ResearchDirection
He was graduated from the Institute of Development and Educational Psychology at the School of Psychology and Cognitive Sciences, East China Normal University, and a visiting scholar and postdoctoral fellow at the Department of Educational Psychology, University of Alberta, Canada. Serving as the editor of Psychological Science Frontiers in Rehabilitation Sciences, editorial board member of journals such as the Journal of Educational Biology, and reviewer of multiple academic journals in psychology both domestically and internationally. Hosted over ten national and provincial-level projects, including those funded by the National Natural Science Foundation, the Ministry of Education, and the Shanghai Municipal Education Commission. Published nearly 50 core papers focused on children's cognitive development, mathematics learning, family education, and adolescent mental health.
Educational Background
2001-2005 East China Normal University, The School of Psychology and Cognitive Science, Bachelor of Science
2005-2010 East China Normal University, The School of Psychology and Cognitive Science, Ph.D
2014-2015 Post-doctoral of educational psychology, Department of Educational Psychology, University of Alberta. Supervisors, Dr. J. P. Das, Dr. Rauno Parrila, and Dr. George Georgiou
Working Background
2023-present, Secretary of the Party Committee, Professor, School of Psychology, Shanghai Normal University
2017-2023, Professor of Department of Psychology, Shanghai Normal University
2012-2017, Associate Professor of Department of Psychology, Shanghai Normal University
2010-2012, Assistant Professor of Department of Psychology, Shanghai Normal University
Since 2007, Fellow of the Chinese Psychological Society
Since 2012, Fellow of International Society for the Study of Behavioral Development (ISSBD)
Since 2007, Researcher of Research and Training Center For Youth Education in Mental Health, East China Normal University
Since 2011, Reviewers on Learning and Individual Differences, Frontiers in Psychology, British Journal of Educational Psychology, Developmental Science, Psychological Science (China)
Research Interests
Ø Cognitive development, learning difficulty for early childhood
n Cognitive processes features and assessment of different types of learning difficulty, including math calculation, math problem solving and reading.
n Working memory and executive function Training for Math learning difficulty students
n Family learning environment, parents scaffolding for the enhancement of cognitive development of children
Ø mental health of adolescents
n Longitudinal study for 12-20year-old student
n The development of positive mental health, such as resilience, sense of coherence, for the adolescent
n Family support and peer support to improve the metal health of adolescent
Teaching curriculum
Ø Educational Psychology,
Ø Learning Science and Instruction,
Ø Group Counseling
Funding
1) National Science Foundation of China, (grant numbers 32471113). Cognitive neural mechanisms and tDCS intervention research on different types of mathematics learning difficulties.
2) National Science Foundation of China, (grant numbers 31600906). Cognitive processes feature and interventions for math learning difficulty students: Behavioral and ERPs studies.
3) Shanghai Pujiang Talents Program (grant numbers16PJC070). A study on the cognitive training program for the students with mathematics learning difficulties.
4) The General Project of Shanghai Municipal Education Commission (grant numbers C16011). Cognitive intervention of pupils with mathematics learning difficulties.
5) Youth funding for Humanities and Social Sciences Research of the Ministry of Education (11YCJ1900001). Research on the cognitive processing characteristics of middle school students with learning disabilities and the relationship model between cognitive processing and academic intelligence.
6) Mental health and optimism of contemporary university students (BOOM studies) supported by the Ruhr-University Bochum
7) Life education and career development for adolescents in Shanghai, supported by Youth Foundation (HongKong) and East China Normal University.
Publications
1) Wang, L-L., Huang D., Cai, D., Georgiou, K.G. (2025). The mental health and social emotional skills of students with different learning difficulties in China. Annals of Dyslexia. 1-19
2) Cai, D., Ge, Y., Wang, L.*, Leung, A. W. S. (2024). Improvement in math ability and cognitive processing in children with low attention: An intervention based on PASS theory. Journal of Intelligence 12: 83.
3) Jia, W., Huang, C., Hu, N. *, Cai, D. * (2024) The association between school bullying and executive functions in children and adolescents: A three‐level meta‐analysis. Journal of Adolescence. 1-14.
4) Xu, J., & Cai, D.* (2024). The cognitive foundations of different hierarchical levels of mathematical skills in primary school children: Extending the mathematics pathways model. European Journal of Psychology of Education
5) Xiong, K., Wan, M., Cai, D.*, & Nan, W.* (2024). Down-regulation of theta amplitude through neurofeedback improves executive control network efficiency in healthy children. International Journal of Psychophysiology, 197, 112301.
6) Zhang, Y., Ye, W., Yin, J., Wu, Q., Huang, Y., Hao, N., Cui, L.*, Zhang, M.*, & Cai, D.* (2024). Exploring the role of mutual prediction in inter-brain synchronization during competitive interactions: An fNIRS hyperscanning investigation. Cerebral Cortex, 34(1), bhad483.
7) Cai, D., Zhao, J. (CA), Chen, Z., & Liu, D.* (2023). Executive functions training for 7- to 10-year-old students with mathematics difficulty: Instant effects and 6-month sustained effects. Journal of Learning Disabilities, 56(5), 392–409.
8) Ding, H., Zhao, J., Cai, D.*, Zhang, X., & Margraf, J. (2023). Cross-lagged regression study on daily stress, mental health, and psychological burden among young adults during the COVID-19 pandemic. Journal of Pacific Rim Psychology, 17, 18344909231196269.
9) Hu, S., & Cai, D.* (2023). Development of perceived family support and positive mental health in junior high school students: A three-year longitudinal study. Journal of Early Adolescence, 43(2), 216-243.
10) Huang, Q., Wang, X. (CA), Ge, Y., & Cai, D.* (2023). Relationship between self-efficacy, social rhythm, and mental health among college students: a 3-year longitudinal study. Current Psychology, 42(11), 9053-9062.
11) Deng, M., Cai, D.*, Zhou, X., Leung, A. W. (2022). Executive function and planning features of students with different types of learning difficulties in Chinese junior middle school. Learning Disability Quarterly, 45(2), 134-143.
12) Hu, S., Cai, D.*, Zhang, X.C. Margraf., J. (2022). Relationship between social support and positive mental health: A three-wave longitudinal study on college students. Current Psychology, 41(10), 6712-6721.
13) Nan, W., Wan, M., Jiang, Y., Shi, X., Wan, F., & Cai, D*. (2022). Alpha/theta ratio neurofeedback training for attention enhancement in normal developing children: A brief report. Applied Psychophysiology and Biofeedback, 47(3), 223-229.
14) Shi, X., Xu, J., Wang, F., & Cai, D*. (2022). Cognitive processing features of elementary school children with mathematical anxiety: Attentional control theory-based explanation. Journal of Experimental Child Psychology, 224, 1-6.
15) 刘佳芸, 郑远霞, & 蔡丹.* (2022). 小学生不同数学技能和 PASS 认知过程的关系: 一年跟踪的交叉滞后分析. 心理科学, 45(2), 347.
16) 蔡丹*, 徐洁, & 夏添. (2022). 家庭生态系统与初中生心理韧性的发展，现代基础教育研究，45(1), 35-41.
17) Cai, D., Wang, X. (CA), & Kong, L.* (2022). The role of neurological soft signs in different mathematical skills in second and third grade children. PsyCh Journal, 11(3), 401-408.
18) Zhang, J., Yan Z., Nan, W. *, & Cai, D.* (2021). Authoritarian parenting effect on children’s executive control and individual alpha peak frequency. Mind Brain, and Education,15(4), 280-288.
19) Xu, J., Deng, M., Nan, W. *, & Cai, D.* (2021). The effects of working memory training in children revealed by behavioral responses and ERP. Brain and Behavior,11(8), e2310.
20) Cai, D.*, Deng, M., Yu, J., Nan, W.*, Leung, W. S. A. (2021). The relationship of resting-state EEG oscillations to executive functions in middle childhood. International Journal of Psychophysiology, 164, 64–70.
21) Zheng, Y., Cai, D.*, Zhao, J., Yang, C., Xia, T., & Xu, Z. (2021). Bidirectional relationship between emotional intelligence and perceptions of resilience in adolescents: A twenty-month longitudinal study. Child & Youth Care Forum, 50, 363–377.
22) Cai, D., Shen, Y. (2019). Play Theory. Shanghai Education Press. ISBN：9787544489126
23) Ren, S., Cai, D. (Corresponding author). (2019). Effects of executive function training on mathematics skills for math learning difficulty in Students in a Primary School. Chinese Special Education. 228
24) Zhang, L., Cai, D. (Corresponding author）.(2019). Working memory training and transfer effect on the math skills. Psychological Science (Chinese), 42.
25) Dan Cai, Linni Zhang, Yan Li, Wei Wei, & George K. Georgiou. (2018). The role of approximate number system in different mathematics skills across grades. Frontiers in Psychology. doi: 10.3389/fpsyg.2018.01733
26) Dan Cai, Jaana Viljaranta, George K. Georgiou. (2018). Direct and indirect effects of self-concept of ability on math skills. Learning and Individual Differences, 61, 51-58.
27) Cai, D., Wang, F., & Zhao, J. (2018). Resilience and self-concept of adolescent students: One year cross-lagged regression analyses. Psychological Science (Chinese), 42.
28) J.P. Das, Cai, D. (2017) Math and Cognitive Intervention Modules. Tsinghua University Press. ISBN：9787302464327。
29) Meixia Zhu, Dan Cai (Corresponding author), & Ada W. S. Leung. (2017). Number Line Estimation Predicts Mathematical Skills：Difference in Grades 2 and 4. Frontiers in Psychology. 8:1576.
doi: 10.3389/fpsyg.2017.01576
30) Dan Cai, Meixia Zhu, Muyu Lin, Xiao Chi Zhang, & Jürgen Margraf. (2017). The Bidirectional Relationship between Positive Mental Health and Social Rhythm in College Students: A Three-Year Longitudinal Study. Frontiers in Psychology. 8:1119.
doi: 10.3389/fpsyg.2017.01119
31) Liu, D., Cai, D. (Corresponding author) (2017). The development of number-line estimation by children with mathematics learning difficulties and its relationship with the cognitive processes of the PASS theory. Chinese Special Education. 210.
32) Zhu, M., Cai, D., Wu, Y. Zhang, X., & Margraf, J. (2016). The impact of social support on optimistic tendency of college students: The mediating effects of sense of coherence and resilience. Psychological Science (Chinese), 39.
33) Zhou, X., Cai, D. (2016). The developmental features of PASS cognitive processes in different mathematical skills.Psychological Science (Chinese), 39.
34) Dan Cai, George K. Georgiou, Ming Wen, & J. P. Das. (2016). The role of planning in different mathematical skills. Journal of Cognitive Psychology, 28, 234-241.
35) Cai, D., Wen, M., J.P. Das, & Zhou, X. (2015). Modules for math: A review of cognitive-process-based training program for learning math. Psychological Science (Chinese), 38, 5, 1116-1122
36) Cai Dan, Li Qiwei, Deng Ciping. (2013). The working memory features of junior students with mathematics learning disabilities: Domain general or domain specific? Acta Psychologica Sinica, 45(2).
37) Cai Dan, Li Qiwei, Deng Ciping. (2011). Short-Term memory span and working memory span of junior math learning disability students. Psychological Science, 34(5).
38) Cai Dan, Li Qiwei, Deng Ciping. (2011). N-back feature of math learning disability students in junior school. Psychological Exploration.31 (4).
39) Cai Dan, Li Qiwei, Deng Ciping. (2011). Central executive function features of math learning disability students. Psychological Science, 34(2).
40) Lu Jiamei, Cai Dan, Zhang Wenyuan. (2011). An investigation of the present situation of the affective quality of the vocational school youth in China. Psychological Science, 34(6).
41) Cai Dan, Li Qiwei, Deng Ciping. (2010). The PASS Feature of Grade 3-8 Students’ Mathematics Learning. Psychological Science, 33(2).
42) Cai Dan, Deng Ciping, Li Qiwei. (2010). Adaptation Research of DN-Cognitive Assessment System in Chinese Children. Chinese Journal of Clinical Psychology, 18(3).
43) Cai Dan, Li Qiwei, Deng Ciping. (2010). An exploration of individual difference theories of working memory. Psychological Development and Education, 26(2), 205–209.
44) Lu Jiamei, Lu Shenghua, Yan Zhiying, Cai Dan. (2010). An investigation of contemporary youth’s interpersonal feeling in China. Psychological Science, 33(6).
45) Cai Dan, Li Qiwei. (2009). A short comment on the cognitive neuroscience trend of intelligence. Psychological Exploration.29(6).
46) Deng Ciping, Cai Dan. (2008). Cognitive assessment in modern intelligence tests: Status Quo, core processes and developmental trends. Journal of East China Normal University(Education Sciences). 26(3).
47) Cai Dan, Li Qiwei, Deng Ciping, The Relationship Between the Cognitive Processing and the Academic Achievement of Junior School Students: Based on the Working Memory and Pass Theory.（paper presented at the 22h Biennial meeting of the International Society for the Study of Behavioural Development（ISSBD）, Canada, 2012.
48) Cai Dan, Li Qiwei, Deng Ciping,A Study on the Cognitive Processing Features of Junior Students with Mathematics Learning Disabilities in China:based on the Working Memory and Pass Theory. （paper presented at the 22h Biennial meeting of the International Society for the Study of Behavioural Development（ISSBD）, Canada, 2012.