Ivy Xingya XU


Ph.D., George Mason
CKB 330b
3943 1183
2603 5019

Brief Introduction

Dr. Xu obtained her Ph.D. degree in Educational Psychology and Research Methodology in the College of Education and Human Development at George Mason University. Her primary research areas combine education and educational psychology theories with various learning contexts and platforms (e.g., informal learning practices, classroom argumentation, and programs) in order to gain a better understanding of how learners' non-cognitive factors may influence their learning and growth. She is currently focusing on young adults' psychological and identity development, as well as how their multiple identities (e.g., through the lens of intersectionality) intertwine with their agency and personal values and beliefs, especially in this ever-changing and interconnected age. She hopes that her research will help young people find their value in personal growth, achieve their dreams with agency and power, and live a happy, fulfilling, and meaningful life that is based on their personal beliefs.

Teaching Areas

  • PSYC3550- Educational Psychology
  • PSYC2050- Psychological Testing
  • PSYC2300- Basic Learning Processes
  • PSYC5123- Educational Psychology
  • UGED2591- Personal Growth
  • PSYC5010- Research Methods 1
  • PSYC6010- Research Methods 2

Research Interests

Motivation (e.g., achievement goal orientations, socio-cognitive theory, expectancy-value theory, and sociocultural theory), Beliefs (e.g., ability mindsets/implicit theories of intelligence and epistemic beliefs/epistemic cognition), Agency, Identity development, Personal growth, and Reflective practices.


  • Xu, X., & Hjalmarson, M. (2022). Education Doctoral Students’ Self-Study of Their Identity Development: A Thematic Review. International Journal of Doctoral Studies17, 201-225
  • Xu, X., Bland, L. C., Kusano, S. M., & Johri, A. (2017, June). The Development of Engineering Students' Metacognitive Skills in Informal Engineering Learning Activities. In 2017 ASEE Annual Conference & Exposition.
  • Bland, L. C., Kusano, S. M., Xu, X., & Johri, A. (2017, June). Examining learner-driven constructs in co-curricular engineering environments: The role of student reflection in assessment development. In 2017 ASEE Annual Conference & Exposition.
© Copyright The Chinese University of Hong Kong- Psychology Department