吴艳，博士，教授，硕士生导师，广东外语外贸大学应用心理学系主任，云山青年学者，校级科研创新团队带头人。为广东省高等学校优秀青年教师培养对象，广东省高等学院“千百十工程”校级培养对象。发表国内外期刊论文30余篇，其中一类A论文7篇，主持国家自科、教育部社科、广东省哲学社科等项目。研究方向和专长：数据分析及其应用，如结构方程模型，多水平建模，混合模型及其应用; 心理咨询与治疗。

代表论文：

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一区 IF2012: 4.242,中科院一区，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.(通讯作者), 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一区】

4. Hu, B. Y., Fan, X.,Wu, Y. (通讯作者), 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.【广外一类A，SSCI，JCR一区】

5. Li, B.,Wu, Y.(通讯作者), 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二区】32(3), 227-235. 0734-2829

6. Hu, B. Y., Fan, X.,Wu, Y.(通讯作者), & 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一区 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. 吴艳，温忠麟,侯杰泰,Marsh (2011).无均值结构的潜变量交互效应简化模型的标准化估计.心理学报(CSSCI权威期刊), 43(10), 1219-1228.

10. 吴艳,温忠麟,林冠群(2009).潜变量交互效应建模：告别均值结构.心理学报（CSSCI权威期刊）, 41(12), 1252-1259.

11. 吴艳,李碧,吴苏霖,陈翠.自尊在学习压力对中学生学习倦怠影响中的调节作用.中华行为医学与脑科学杂志(CSCD), 2015, 24(1): 56-58.

12. 吴艳,温忠麟,李碧. (2014).潜变量交互效应模型标准化估计中的检验问题.心理学探新（CSSCI）, 34(3), 260-264. 1003-5184

13. 吴艳,温忠麟. (2011).结构方程建模中的题目打包策略.心理科学进展（CSSCI）, 19(12), 1859-1867.

14. 吴艳,戴晓阳,温忠麟,李碧(2012).学校气氛对初中生学习倦怠的影响.中国临床心理学杂志（CSSCI）, 20(3), 404-406.

15. 吴艳，温忠麟(2011).与零假设检验有关的统计分析流程.心理科学(CSSCI), 34(1), 230-234.

16. 吴艳,戴晓阳,温忠麟,崔汉卿(2010).青少年学习倦怠量表的编制.中国临床心理学杂志（CSSCI）, 18(2), 152-154.