Publications

Subjective Well-being Measurement

Jiang, X., Topps*, A. K., & Suzuki, R. (2021). A systematic review of self-care measures for professionals and trainees.Training and Education in Professional Psychology, 15(2), 126-139. DOI:10.1037/tep0000318

Jiang, X., Walker*, K., & Topps*, A. K. (2021). A systematic review of self-care measures for adolescents with healthcare needs. Quality of Life Research, 30(4), 967-981. DOI: 10.1007/s11136-020-02685-1

Jiang, X., Fang, L., Stith*, B. R., Liu, R., & Huebner, E. S. (2021). A cross-cultural evaluation of the Student Life Satisfaction Scale in Chinese and American adolescent samples. Current Psychology. 40(5), 2552-2560.DOI: 10.1007/s12144-019-00188-y

Jiang, X., Fang, L., Stith*, B. R., Liu, R., & Huebner, E. S. (2018). A psychometric evaluation of the Chinese version of the Student Life Satisfaction Scale. Applied Research in Quality of Life, 13(4), 1081-1095. DOI: 10.1007/s11482-017-9576-x

Wang, C., Yang, C., Jiang, X., & Furlong, M. (2018). Initial validation of the Social Emotional Health Survey - Primary in a Chinese sample. International Journal of Educational and School Psychology, 6, 62-74.DOI:10.1080/21683603.2016.1272026

Jiang, X. & Huebner, E. S. (2017). Student Life Satisfaction Scale: analysis of factorial invariance across gender. Journal of Well-being Assessment, 1, 25-34. DOI: 10.1007/s41543-017-0002-9

Huebner, E. S., Hills, K. J., & Jiang, X. (2013). Assessment and promotion of life satisfaction in youth. In: C. Proctor, & P. A. Linley (Eds.), Research, applications and interventions for children and adolescents: a positive psychology perspective (pp.23-42). Dordrecht, the Netherlands: Springer.

Social Support and Youth Well-being

Zhang, Y-C., Yu, Q, Renshaw, Y, Li, H-Y, Fallon, L., Jiang, X. (2025). Happy Together: Multilevel Associations Between Adolescents' and Teachers' School-Specific Subjective Wellbeing. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2025.101428

Jiang, X., Shi, D., Fang, L., & Ferraz, R. C. (2022). Teacher-student relationships influence school satisfaction through behavioral engagement. British Journal of Educational Psychology, 92(4), 1444-1457. DOI: 10.1111/bjep.12509

Lyons, D. M. & Jiang, X. (2022). School social support as a buffer in the relations between stress and adolescent life satisfaction: A short-term longitudinal study. Journal of Applied School Psychology, 38(1), 21-38. DOI:10.1080/15377903.2021.1895397

Jiang, X., Shi, D., Topps*, A. K., & Archer*, C. M. (2020). From family support to goal-directed behaviors: Examining the mediating role of cognitive well-being factors. Journal of Happiness Studies. 21(3), 1015-1035. DOI: 10.1007/s10902-019-00117-7

Archer*, C. M., Jiang, X., Thurston, I., & Floyd, R. G. (2019). The differential effects of perceived social support on adolescent hope: Testing the moderating effects of age and gender. Child Indicator Research. 12(6), 2079-2094. DOI: 10.1007/s12187-019-9628-x

Jiang, X., Huebner, E. S., & Hills, K. J. (2013). Parental attachment and adolescents’ life satisfaction: The mediation mechanism of hope. Psychology in Schools, 50(4): 340-352. DOI: 10.1002/pits.21680

Jiang, X., Huebner, E. S., & Siddall, J. (2013). A short-term longitudinal study of differential sources of school-related social support and adolescents’ school satisfaction. Social Indicator Research, 114(3): 1073-1086. DOI: 10.1007/s11205-012-0190-x

Siddall, J., Huebner, E. S., & Jiang, X. (2013). A prospective study of differential sources of school-related social support and adolescent global life satisfaction. American Journal of Orthopsychiatry, 83(1), 107-114. DOI: 10.1111/ajop.12006

Positive Psychological Strengths (Hope, coping, and personal growth initiative etc.)

Stith*, B. R. & Jiang, X. (2023). From university stress to life satisfaction: The moderation effect of personal growth initiative. Journal of American College Health. DOI: 10.1080/07448481.2023.2277196

Topps*, A. K., & Jiang, X. (2023). The moderating effects of ethnics and ethnic identity in the relation between social stress and life satisfaction among adolescents. Contemporary School Psychology. 10.1007/s40688-023-00454-8

Hu*, Y, & Jiang, X. (2022). Hope as an engine mediating the relation between parental attachment and social problem solving skills in early adolescents. School Psychology International, 43(3), 237-252. DOI: 10.1177/01430343221091991

Jiang, X., Moreno*, J. & Ng, Z-J. (2022). Examining the interplay of emotion regulation strategies, social stress, and gender in predicting life satisfaction of emerging adults. Personality and Individual Differences, 18. DOI:10.1016/j.paid.2021.111255

Jiang, X., Fang, L. & Lyons, D. M. (2019). Is life satisfaction an antecedent to coping behaviors in adolescents? Journal of Youth and Adolescence. 48(11), 2292-2306. DOI: 10.1007/s10964-019-01136-6

Jiang, X., Lyons, M. D., & Huebner, E. S. (2016). A longitudinal examination of the relations between life satisfaction and social problem-solving in early adolescents. Journal of Adolescence, 53, 141-151. DOI:10.1016/j.adolescence.2016.09.004

Jiang, X., Otis, K., Weber, M., & Huebner, E. S. (2017). Hope and adolescent mental health. In: M. W. Gallagher, & S. J. Lopez. (Eds.), The Oxford Handbook of Hope (pp.299-312). Oxford, UK: Oxford University Press.

Growth Mindset in Social-emotional Development

Jiang, X., Mueller, C. E., Zhang, Y-C. & Califano, K. (accepted). Exploring relations between family stress, growth mindset, and dual-factors of mental health among adolescents. Journal of Child and Family Studies.

Jiang, X., Fang, L., & Mueller, C. (2024). Growth mindset: An umbrella for protecting socially stressed adolescents’ life satisfaction. School Psychology. DOI: 10.1037/spq0000584

Jiang, X., Mueller, C. & Paley*, N. (2023). A systematic review of growth mindset interventions for school-aged children and adolescents. School Psychology Review. DOI: 10.1080/2372966X.2022.2151321

Walker*, K. & Jiang, X. (2022). An examination of the moderating role of growth mindset in the relation between social stress and externalizing behaviors among adolescents. Journal of Adolescence, 94(1), 69-80. DOI: 10.1002/jad.12006

Jiang, X., Paley*, N., & Shi, D. (2022). Examining the validity and measurement invariance across gender and race of the Implicit Thoughts, Emotion, and Behavior Questionnaire. School Psychology, 37(4), 33-38. DOI: 10.1037/spq0000505

Bridging strengths-based research and practice

Jiang, X., Wang*, Y-T., & Green*, A. B. (2025). Kindness in Children and Adolescents: Conceptualization and Interventions. Encyclopedia, 5(4), 213. https://doi.org/10.3390/encyclopedia5040213.

Jiang, X. & Hutman, H. (2025). Commentary: Broadening the conceptualization of self-care and promoting healthy practices amongst mental health professionals and trainees. Clinical Psychology- Science and Practice. DOI:10.1037/cps0000294

Mueller, C., Jiang, X., & Winsor, D. (2024). Positive Psychology and Strengths-Based Interventions (SBIs): Implications for Uses with Special Student Populations. Education Sciences, Special Issue Commentary, 14(7), 753; https://doi.org/10.3390/educsci14070753

Jiang, X., Topps*, A. K., & Suzuki, R. (2021). A systematic review of self-care measures for professionals and trainees. Training and Education in Professional Psychology, 15(2), 126-139. DOI:10.1037/tep0000318

Kosher, H., Jiang, X., Ben-Arieh, A., & Huebner, E. S. (2014). Advances in children’s rights and well-being in schools: Implications for school psychologists. School Psychology Quarterly, 29(1), 7-20. DOI: 10.1037/spq0000051