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Changes to Spring Academic Calendar Fordham is modifying its academic calendar in anticipation of a national resurgence of the COVID-19 pandemic this winter. Full Details

Yi Ding

Ph.D.

Yi Ding - SM

Professor
School Psychology

Lowenstein 1008I
212-636-6743
yding4@fordham.edu

Yi Ding, Ph.D., is a professor of School Psychology. Ding went to University of Minnesota Medical School for her internship in Pediatric Psychology and Pediatric Neuropsychology rotations. She received her Ph.D. in School Psychology from The University of Iowa. Ding is a Nationally Certified School Psychologist (NCSP). She has experiences practicing in different school settings, department clinics, and hospital settings.

 

 

Education

B.Ed., M.Ed., Special Education, Beijing Normal University
Ed.S., Ph.D., School Psychology, The University of Iowa
APA Accredited Internship, University of Minnesota Medical School

Research

Her research interests include learning disabilities, developmental disabilities, STEM learning, and special education and school psychology issues based on a multicultural perspective.

Selected Publications

Peer-Reviewed Journal Articles (72)

72. Hong, W., Liu, R.-D., Ding, Y., Fu, X., Zhen, R., & Sheng, X. (accepted). Social media exposure and college students’ mental health during the outbreak of COVID-19: The mediating role of rumination and the moderating role of mindfulness. Cyberpsychology, Behavior, and Social Networking.

71. Jiang, S.-Y., Liu, R.-D., Ding, Y., Jiang, R.-H., Fu, X.-C., Hong, W. (2020) Why the victims of bullying are more likely to avoid involvement when witnessing bullying situations: The role of bullying sensitivity and moral disengagement. Journal of Interpersonal Violence. Advance online publication.

70. Hong, W., Liu, R.-D., Ding, Y., Zhen, R., Jiang, R.-H., & Fu, X.-C. Autonomy need satisfaction in daily life and problematic mobile phone use: The mediating roles of boredom proneness and mobile phone gaming. (2020). International Journal of Environmental Research and Public Health, 17, 5305.

69. Zhen, R., Li, L., Ding, Y., Hong, W., & Liu, R.-D. How does mobile phone dependency impair academic engagement among Chinese left-behind adolescents? (2020). Children and Youth Services Review, 116, 105169.

68. Jiang, S.-Y., Liu, R.-D., Ding, Y., Fu, X.-C., Sun, Y., Hong, W., & Jiang, R.-H. (2020). Implicit theories and engagement in math among Chinese adolescent students: A moderated mediation model of intrinsic value and academic self-efficacy. Frontiers in Psychology, 11, 1325.

67. Ding, Y., Liu, R.-D., Hong, W., Yu, Q., Wang, J., Liu, Y., & Zhen, R. Specific mental arithmetic difficulties and general arithmetic learning difficulties: The role of phonological working memory. (2020). Psychological Reports. Advance online publication.

66. Liu, R.-D., Hong, W., Ding, Y., Sheng, X.-T., & Zhen, R. (2020). Mobile phone use and cognitive failures in daily life: The mediating roles of sleep duration and quality and the moderating role of trait self-regulation in addictive behaviors. Addictive Behaviors. Advance online publication.

65. Fu, X.-C., Liu, J.-X., Liu, R.-D., Ding, Y., Wang, J., Zhen, R., & Jin, F.-K. (2020). Parenting monitoring and adolescent problematic mobile phone use: The mediating role of escape motivation and the moderating role of shyness. International Journal of Environmental Research and Public Health, 107(5), 1487.

64. Fu, X.-C., Liu, J.-X., Liu, R.-D., Ding, Y., Hong, W., Jiang, S.-Y. (2020). The impact of parental active mediation on adolescent mobile phone dependency: A moderated mediation model. Computers in Human Behavior, 107, 1-9.

63. Sun, Y., Liu, R.-D., Oei, T.-P., Zhen, R., Ding, Y., & Jiang, R.-H. (2020). Perceived parental warmth and adolescents’ math engagement in China: The mediating roles of need satisfaction and math self-efficacy. Learning and Individual Differences, 78, 1-9.

62. Hong, W., Zhen, R., Liu, R.-D., Wang, M.-T., Ding, Y., & Wang, J. (2020). The longitudinal linkage between Chinese children’s behavioral, cognitive, and emotional engagement within a mathematics context. Educational Psychology, 40(6), 666-668.

61. Hong, W., Liu, R.-D., Ding, Y., Oei, T.-P., Fu, X.-C., Jiang, R.-H., Jiang, S.-Y. (accepted). Self-esteem moderates the effect of compromising thinking on forgiveness among Chinese early adolescents. Frontiers in Psychology.

60. Ueda, M., Ding, Y., Blumberg, F., Zhang, C., Qiong, Y., & Lantier, K. (accepted). Maternal parenting style in relation to parenting stress and behavioral outcomes in Japanese children with and without autism. Journal of Developmental and Physical Disabilities.

59. Ding, Y., Wang, Q., Hourieh, N., & Yu, Q. (2020). Vocational personality types in college engineering students in relation to academic achievement. Journal of Employment Counseling, 57, 27-47.

58. Zhen, R., Liu, R.-D., Wang, M.-T., Ding, Y., Jiang, R.-H., Fu, X.-C., & Sun, Y. (2020). Trajectory patterns of mathematics engagement among primary students: The implicit theory of intelligence and academic self-efficacy matters. British Journal of Educational Psychology, 90, 618-634.

57. Hong, W., Liu. R.-D., Ding, Y., Oei, T.-P., Zhen, R., & Jiang, S. (2019). Parent phubbing and problem mobile phone use: The roles of parent-child relationship and children’s self-esteem. Cyberpsychology, Behavior, and Social Networking. Advance online publication.

56. Ding, Y., Zhang, D., Liu, R.-D., Wang, J., & Xu, L. (2019). Effect of automaticity on mental addition in Chinese children: The moderating role of working memory. Journal of Experimental Education. Advance online publication.

55. Liu. R.-D., Wang, J., Gu, D., Ding, Y., Oei, T.-P., Hong, W., Zhen, R., & Li, Y.-M. (2019). The effect of parental phubbing on teenager’s mobile phone dependency behaviors: The mediation role of subjective norm and dependency intention. Psychology Research and Behavior Management, 12, 1059-1069.

54. Liu, R.-D., Hong, W., Ding, Y., Oei, T.-P., Zhen, R., Jiang, S.-Y., & Liu, J.-X. (2019). Psychological distress and problematic mobile phone use among adolescents: The mediating role of maladaptive cognitions and the moderating role of effortful control. Frontiers in Psychology, 10, 1589.

53. Zhen, R., Liu, R.-D., Ding, Y., Jiang, R., Jiang, S., & Hong, W. (2019). Gratitude and math engagement among primary students: Examining a multiple mediating model. Current Psychology. Advance online publication.

52. Jiang, S.-Y., Liu, R.-D., Ding, Y., Oei, T.-P., Fu, X.-C., & Hong, W. (2019). Victim sensitivity and altruistic behavior in school: Mediating effects of teacher justice and teacher-student relationship. Frontiers in Psychology, 10, 1077.

51. Yang, L.-Y., Guo, J.-P., Ding, Y., & Li, W.-G. (2019). The use of learning study in designing examples for teaching physics. Research in Science Education, 49, 499-520.

50. Ding, Y., Liu, R.-D., Liu, H., Wang, J., Zhen, R., & Jiang, R.-H. (2019). Effects of working memory, strategy use, and single-step mental addition on multi-step mental addition in Chinese elementary students. Frontiers in Psychology, 10, 148.

49. Ding, Y., Cho, S.-J., Wang, J.-Y., & Yu, Q. (2019). Training of bilingual school psychologists in the United States: A culturally and linguistically responsive approach. School Psychology International, 40(3), 235-250.

48. Powell, S., Ding, Y., Wang, Q., Craven, J., & Chen, E. (2019). Exploring strategy use for multiplication problem solving in college students. International Journal of Research in Education and Science, 5(1), 374-387.

47. Hourieh, N., Ding, Y., Wang, Q., Chen, E., & Craven, J. (2019). General personality traits of engineering students and their relationship with academic achievement. International Journal of Engineering Education, 35(1), 1-12.

46. Wang, Q., Ding, Y., & Yu, Q. (2018). Working memory load and automaticity in relation to problem solving in college engineering students. Journal of Engineering Education, 107(4), 636-655.

45. Ding, Y., Liu, R.-D., McBride, C., Fan, C.-H., Xu, L., & Wang, J. (2018). Pinyin and English invented spelling in Chinese-speaking children who speak English as a second language. Journal of Psycholinguistic Research, 47, 1163-1187.

44. Zhen, R., Liu, R.-D., Ding, Y., Liu, Y., Wang, J. & Xu, L. (2018). The moderating role of intrinsic value in the relation between basic psychological needs support and learning engagement in mathematics among Chinese adolescent students. International Journal of Psychology, 53(4), 313-320.

43. Jiang, R., Liu, R.-D., Ding, Y., Zhen, R., Sun, Y., & Fu, X.-C. (2018). Teacher justice and students’ class identification: Belief in a just world and teacher-student relationship as mediators. Frontiers in Psychology, 9, 802.

42. Zhang, C., Du, J.-X., Sun, A., & Ding, Y. (2018). Extending face-to-face interactions: Understanding and developing an online teacher and family community. Early Childhood Education Journal, 46(3), 331-341.

41. Mehta, S., Ding, Y., Ness, M., & Chen, E. (2018). Invented spelling, word stress, and syllable awareness in relation to reading difficulties in children. Journal of Psycholinguistic Research, 47, 585-606.

40. Guo, M., Liu, R.-D., Ding, Y., Hu, B., Zhen, R., Liu, Y., & Jiang, R. (2018). How are extraversion, exhibitionism, and gender associated with posting selfies on WeChat friends’ circle in Chinese teenagers? Personality and Individual Differences, 127, 114-116.

39. Liu, R.-D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R. & Xu, L. (2018). Teacher support and math engagement: Roles of academic self-efficacy and positive emotions. Educational Psychology, 38(1), 3-16.

38. Crane, N., Zusho, A., Ding, Y., & Cancelli, A. (2017). Domain-specific metacognitive calibration in children with learning disabilities. Contemporary Educational Psychology, 50, 72-79.

37. Ding, Y., Laux, J., Salyers, K., & Kozelka, S. (2017). Personality and graduate academic performance in counselor education and school psychology in the United States. School Psychology Forum: Research in Practice, 11(3), 105-122.

36. Xu, L., Liu, R.-D., Ding, Y., Mou, X., Wang, J., & Liu, Y. (2017). The mediation effect of coping style on the relations between personality and life satisfaction in Chinese adolescents. Frontiers in Psychology, 8, 1076.

35. Wang, J., Liu, R.-D., Ding, Y., Xu, L., Liu, Y., & Zhen, R. (2017). Teacher’s autonomy support and engagement in math: Multiple mediating roles of self-efficacy, intrinsic value, and boredom. Frontiers in Psychology, 8, 1006.

34. Ding, Y., Liu, R.-D., Xu, L., Wang, J., & Zhang, D. (2017). Working memory load and automaticity in relation to mental multiplication. The Journal of Educational Research, 110(5), 554-564.

33. Liu, R.-D., Ding, Y., Xu, L., & Wang, J. (2017). Involvement of working memory in mental multiplication in Chinese elementary students. The Journal of Educational Research, 110(4), 380-390.

32. Wang, J., Liu, R.-D., Ding, Y., Liu, Y., Xu, L., & Zhen, R. (2017). What influences Chinese adolescents’ choice intention between playing online games and learning? Application of theory of planned behavior with subjective norm manipulated as peer support and parental monitoring. Frontiers in Psychology, 8, 589.

31. Zhang, D., Ding, Y., Lee, S., & Chen, J. (2017). Strategic developmental levels in multiplication problem solving: Patterns of students' strategy choices. The Journal of Educational Research, 110(2), 159-170.

30. Zhen, R., Liu, R.-D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210-216.

29. Fan, C., Denner, P. R., Bocanegra, J. O., & Ding, Y. (2016). School psychologists’ willingness to implement RTI: The role of philosophical and practical readiness. Contemporary School Psychology, 20(4), 383-391.

28. Ding, Y., Xiao, F., Fan, C.-H., & Zhang, D. (2016). Introduction of Wechsler Intelligence Scale for Children-Fifth Edition. Chinese Journal of Special Education, 7, 18-25. (In Chinese)

27. Liu, Y., Liu, R.-D., Ding, Y., Wang, J., Zhen, R., & Xu, L. (2016). How online basic psychological need satisfaction influences self-disclosure online among Chinese adolescents: Moderated mediation effect of exhibitionism and narcissism. Frontiers in Psychology, 7, 1279.

26. Liu, R.-D., Bian, R., Gao, Q., Ding, Y., & Zhang, J. (2016). I like you more when your behaviors fit my motivational orientation: The effect of interpersonal regulatory fit on interpersonal evaluation. Personality and Individual Differences, 99(9), 166-173.

25. Fan, C., Denner, P.R., Ding, Y., & Chang, Y. (2016). The effects of two equating methods on the equivalence of the first grade DIBELS oral reading fluency probes. International Journal of Academic Research in Education and Review, 4(2), 29-46.

24. Fan, C., Bocanegra, J. O., Ding, Y., & Neill, M.W. (2016). Examining school psychologists’ perceptions of Response to Intervention (RTI) implementation. Trainers' Forum: Journal of the Trainers of School Psychologists, 35(1), 54-76.

23. Ding, Y., Salyers, K., Kozelka, S., & Laux, J. (2015). Vocational personality traits in counselor education and school psychology students. Journal of Employment Counseling, 52, 158-170.

22. Ding, Y., Liu, R.-D., McBride, C., & Zhang, D. (2015). Pinyin invented spelling in Mandarin Chinese-speaking children with and without reading difficulties. Journal of Learning Disabilities, 48(6), 635-645.

21. Liu, R.-D., Ding, Y., Gao, B.-C., & Zhang, D. (2015). The relations between number property strategies, working memory, and multiplication in Chinese elementary school students. Journal of Experimental Education, 83(3), 319-343.

20. Wang, C., Ni, H., Ding, Y., & Yi, C. (2015). Chinese teachers’ perceptions of the roles and functions of school psychological service providers in China. School Psychology International, 36(1), 77-93.

19. Zhang, D., Wang, Q., Ding, Y., & Liu, J. (2014). Testing accommodation or modification? The effects of integrated object representation on enhancing geometry performance in children with and without geometry difficulties. Journal of Learning Disabilities, 47(6), 569-583.

18. Liu, R.-D., Ding, Y., Zong, M. & Zhang, D. (2014). Concept development of decimals in elementary students: A conceptual change approach. School Science and Mathematics, 114(7), 326-338.

17. Zhang, D., Ding, Y., Barrett, D.E., Xin, Y.-P., & Liu, R.-D. (2014). A comparison of multiplication strategic development in low-achieving, average-achieving, and high-achieving students. European Journal of Psychology of Education, 29(2), 195-214.

16. Guo, J.-P., Yang, L.-Y., & Ding, Y. (2014). Effects of example variability and prior knowledge in how students learn to solve equations. European Journal of Psychology of Education, 29(1), 21-42.

15. Zhang, D., Xin, Y.-P., Harris, K., & Ding, Y. (2014). Improving multiplication strategic development in children with math difficulties. Learning Disabilities Quarterly, 37, 15-30.

14. Ding, Y., Guo, J.-P., Yang, L.-Y., Zhang, D., Ning, H., & Richman, L.C. (2013). Rapid automatized naming skills and immediate memory functions in Chinese elementary readers who read English as a second language. Journal of Learning Disabilities, 46(4), 347-362.

13. Yang, L.-Y., Guo, J.-P., Richman, L., Schmidt, F., Gerken, K., & Ding, Y. (2013). Visual skills and Chinese reading acquisition: A meta-analysis of correlation evidence. Educational Psychology Review, 25(1), 115-143.

12. Zhang, D., Ding, Y., Stegall, J. & Mo, L. (2012). The effects of visual-chunking-representation accommodation on geometry testing for students with math disabilities. Learning Disabilities Research & Practice, 27(4), 167-177.

11. Guo, J.-P., Pang, M.-F., Yang, L.-Y., & Ding, Y. (2012). Learning from comparing multiple examples: On the dilemma of “similar” or “different”. Educational Psychology Review, 24(2), 251-269.

10. Taylor, R., Ding, Y., Felt, D., & Zhang, D. (2011). Effects of Tier-I intervention on nonsense word fluency in first graders. School Psychology Forum: Research in Practice, 5(2), 54-73.

9. Ding, Y., Yang, L.-Y., Salyers, K., Harper, H., Guo, J.-P., Liu, H., & Feng, Y.-H. (2010). Assessing needs and challenges perceived by caregivers and teachers of children with autism spectrum disorder in China. Journal of International Association of Special Education, 11(1), 4-14.

8. Cochrane, W.C., Salyers, K., & Ding, Y. (2010). An examination of the preparation, supervisor’s theoretical model, and university support for supervisors of school psychology interns. Trainers’ Forum: Journal of the Trainers of School Psychology, 29(1), 6-23.

7. Ding, Y., Richman, L. C., Yang, L.-Y., & Guo, J.-P. (2010). Rapid automatized naming skills and immediate memory functions in Chinese Mandarin speaking elementary readers. Journal of Learning Disabilities, 43(1), 48-61.

6. Ding, Y., Kuo, Y.-L., & Van Dyke, D.C. (2008). School psychology in Mainland China, Hong Kong, and Taiwan: A cross-regional perspective. School Psychology International, 29(5), 529-548.

5. Ding, Y., Yang, L.-Y., Xiao, F., & Van Dyke, D.C. (2008). Post-Mao China educational services for exceptional individuals. Journal of International Association of Special Education, 8(1), 45-57.

4. Kuo, Y.-L., Tsou, S.-L., Ding, Y. (2007). Implication of creativity in gifted program: Csikszentmihalyi’s Approach. Gifted Education Quarterly (Taiwan), 103, 19-28. (In Chinese)

3. Ding, Y., Yang, L.-Y., Kuo, Y.-L., & Xiao, F. (2006). Introduction and analysis of Wechsler Intelligence Scale for Children-Fourth Edition. Chinese Journal of Special Education, 9, 35-42. (In Chinese)

2. Ding, Y., Xiao, F., & Yang, L.-Y. (2005). Development of school psychology services in foreign countries and suggestions for Chinese special education. Chinese Journal of Special Education, 65(11), 59-63. (In Chinese)

1. Ding, Y. (2001). Implementation of IEP in China: A comparison of education systems of China and the U.S. Chinese Journal of Special Education, 32(4), 56-60. (In Chinese)

Invited Book Chapters (3)

Ding, Y., & Alfonso, V.C. (2016). Overview of the Woodcock-Johnson IV: Organization, content, and psychometric properties. In D.P. Flanagan & V.C. Alfonso (Eds.), Clinical use and interpretation of the WJ-IV: Scientist-practitioner perspectives (pp. 1-30). San Diego, CA: Elsevier.

Liu, R.-D., Ding, Y., Zong, M., & Zhang, D. (2015). Effect of intervention on decimal computation in Chinese elementary students: A problem-based learning approach. In J. Middleton & J. Cai (Eds.), Design, results, and implications of large-scale studies in mathematics education (pp. 235-263). New York, NY: Springer.

Ding Y., & Zhang, D. (2014). Developmental and cultural perspectives of social and emotional development and its relation to school success. In C. Zhang, C.R. McCray, & S.-J. Cho (Eds.), Using positive behavioral supports for promoting school success from early childhood to high school for culturally and linguistically diverse students: Practices and policies (pp. 25-44). New York, NY: Peter Lang Publishing Group.

Courses

Applications of Behavior Analysis in Educational Settings (PSGE6311)

Assessment Strategies for Young Children with Disabilities (CTGE5157)

Clinical Practicum in School Psychology (PSGE7500/7501)

Cognitive Assessment (PSGE7508)

Race and Multicultural Education (EDGE6101)