As a researcher and practitioner in school psychology, I have always been fascinated by youth risk and resilience and exploring the social-emotional and social-ecological factors (e.g., school climate, social-emotional learning competencies, bullying and victimization) that underlie these effects on mental health outcomes (e.g., problematic Internet use, depressive symptoms). One focus of my ongoing scholarly activities is risk and resilience of mental health among understudied and underserved students and families. The broader aim for my future career is to conduct school psychology research that can be transferrable to impact marginalized youth mental health and advocate my results to facilitate policy change for underserved youth and promoting social justice.

My recent works include developing school-wide mental health screening Chinese rural high school students (an under-served population, particularly in regard to mental health support) and evaluating the effectiveness of a social-emotional learning intervention curriculum and positive behavioral interventions and supports in Chinese elementary schools. Some of my other projects include addressing ethical dilemma on LGBTQ+ adolescents and their unallied families in the U.S., investigating the risk and resilience factors of problematic Internet use among adolescents and emerging adults , and exploring the peer discrimination experiences of Chinese American adolescents during the COVID-19.

Awards and honors
  • 2023
  • 2022
  • 01


    2023 Early Career Scholar in School Mental Health Group, School Psychology Research Collaboration Conference (SPRCC)

  • 02


    SSSP/ISPA International Initiatives Committee (IIC) Research Award (RA). A Cross-Cultural Study on Investigating Risk and Resilience of Problematic Internet Use and Effectiveness of MindUP Curriculum Among Elementary-Middle School Students Between Mainland China and Hong Kong.

  • 03


    Guangdong Province's Educational Science Planning Project: Elementary School Students' Mental Health Screening and School-Wide Intervention: Exploring Social Emotional Competence as a Protective Factor Via the Lens of School Psychology


Chen, C.*, Yang, C., Nie, Q, & Teng, Z. (2023). The Association Between Bullying Victimization and Problematic Internet Use: The Role of Social-Emotional Learning Competencies. School Psychology Review, 1-16.


Chen, C.*, Sharkey, J., Nadler, R., & Yang, C. (2023). Ethical and Legal Considerations in Balancing Mental Health of Sexual and Gender Minority Students and Parental Consent. Journal of Applied School Psychology.

Chen, C.1, Chen, Y.1*, & Song, Y. (2023). Reciprocal Relationship Between Interpersonal Communication and Depressive Symptoms and The Mediating Role of Resilience Among Children in Rural China Across Two Years: Three-Wave Cross-Lagged Panel Model. Journal of Affective Disorder. (Online).

Sit, H., Chang, C., Yuan, G., Chen, C., Cui, L., Elhai, J., & Hall, B. (2023). Symptoms of Internet Gaming Disorder and Depression in Chinese Adolescents. Psychiatry Research.

Chen, C., Yu, S.*, Liu, B.*, Zhang, X., & Song, Y. (2022). Latent Class Analysis of Adverse Childhood Experiences Among Chinese Children and Early Adolescents in Rural Areas and Its Association with Depression and Suicidality. International Journal of Environmental Research and Public Health. 19(23), 16031.


Chen, C., Li, C., Chen, M., Wang, L., Zhu, Y., & Zhu, Z. (2022). Coping and Post-Traumatic Stress Disorder Symptoms among Chinese Youth in the Peak and Remission Periods of COVID-19. Children and Youth Services Review.


Jimerson, S. R., & Chen, C. (2022). Multicultural and cross-cultural considerations in understanding student engagement in schools: Promoting the development of diverse students around the world. In: Reschly, A.L., Christenson, S.L. (eds). Handbook of Research on Student Engagement. Springer.


Kuang, J., Zhong, J., Yuan, P., Bo, X., Liang, Y., Cheval, B., Herold, F., Wei, G., Taylor, A., Zhang, J., Chen, C., Sun, J., Zou, L., Arnett, J. (2022). Psychometric Evaluation of the Inventory of Dimensions of Emerging Adulthood (IDEA) In China. International Journal of Clinical and Health Psychology. 


Chang, C.I., Fong Sit, H., Chao, T., Chen, C., Shen, J., Cao, B., Montag, C., Elhai, J, & Hall, B. (2022). Exploring subtypes and correlates of internet gaming disorder severity among adolescents during COVID-19 in China: A latent class analysis. Current Psychology.


Chen, C., Yang, C., & Nie, Q. (2021). Social-Emotional Learning Competencies and Problematic Internet Use among Chinese Adolescents: Structural Equation Modeling. International Journal of Environmental Research and Public Health, 18(6), 3091.


Yang, C., Lin, X., Chan, M., & Chen, C. (2022). Teacher Victimization and Teacher Burnout: Multilevel Moderating Role of School Climate in a Large-scale Survey Study. Journal of School Violence. 1-16.


Chen. C., Yang, C., Chan, M. & Jimerson, S. (2020). Association between School Climate and Bullying Victimization: Advancing Integrated Perspectives from Parents and Cross-country Comparisons. School Psychology Quarterly, 35(5), 311-320.


Zhang, H., & Chen, C. (2021). Protection and Avoidance: Parents of Children with Autism Spectrum Disorder and Their Perspectives to Traditional Bullying Victimization. Contemporary School Psychology.


Yang, C., Chen. C., Chan, M., Wang, C., Luo, H., & Lin, X. (2020). Training Experience in the U.S. School Psychology Program: Understanding Asian International Students’ Assets, Challenges, and Strategies. Contemporary School Psychology.


Yang, C., Chan, M., Chen, C., & Jimerson, S. R. (2021). Parental perceptions of school climate in the United States and China: Advancing cross-country understanding. School Psychology, 36(1), 24.


Yang, C., Chen, C., Lin, X., & Chan, M. (2021). School-wide Social Emotional Learning and Cyberbullying Victimization among Middle and High School Students: Moderating Role of School Climate. School Psychology. 36(2), 75-85


Yang, C., Jenkins L., Fredrick S. S., Chen, C., Xie, J., & Nickerson, A. (2018). Teacher victimization by students in China: A multilevel analysis. Aggressive Behavior. 45(2), 169-180.


Yang, C., Sharkey, J. D., Chen, C., & Jimerson, S. (2019). Teacher–Home Communication and Bullying Victimization: Do Parents' Perceptions of Fairness of Rules Matter?. School Psychology Review, 48(3).


Yang, C., Sharkey, J. D., Reed, L., Chen, C., & Dowdy, E. (2018). Bullying victimization and student engagement in Elementary, Middle, and High Schools: Moderating role of school climate. School Psychology Quarterly. 33(1), 54-64.