部门：暨南大学广东智慧教育研究院

  职称：讲师

  学位：博士学位

梁倩茹，暨南大学广东智慧教育研究院讲师，硕士研究生导师，香港大学教育学院全奖博士、博士后、讲师。2025年入选国家教育部和广东省重大人才引进项目。研究方向聚焦教育测评、智慧教育、认知诊断、数字素养及学生福祉等，依托统计方法与智能技术，探索21世纪技能的测评与发展路径。近年来在Computers in Human Behavior、Journal of Educational and Behavioral Statistics、IEEE Transactions on Knowledge and Data Engineering等国际知名期刊发表论文多篇。2025 年荣获美国教育学研究协会（AERA）认知与测评小组（Cognition and Assessment SIG）杰出博士论文奖。主持广东省哲学社会科学基金学科共建项目一项。曾任AIED 2024海报组联合主席，现担任香港赛马会基金会与香港大学“路由青年”项目教育测量顾问（2024-2027）。

*通讯作者

[1] Chen, L. L., Guo, Z., & Liang, Q*. (2026). Gender differences in digital literacy: A systematic and meta-analytic review across developmental stages and socio-cultural contexts. Frontiers in Psychology. 17, 1673694. https://doi.org/10.3389/fpsyg.2026.1673694

[2] Liang, Q., Tao, S., Pan, Q., Lan, M., Guo, Z., Li, W., Li, Y., Tan, C. Y., & Law, N. (2025). Mitigating cyberbullying’s impact on children’s well-being: The roles of digital literacy and cognitive emotion regulation. Humanities and Social Sciences Communications. https://doi.org/10.1057/s41599-025-06395-2

[3] Pan, Q., Lan, M., Tan, C. Y., Tao, S., Liang, Q., & Law, N. (2025). Development and validation of a digital resilience scale for primary and secondary school students. BMC Psychology, 13, 1412. https://doi.org/10.1186/s40359-025-03739-0

[4] Pan, Q., Tao, S., Liang, Q., Lan, M., Law, N., & Tan, C. Y. (2025). Cyberbullying probability, not frequency, predicts mental health: a gendered investigation of individual, familial, and school-level predictors. Educational Psychology, 1–24. https://doi.org/10.1080/01443410.2025.2559175

[5] Liu, Z., Guo, T.*, Liang, Q.*, Hou, M., Zhan, B., Tang, J. Luo, W., & Weng, J. (2025). Deep learning based knowledge tracing: A review, a tool and empirical studies. IEEE Transactions on Knowledge and Data Engineering. https://doi.org/10.1109/TKDE.2025.3552759

[6] Liu, Z., Huang, S., Guo, T., Hou, M., Liang, Q.(2025). A prompt-driven framework for multi-domain knowledge tracing. Machine Learning. 114(87). https://doi.org/10.1007/s10994-024-06660-6

[7] Pan, Q., Reichert, F., Liang, Q., de la Torre, J., & Law, N. (2025). Measuring digital literacy across ages and over time: Development and validation of a performance-based assessment. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13592-8

[8] Liang, Q., de la Torre, J., Larimer, M. E., & Mun, E.-Y. (2024). Mental health symptom profiles over time: A three-step latent transition cognitive diagnosis modeling analysis with covariates. In M. Stemmler, W. Wiedermann, & F. Huang (Eds.), Dependent data in social sciences research: Forms, issues, and methods of analysis(2nd ed.). Springer, Cham. https://doi.org/10.1007/978-3-031-56318-8_22

[9] Tao, S., Lan, M., Tan, C. Y., Liang, Q., Pan, Q., & Law, N. (2024). Adolescents’ cyberbullying experience and well-being: Sex difference in the moderating role of cognitive-emotional regulation strategy. Computers in Human Behavior, 153, 108122. https://doi.org/10.1016/j.chb.2023.108122

[10] Pan, Q., Lan, M., Tan, C. Y., Tao, S., Liang, Q., & Law, N. (2024). Protective factors contributing to adolescents’ multifaceted digital resilience for their wellbeing: A socio-ecological perspective. Computers in Human Behavior, 155, 108164. https://doi.org/10.1016/j.chb.2024.108164

[11] Tan, C.Y., Pan, Q., Tao, S., Liang, Q., Lan, M., Feng, S., Cheung, H.S., & Liu, D. (2024) Conceptualization, measurement, predictors, outcomes, and interventions in digital parenting research: A comprehensive umbrella review. Educational Research Review, 45, 100647, https://doi.org/10.1016/j.edurev.2024.100647

[12] Liang, Q., de la Torre, J., & Law, N. (2023). Latent transition cognitive diagnosis model with covariates: A three-step approach. Journal of Educational and Behavioral Statistics, 48(6).https://doi.org/10.3102/10769986231163320

[13] Law, N., Pan, Q., Tao, S., Liang, Q., Chen, L. L., Rao, N., Reichert, F., & de la Torre, J. (2023). Hong Kong Students’ Digital Citizenship Development 2019-2021. Findings From a Longitudinal Study. HKU Data Repository. https://doi.org/10.25442/hku.22085738.v3

[14] Liang, Q., de la Torre, J., & Law, N. (2021). Do background characteristics matter in children’s mastery of digital literacy? A cognitive diagnosis model analysis. Computers in Human Behavior, 122, 106850. https://doi.org/10.1016/j.chb.2021.106850

[1] 广东省哲学社会科学规划2024 年度学科共建项目《学生数字素养发展的性别与年龄差异的元分析研究》（GD24XJY46）

[2] 暨南大学中央高校基本科研业务费项目《基于考虑协变量的纵向认知诊断模型的数字素养测评研究》（21624324）

[3] 浙江省全省智能教育技术与应用重点实验室开放研究基金《基于认知诊断的AI辅助数学学习干预研究》（2025ZNJYKF017）

[1] Liang, Q., & de la Torre, J. (2025). LTCDM: Latent Transition Cognitive Diagnosis Model with Covariates (LTCDM). R package version 1.1.0. https://CRAN.R-project.org/package=LTCDM.

[2] 梁倩茹，毛佳宁，杜景萍。一种考虑学生影响因素的跨时间点认知诊断方法： 202510046717.8，2025-09.

[3] 梁倩茹,龚洁芸，杜景萍，毛佳宁。一种基于似然的认知诊断Q矩阵估计方法：202511106894.7，2025-10.

[4] 杜景萍，梁倩茹，毛佳宁。一种面向多群组的带协变量的认知诊断偏差校正方法：202510991117.9，2025-10.

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