吳艷，博士，教授，碩士生導(dǎo)師，廣東外語(yǔ)外貿(mào)大學(xué)應(yīng)用心理學(xué)系主任，云山青年學(xué)者，校級(jí)科研創(chuàng)新團(tuán)隊(duì)帶頭人。為廣東省高等學(xué)校優(yōu)秀青年教師培養(yǎng)對(duì)象，廣東省高等學(xué)院“千百十工程”校級(jí)培養(yǎng)對(duì)象。發(fā)表國(guó)內(nèi)外期刊論文30余篇，其中一類A論文7篇，主持國(guó)家自科、教育部社科、廣東省哲學(xué)社科等項(xiàng)目。研究方向和專長(zhǎng)：數(shù)據(jù)分析及其應(yīng)用，如結(jié)構(gòu)方程模型，多水平建模，混合模型及其應(yīng)用; 心理咨詢與治療。
代表論文：
1. Wu, Y., Wen, Z., Marsh, H. W., & Hau, K.-T. (2013) A Comparison of Strategies for Forming Product Indicators for Unequal Numbers of Items in Structural Equation Models of Latent Interactions.Structural Equation Modeling: A Multidisciplinary Journal【[SSCI & SCI，JCR一區(qū) IF2012: 4.242,中科院一區(qū)，MATHEMATICS, INTERDISCIPLINARY APPLICATIONS（Q1，1/92）; SOCIAL SCIENCES, MATHEMATICAL METHODS (Q1, 1/44)】. 20(4),551-567.
2. Wu, Y., Liang, Q., & Li, B. (2016). Development and Validation of the Self-Conscious Emotion Regulatory Efficacy Scale (SCERES).SAGE Open, 6(3), 1-5. doi:10.1177/2158244016664771
3. Li, B.,Wu, Y.(通訊作者), Jiang, S., & Zhai, H. (2018). WeChat addiction suppresses the impact of stressful life events on life satisfaction.Cyberpsychology, Behavior, and Social Networking, 21(3), 194-198.【SSCI，JCR一區(qū)】
4. Hu, B. Y., Fan, X.,Wu, Y. (通訊作者), LoCasale-Crouch, J., & Song, Z. (2018). Contributions of Teacher–Child Interaction Quality to Chinese Children’s Development in the Early Childhood Years.Early Education and Development, 30, 1-19.【廣外一類A，SSCI，JCR一區(qū)】
5. Li, B.,Wu, Y.(通訊作者), Wen, Z., & Wang, M. (2014) Adolescent student burnout inventory in mainland china: Measurement invariance across gender and educational track.Journal of Psychoeducational Assessment. 【SSCI，IF2013:1.12，JCR二區(qū)】32(3), 227-235. 0734-2829
6. Hu, B. Y., Fan, X.,Wu, Y.(通訊作者), & Yang, N. (2017). Are structural quality indicators associated with preschool process quality in China? An exploration of threshold effects.Early Childhood Research Quarterly,【SSCI，JCR一區(qū) IF2016: 2.436, EDUCATION & EDUCATIONAL RESEARCH(Q1, 17/235); PSYCHOLOGY, DEVELOPMENTAL(Q2, 20/77)】40, 163-173.
7. Wen, Z., Marsh, H. W., Hau, K.-T.,Wu, Y., Liu, H., & Morin, A. J. S. (2014).Interaction Effects in Latent Growth Models: Evaluation of Alternative Estimation Approaches.Structural Equation Modeling. 21(3),361-374.
8. Wang, M., Armour, C.,Wu, Y., Ren, F., Zu, X., & Yao, S. (2013).Factor structure of the CES-D and measurement invariance across gender in mainland Chinese adolescents.Journal of Clinical Psychology, 69(9), 966-979.
9. 吳艷，溫忠麟,侯杰泰,Marsh (2011).無(wú)均值結(jié)構(gòu)的潛變量交互效應(yīng)簡(jiǎn)化模型的標(biāo)準(zhǔn)化估計(jì).心理學(xué)報(bào)(CSSCI權(quán)威期刊), 43(10), 1219-1228.
10. 吳艷,溫忠麟,林冠群(2009).潛變量交互效應(yīng)建模：告別均值結(jié)構(gòu).心理學(xué)報(bào)（CSSCI權(quán)威期刊）, 41(12), 1252-1259.
11. 吳艷,李碧,吳蘇霖,陳翠.自尊在學(xué)習(xí)壓力對(duì)中學(xué)生學(xué)習(xí)倦怠影響中的調(diào)節(jié)作用.中華行為醫(yī)學(xué)與腦科學(xué)雜志(CSCD), 2015, 24(1): 56-58.
12. 吳艷,溫忠麟,李碧. (2014).潛變量交互效應(yīng)模型標(biāo)準(zhǔn)化估計(jì)中的檢驗(yàn)問(wèn)題.心理學(xué)探新（CSSCI）, 34(3), 260-264. 1003-5184
13. 吳艷,溫忠麟. (2011).結(jié)構(gòu)方程建模中的題目打包策略.心理科學(xué)進(jìn)展（CSSCI）, 19(12), 1859-1867.
14. 吳艷,戴曉陽(yáng),溫忠麟,李碧(2012).學(xué)校氣氛對(duì)初中生學(xué)習(xí)倦怠的影響.中國(guó)臨床心理學(xué)雜志（CSSCI）, 20(3), 404-406.
15. 吳艷，溫忠麟(2011).與零假設(shè)檢驗(yàn)有關(guān)的統(tǒng)計(jì)分析流程.心理科學(xué)(CSSCI), 34(1), 230-234.
16. 吳艷,戴曉陽(yáng),溫忠麟,崔漢卿(2010).青少年學(xué)習(xí)倦怠量表的編制.中國(guó)臨床心理學(xué)雜志（CSSCI）, 18(2), 152-154.
