主要研究方向：

（1）数学/阅读学习困难的机制与干预

（2）结合成长型思维训练进行学业焦虑干预

（3）认知能力、社会情感、动机与学业之间的元分析

主要学术成果：

*共同第一作者

Liu, Y., Peng, P., & Li, S. (2025). How to reduce mathematics anxiety: A systematic review and meta-analysis on intervention studies. Journal of Educational Psychology. https://doi.org/10.1037/edu0000992

Liu, Y., Peng, P., & Yan, X. (2025). Early numeracy and mathematics development: A longitudinal meta-analysis on the prediction nature of early numeracy. Journal of Educational Psychology, 117(6), 863–883. https://doi.org/10.1037/edu0000925 

Wang, P^*., Liu, Y.^*., & Zhou, P. (2020). The effect of perceptual load on the processing of multiple social categories in face. Acta Psychologica, 206, 103041. http://doi.org/10.1016/j.actpsy.2020.103041

王沛*, 刘雨婷*, 梁雅君, 谈晨皓. (2020). 关系认知与善意认知对大学生人际信任的影响. 心理发展与教育,36(4), 406–413. http://doi.org/10.16187/j.cnki.issn1001-4918.2020.04.03 

Peng, P., Liu, Y., Li, S., Namkung, J., Chow, J., & Lin, L. (2025). Exploring the effectiveness of word problem strategy and strategy combinations: A systematic review and network meta-analysis. Educational Psychology Review, 37, 81. https://doi.org/10.1007/s10648-025-10057-9

Peng, P., Liu, Y., Cartwright, K., Goodrich, M., Koziol, N., Ma, C., & Whitmarsh, C. (2024). The role of domain-general, behavioral, and reading-specific executive function in reading comprehension: Does context-specific executive function matter? Scientific Studies of Reading, 28(6), 713–736. https://doi.org/10.1080/10888438.2024.2409635 

Baker, L. D., Moradibavi, S., Liu, Y., Huang, Y., & Sha, H. (2025). Effects of Interventions on Science Vocabulary and Content Knowledge: A Meta-Analysis. Research in Science Education. (Australasian Science Education Research Association). https://doi.org/10.1007/s11165-025-10236-2

Li, M., Zhang, S., Liu, Y., Snow, C., Zhang, H., & Han, B. (2025). Using decoding measures to identify reading difficulties: A meta‑analysis on English as a first language learners and English language learners. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09987-1

Yan, X., Peng, P., & Liu, Y. (2024). Optimal design feature of computer-assisted reading instruction for students with reading difficulties? A Bayesian network meta-analysis. Computers in Human Behavior, 152, 108062. https://doi.org/10.1016/j.chb.2023.108062 

Zhang, L., Carter, R., Liu, Y., & Peng, P. (2024). Let’s CHAT about artificial intelligence for students with disabilities: A systematic literature review and meta-analysis. Review of Educational Research. https://doi.org/10.3102/00346543241293424 

Peng, P., Chow, J., Yan, N., & Liu, Y. (2024). The developmental mutualism of language skills and behavioral problems: The time-sensitive mediating role of social skills. Journal of Educational Psychology, 116(6), 889–902. https://doi.org/10.1037/edu0000899 

Peng, P., Wang, W., Lin, L., Liu, Y., Yan, X., Tan, Y., Zhang, W., Zhang, Z., & Huang, Y. (2025). A network meta-analysis of multi-component reading interventions for young at-risk readers: Active-ingredient vs. ingredient-interaction? Educational Psychology Review, 37, 85. https://doi.org/10.1007/s10648-025-10063-x