create such a merciless and malicious demon as Heathcliff in her novel. This paper explores Heathcliff’s demonization from three aspects: the root and inspiration of demonization as well as …
The Intensity of Formal Child-Care Attendance Decreases the Shared Environment Contribution to School Readiness
The purpose of this study was to explore if child-care intensity (hours/weeks) and age of onset could moderate genetic and environmental contributions to school readiness. A sample of 648 (85% Whites; 50% Females) pairs of twins was used to compute a GxE, CxE and ExE interaction analyses. The moderation model showed that shared environment explains 48% of individual differences in school readiness for children not attending formal child-care, and…
Achievement Goals and Engagement With Academic Work in Early High School
The aim of this longitudinal study was to examine seeking help from teachers as a mechanism mediating the relationship between achievement goals adopted by students early in the school year and their degree of behavioral and cognitive engagement in academic work almost 2 years later. A sample of 456 French Canadian students (215 boys; 240 girls; one unspecified) in Grade 7 (61%) and Grade 8 (39%) participated in the study. Results of structural e…
Psychological Need Satisfaction and Achievement Goals
There is abundant evidence to suggest that students’ achievement goals (AGs) predict their motivation and performance. While it has been proposed that psychological need satisfaction (PNS) may affect AG, empirical support remains limited during the transition to secondary school. This prospective study addresses this gap by examining the link between students’ PNS and AGs through their academic and social adaptation during this transition. A larg…
Developmental Trajectories of Achievement Goal Orientations During the Middle School Transition
This longitudinal study builds on research addressing changes in achievement goal orientations (AG) across the transition to middle school. We had two objectives. The first was to identify and describe different development trajectories of AG (mastery, performance-approach, and performance-avoidance) from the last year of elementary school (Grade 6) to the third year of middle school (Grade 9, or Secondary 3). The second was to determine whether …
Psychological Need Satisfaction and Achievement Goals
There is abundant evidence to suggest that students’ achievement goals (AGs) predict their motivation and performance. While it has been proposed that psychological need satisfaction (PNS) may affect AG, empirical support remains limited during the transition to secondary school. This prospective study addresses this gap by examining the link between students’ PNS and AGs through their academic and social adaptation during this transition. A larg…
Developmental Trajectories of Achievement Goal Orientations During the Middle School Transition
This longitudinal study builds on research addressing changes in achievement goal orientations (AG) across the transition to middle school. We had two objectives. The first was to identify and describe different development trajectories of AG (mastery, performance-approach, and performance-avoidance) from the last year of elementary school (Grade 6) to the third year of middle school (Grade 9, or Secondary 3). The second was to determine whether …
Achievement Goals and Engagement With Academic Work in Early High School
The aim of this longitudinal study was to examine seeking help from teachers as a mechanism mediating the relationship between achievement goals adopted by students early in the school year and their degree of behavioral and cognitive engagement in academic work almost 2 years later. A sample of 456 French Canadian students (215 boys; 240 girls; one unspecified) in Grade 7 (61%) and Grade 8 (39%) participated in the study. Results of structural e…
Developmental Trajectories of Achievement Goal Orientations During the Middle School Transition
This longitudinal study builds on research addressing changes in achievement goal orientations (AG) across the transition to middle school. We had two objectives. The first was to identify and describe different development trajectories of AG (mastery, performance-approach, and performance-avoidance) from the last year of elementary school (Grade 6) to the third year of middle school (Grade 9, or Secondary 3). The second was to determine whether …
Psychological Need Satisfaction and Achievement Goals
There is abundant evidence to suggest that students’ achievement goals (AGs) predict their motivation and performance. While it has been proposed that psychological need satisfaction (PNS) may affect AG, empirical support remains limited during the transition to secondary school. This prospective study addresses this gap by examining the link between students’ PNS and AGs through their academic and social adaptation during this transition. A larg…
Achievement Goals and Engagement With Academic Work in Early High School
The aim of this longitudinal study was to examine seeking help from teachers as a mechanism mediating the relationship between achievement goals adopted by students early in the school year and their degree of behavioral and cognitive engagement in academic work almost 2 years later. A sample of 456 French Canadian students (215 boys; 240 girls; one unspecified) in Grade 7 (61%) and Grade 8 (39%) participated in the study. Results of structural e…
The Intensity of Formal Child-Care Attendance Decreases the Shared Environment Contribution to School Readiness
The purpose of this study was to explore if child-care intensity (hours/weeks) and age of onset could moderate genetic and environmental contributions to school readiness. A sample of 648 (85% Whites; 50% Females) pairs of twins was used to compute a GxE, CxE and ExE interaction analyses. The moderation model showed that shared environment explains 48% of individual differences in school readiness for children not attending formal child-care, and…
Heathcliff’s Demonization
Emily Brontë, the nineteenth-century English woman writer, together with her first and only published novel, Wuthering Heights, has always been a riddle in the history of British literature. Critics and readers are all curious about why a female writer should create such a merciless and malicious demon as Heathcliff in her novel. This paper explores Heathcliff’s demonization from three aspects: the root and inspiration of demonization as well as …
The mediation role of reading-related endophenotypes in the gene-to-reading pathway
Although individual differences in reading-related skills are largely influenced by genetic variation, the molecular basis of the heritability of this phenotype is far from understood. Functional single-nucleotide polymorphisms spanning reading-candidate genes and genome-wide significant top hits were identified. By using a multiple-predictor/multiple-mediator framework, we investigated whether relationships between functional genetic variants (D…
Psychology (6 works) · Developmental psychology (5 works) · Social Psychology (4 works) · Social Psychology (4 works) · Academic achievement (3 works) · Early Childhood Education and Development (3 works) · Education, Achievement, and Giftedness (3 works) · Motivation and Self-Concept in Sports (3 works) · Cognition (2 works) · Goal Orientation (2 works)