Huifei Jiang
PhD Candidate
Arts, Design & Architecture
School of Education
Email: huifei.jiang@unsw.edu.au
Supervisors: Laura Tuohilampi, Helena Granziera
- PhD Candidate, University of New South Wales (2026-2030). Specialisation: Mathematics Education and Educational Psychology
- MEd, University of Hong Kong (2022-2023). Dean’s Honours List. Specialisation: Gifted Education
- MSc, University of Glasgow (2018-2019). Specialisation: Education
Huifei is a PhD candidate in Mathematics Education and Educational Psychology in the School of Education. Huifei’s research focuses on how personal, academic, and cultural factors shape students’ mathematics learning and well-being. Huifei is passionate about culturally responsive education and cross-cultural understandings of mathematics learning process and learning-related outcomes, contributing to more equitable and context-sensitive mathematics education. Methodologically, Huifei is proficient in mixed methods research, combining quantitative approaches such as structural equation modelling (SEM) with qualitative approaches such as thematic analysis.
- Research area
- Research outputs
- Mathematics education
- Educational psychology
- Mathematics learning processes
- Learning-related outcomes
- Cultural and contextual influences
- Zhang, K., He, W. J., & Jiang, H. F. (2026). The distinct roles of personal and perceived school intelligence mindsets in learning motivation and achievement. Journal of Intelligence, 14(5), Article 81. https://doi.org/10.3390/jintelligence14050081
- Jiang, H. F. (2025). The predictive effect of cultural orientations on Chinese gifted students’ growth mindsets. Frontiers in Education, 9, Article 1493686.
- Jiang, H. F., & Yuen, M. (2025). The challenge of achieving educational equity within gifted education programs in a Confucian society. Hong Kong Journal of Special Education, 26,30–41.
- Tuohilampi, L., & Jiang, H. F. (2024). Introducing the ProInterest model: Designing tasks for sustainable positive mathematics experiences. LUMAT: International Journal on Math, Science and Technology Education, 12(3), 9.