David Yun Dai
Biographic Data
| ID | 6514164 |
|---|---|
| NAME | David Yun Dai |
| GIVEN NAMES | David Yun |
| FAMILY NAME | Dai |
| SIGNATURE | DAI D Y |
| AFFILIATIONS | University at Albany, State University of New York |
| ORCID | 0000-0001-6899-2833 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Gifted Underachievement Redefined and Reconceptualized
Gifted underachievement indicates a gap between what one is expected to achieve given demonstrated gifted potential and what is actually attained in school. Gifted underachievement has long been defined as an ability-achievement gap calculated by test scores and GPA. With a current understanding of human potential not as a fixed capacity but as growing with experience and learning, this article presents a new conceptualization, situating possible…
Does growth mindset benefit negative mental health among middle school students
The mental health problems have been increasingly threatening the development of adolescence in China, it is very necessary to explore the protective factors preventing adolescents' negative mental health. Previous studies suggested that growth mindset benefits mental health. However, the internal psychological mechanism underlying this relationship is still unclear. This study investigated the relation between growth mindset and negative mental …
The influence of varying positive affect in approach-motivation intensity on creative idea generation and creative idea evaluation
The aim of this study was to explain previous inconsistent results regarding the effects of positive affect on creative cognition based on the motivational dimensional model of affect theory and provide the underlying neural correlates of the effects of different approach-motivation intensities of positive affect on creative processes (creative idea generation and creative idea evaluation) using the functional near-infrared spectroscopy (fNIRS) t…
Accelerating Creativity
Transcranial direct current stimulation (tDCS) over the dorsolateral prefrontal cortex (DLPFC) has been shown to enhance divergent and convergent creative thinking. Yet, how stimulation impacts creative performance over time, and what cognitive mechanisms underlie any such enhancement, remain largely unanswered questions. In the present research, we aimed to (1) verify the impact of DLPFC tDCS on both convergent and divergent thinking, and furthe…
Academic self‐efficacy and academic performance among high school students
Previous studies have illustrated a robust relationship between academic self‐efficacy and academic performance. However, the underlying psychological mechanism of this relationship is still unclear. This study employed a moderated mediation model to examine whether academic buoyancy (ability to deal with academic challenges and setbacks in school daily life) mediated the relationship between academic self‐efficacy and academic performance and wh…
Qeosa
Transfer, particularly far transfer through analogic mapping and reasoning, is considered one of the mechanisms for creative problem solving. However, the cognitive paradigm of training for analogical problem solving has not met with much success. It is argued by these authors that a pedagogical model that exclusively focuses on training for analogical mapping is not effective. In this study, an alternative pedagogical approach, QEOSA, standing f…
Does Cognitive Style Moderate Expected Evaluation and Adolescents' Creative Performance
Two studies investigated the effects of cognitive and school environmental factors on adolescents' creative performance. The first study tested the effects of expected evaluation and cognitive style on creativity among 89 high school students. The second study tested the effects of evaluation type and cognitive style on creativity among 92 high school students. Study 1 found main effects of expected evaluation and cognitive style on creativity. T…
Behind an Accelerated Scientific Research Career
This study looks at the educational experiences, from the preschool years to advanced professional training in STEM fields, of a targeted sample of 10 (7 male, 3 female) early college entrants in China who later became professors at prestigious USA research universities. The purpose of the study was to find out (1) what some identifiable endogenous factors were about these individuals that facilitated the success of their accelerated learning and…
Assessing and accessing high human potential
The history of giftedness pertains to historical changes regarding how giftedness is conceptualized and defined, and how it serves the practical purpose of identifying gifted children and providing them an appropriate education. The past century has witnessed debates and controversies about what constitutes this elusive human quality we deem “gifted.” Overall, it has undergone significant changes from monolithic, static to more pluralistic, dynam…
Abilities, Interests, and Styles as Aptitudes for Learning
Abilities, Interests, and Styles as Aptitudes for Learning: A Person-Situation Interaction Perspective - 1
Gifted education
Gifted education is leading an interdisciplinary paradigm shift moving education out of its historic role of entrenching systemic inequities. It is a crucible for pioneering investigations of optimal human development and provides a vehicle for increasing social equity. We review changing conceptions of intelligence, motivation and creativity, and consider current findings on processes that affect the development of high ability. We discuss the r…
Inquiry-based learning in China
The relationship between the big-five model of personality and self-regulated learning strategies
Incorporatingparent Perceptions
This study replicated findings of research on the internal-external frame of reference model of self-concept with a sample of Chinese adolescents and extended this line of research by incorporating parent perceptions of their children’s abilities. The results comparing adolescent self-concepts and parent perceptions show that parents did not use processes similar to the internal-external frame of reference when assessing their children’s academic…
Field Dependence, Academic Achievement, and Career Orientations
The relationships among field dependence, academic achievement, and career orientations were investigated. Two hundred and twenty-eight seniors and juniors from a selective “key” high school and two regular high schools in Shanghai, China, participated in this study. The Hidden Figure Test and a questionnaire assessing self-perceptions and career preferences were administered, and two achievement test scores were obtainedforaliparticipants. Field…
Gifted Students’ Perceptions of Their Talents
Do gifted students perceive themselves as gifted or talented? Can they recognize their talents? Do they envision themselves as multitalented? A survey was administered to 305 gifted students (162 boys, 143 girls) attending a summer residential program at a midwestern university. Students were asked to estimate their own IQs, identify their own talents, specify the origins of their intelligence, and estimate the amount of time they are bored or en…
Goal Orientations of Gifted Students
This study examined gifted students’ goal orientations using Dweck’s learning/performance goals and Harter’s intrinsic/extrinsic orientations as theoretical frameworks. Participants were 189 students, ages 9-17, who attended a summer program for gifted children. Four constructs were assessed: Self-Confidence or Perceived Competence, Incremental vs. Entity Views of Intelligence, Perceived Peer and Teacher Expectations, and Performance Orientations…
Incorporatingparent Perceptions
This study replicated findings of research on the internal-external frame of reference model of self-concept with a sample of Chinese adolescents and extended this line of research by incorporating parent perceptions of their children’s abilities. The results comparing adolescent self-concepts and parent perceptions show that parents did not use processes similar to the internal-external frame of reference when assessing their children’s academic…
Gifted education
Gifted education is leading an interdisciplinary paradigm shift moving education out of its historic role of entrenching systemic inequities. It is a crucible for pioneering investigations of optimal human development and provides a vehicle for increasing social equity. We review changing conceptions of intelligence, motivation and creativity, and consider current findings on processes that affect the development of high ability. We discuss the r…
Goal Orientations of Gifted Students
This study examined gifted students’ goal orientations using Dweck’s learning/performance goals and Harter’s intrinsic/extrinsic orientations as theoretical frameworks. Participants were 189 students, ages 9-17, who attended a summer program for gifted children. Four constructs were assessed: Self-Confidence or Perceived Competence, Incremental vs. Entity Views of Intelligence, Perceived Peer and Teacher Expectations, and Performance Orientations…
Gifted Students’ Perceptions of Their Talents
Do gifted students perceive themselves as gifted or talented? Can they recognize their talents? Do they envision themselves as multitalented? A survey was administered to 305 gifted students (162 boys, 143 girls) attending a summer residential program at a midwestern university. Students were asked to estimate their own IQs, identify their own talents, specify the origins of their intelligence, and estimate the amount of time they are bored or en…
Field Dependence, Academic Achievement, and Career Orientations
The relationships among field dependence, academic achievement, and career orientations were investigated. Two hundred and twenty-eight seniors and juniors from a selective “key” high school and two regular high schools in Shanghai, China, participated in this study. The Hidden Figure Test and a questionnaire assessing self-perceptions and career preferences were administered, and two achievement test scores were obtainedforaliparticipants. Field…
Incorporatingparent Perceptions
This study replicated findings of research on the internal-external frame of reference model of self-concept with a sample of Chinese adolescents and extended this line of research by incorporating parent perceptions of their children’s abilities. The results comparing adolescent self-concepts and parent perceptions show that parents did not use processes similar to the internal-external frame of reference when assessing their children’s academic…
The relationship between the big-five model of personality and self-regulated learning strategies
Inquiry-based learning in China
Abilities, Interests, and Styles as Aptitudes for Learning
Abilities, Interests, and Styles as Aptitudes for Learning: A Person-Situation Interaction Perspective - 1
Gifted education
Gifted education is leading an interdisciplinary paradigm shift moving education out of its historic role of entrenching systemic inequities. It is a crucible for pioneering investigations of optimal human development and provides a vehicle for increasing social equity. We review changing conceptions of intelligence, motivation and creativity, and consider current findings on processes that affect the development of high ability. We discuss the r…
Behind an Accelerated Scientific Research Career
This study looks at the educational experiences, from the preschool years to advanced professional training in STEM fields, of a targeted sample of 10 (7 male, 3 female) early college entrants in China who later became professors at prestigious USA research universities. The purpose of the study was to find out (1) what some identifiable endogenous factors were about these individuals that facilitated the success of their accelerated learning and…
Assessing and accessing high human potential
The history of giftedness pertains to historical changes regarding how giftedness is conceptualized and defined, and how it serves the practical purpose of identifying gifted children and providing them an appropriate education. The past century has witnessed debates and controversies about what constitutes this elusive human quality we deem “gifted.” Overall, it has undergone significant changes from monolithic, static to more pluralistic, dynam…
Qeosa
Transfer, particularly far transfer through analogic mapping and reasoning, is considered one of the mechanisms for creative problem solving. However, the cognitive paradigm of training for analogical problem solving has not met with much success. It is argued by these authors that a pedagogical model that exclusively focuses on training for analogical mapping is not effective. In this study, an alternative pedagogical approach, QEOSA, standing f…
Does Cognitive Style Moderate Expected Evaluation and Adolescents' Creative Performance
Two studies investigated the effects of cognitive and school environmental factors on adolescents' creative performance. The first study tested the effects of expected evaluation and cognitive style on creativity among 89 high school students. The second study tested the effects of evaluation type and cognitive style on creativity among 92 high school students. Study 1 found main effects of expected evaluation and cognitive style on creativity. T…
Academic self‐efficacy and academic performance among high school students
Previous studies have illustrated a robust relationship between academic self‐efficacy and academic performance. However, the underlying psychological mechanism of this relationship is still unclear. This study employed a moderated mediation model to examine whether academic buoyancy (ability to deal with academic challenges and setbacks in school daily life) mediated the relationship between academic self‐efficacy and academic performance and wh…
The influence of varying positive affect in approach-motivation intensity on creative idea generation and creative idea evaluation
The aim of this study was to explain previous inconsistent results regarding the effects of positive affect on creative cognition based on the motivational dimensional model of affect theory and provide the underlying neural correlates of the effects of different approach-motivation intensities of positive affect on creative processes (creative idea generation and creative idea evaluation) using the functional near-infrared spectroscopy (fNIRS) t…
Accelerating Creativity
Transcranial direct current stimulation (tDCS) over the dorsolateral prefrontal cortex (DLPFC) has been shown to enhance divergent and convergent creative thinking. Yet, how stimulation impacts creative performance over time, and what cognitive mechanisms underlie any such enhancement, remain largely unanswered questions. In the present research, we aimed to (1) verify the impact of DLPFC tDCS on both convergent and divergent thinking, and furthe…
Does growth mindset benefit negative mental health among middle school students
The mental health problems have been increasingly threatening the development of adolescence in China, it is very necessary to explore the protective factors preventing adolescents' negative mental health. Previous studies suggested that growth mindset benefits mental health. However, the internal psychological mechanism underlying this relationship is still unclear. This study investigated the relation between growth mindset and negative mental …
Gifted Underachievement Redefined and Reconceptualized
Gifted underachievement indicates a gap between what one is expected to achieve given demonstrated gifted potential and what is actually attained in school. Gifted underachievement has long been defined as an ability-achievement gap calculated by test scores and GPA. With a current understanding of human potential not as a fixed capacity but as growing with experience and learning, this article presents a new conceptualization, situating possible…
Psychology (16 works) · Social Psychology (12 works) · Developmental psychology (10 works) · Education, Achievement, and Giftedness (10 works) · Creativity in Education and Neuroscience (7 works) · Mathematics education (6 works) · Pedagogy (6 works) · Cognition (5 works) · Creativity (5 works) · Academic achievement (4 works)