张云运，教授，博士生导师，中心科研办公室、协调发展部主任，学前评估监测负责人。教育部中小学心理健康教育专家指导委员会委员，教育部学前教育督导评估工作牵头专家，国家义务教育质量德育监测学科工具研发专家，中国心理学会校园欺凌与暴力防治专业委员会委员，中国家庭教育学会儿童早期家庭教育专业委员会理事。主持国家社科基金、教育部人文社科基金、教育部委托课题、国家卫健委委托课题、联合国儿童基金会课题、北京市教科规划等纵向项目20余项，牵头或作为核心专家研制教育部《幼儿园督导评估办法》《义务教育质量评价指南》《普通高中办学质量评价指南》等文件、国家卫生行业标准《托育机构质量评估标准》、联合国儿童基金会国际标准《早期儿童发展指数 (ECDI2030)》等，多项政策咨询报告被教育部采纳。在《Child Development》《Journal of Youth an d Adolescence》《British Journal of Educational Psychology》《心理学报》等SCI、SSCI、CSSCI期刊学术论文70余篇，多篇被新华文摘、人大复印资料全文转载。

主要研究领域包括：

1、学业与心理健康问题的评估诊断与影响机制研究（如，厌学拒学、欺凌和抑郁的共发机制等）

2、基于学校和家庭育人生态的学业与心理健康干预促进研究（如，基于班级同伴友谊网络的同伴干预等）

3、基础教育（含中小学、幼儿园）教育质量评估标准与监测方法研究（如学校文化环境评估，幼儿园过程质量智能评估等）

部分成果如下：

*代表通讯作者

Gao, Q., Zhou, Y., Zhang, L., Wang, C., Yang, Y., Liang, W., & Zhang, Y*. (2025). Longitudinal effects of peer support and classroom justice on academic engagement and disaffection among Chinese adolescents: A mediation and multigroup analysis. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.70021

Wang, C., Xin, G., Zhang, L., Zhang, Y*., & Lin, L. (2025). The impact of belief in a just world on the association between developmental trajectories of peer victimization and depressive symptoms. Applied Research in Quality of Life. https://doi.org/10.1007/s11482-025-10505-2

Zhou, Y., Zhang, L., Yang, Y., Wang, Y., & Zhang, Y*. (2025). A network approach to understanding bullying victimization and its co-occurrence with depressive symptoms among Chinese students in different developmental periods. Child Abuse & Neglect（Top期刊）, 161. Advance online publication.

Liu, H., Yang, Y., Zhang, Y*, Gao, Q., Zhang, L., Liang, W., & Zhou, Y. (2024). Gender differences in Chinese Adolescents' school refusal: A network analysis to test the contribution of individual, family, and school factors. Children and Youth Services Review, 166, Article 107295. https://doi.org/10.1016/j.chiabu.2025.107295

Qin, X., Laninga-Wijnen, L., Steglich, C., Zhang, Y*., Ren, P., & Veenstra, R. (2024). The dominance of liking: Uncovering dyadic and reputational effects of peer and perceived teacher likes and dislikes on friendship dynamics among Chinese adolescents. Journal of Youth an d Adolescence（Top期刊）. https://doi.org/10.1007/s10964-024-02104-5

Qin, X., Laninga-Wijnen, L., Steglich, C., Zhang, Y*., Ren, P., & Veenstra, R. (2024). Parents on the sidelines: The role of parental directing in Chinese adolescents' friendship dynamics related to academic achievement, aggression, and prosocial behavior. Journal of Early Adolescence. https://doi.org/10.1177/02724316241244419

Yang, Y., Liang, W., Zhang, Y*., & Wang, C. (2024). The longitudinal effect of peer-nom inated popularity on defending behaviors in Chinese adolescents: The moderating role of manipulative traits, desired popularity, and gender. Journal of Youth and Adolescence（Top期刊）, 53(3), 581–594. https://doi.org/10.1007/s10964-023-01927-y

Qin, X., Laninga-Wijnen, L., Steglich, C., Zhang, Y., Ren, P., & Veenstra, R. (2023). Does having vulnerable friends help vulnerable youth? The co-evolution of friendships, victimization, and depressive symptoms in Chinese adolescents' social networks. Child Development（Top期刊）, 94(6), 1531–1549. https://doi.org/10.1111/cdev.13945

Liang, W., Yang, Y., Zhang, Y*., Zhang, L., Wang, C., & Chen, J. (2023). Clique hierarchy moderates the association between social preference and defending behaviors in early adolescence: The role of gender differences. Journal of Youth and Adolescence（Top期刊）, 52(11), 2285–2299. https://doi.org/10.1007/s10964-023-01825-3

Wang, C., Xin, G., Zhang, L., Liu, H., Yang, Y., & Zhang, Y*. (2023). Developmental interactions between peer victimization and depressive symptoms in adolescents: A latent change score analysis. Development and Psychopathology, 37(1), 207–221. https://doi.org/10.1017/S0954579423001529

Wang, C., Yang, Y., Jiang, Z., Niu, X., Liu, Y., Jia, X., Lin, L., & Zhang, Y*. (2022). The impact of impulsivity and academic achievement on suicidal ideation in adolescents: A cross-lagged panel analysis. Journal of Early Adolescence, 42(8), 969–994. https://doi.org/10.1177/02724316221088754

Guo, X., Zhang, Y*., Chen, Y., & Zhang, L. (2022). School victimization and self-esteem: Reciprocal relationships and the moderating roles of peer support and teacher support. Aggressive Behavior, 48(2), 187–196. https://doi.org/10.1002/ab.22009

Qin, X., Kaufman, T., Laninga-Wijnen, L., Ren, P., Zhang, Y*., & Veenstra, R. (2021). The Impact of Academic Achievement and Parental Practices on Depressive Symptom Trajectories Among Chinese Adolescents. Research on child and adolescent psychopathology, 49(10), 1359–1371. https://doi.org/10.1007/s10802-021-00826-9

Zhang, M., Liu, H., & Zhang, Y* (2020). Adolescent social networks and physical, verbal, and indirect aggression in China: The moderating role of gender. Frontiers in Psychology, 11.  https://doi.org/10.3389/fpsyg.2020.00658

Zhang, Y., Qin, X., & Ren, P. (2018). Adolescents' academic engagement mediates the association between Internet addiction and academic achievement: The moderating effect of classroom achievement norm. Computers in Human Behavior（Top期刊）, 89, 299–307. https://doi.org/10.1016/j.chb.2018.08.018

Luo, F., & Zhang, Y*. (2017). Probing the SES-achievement connection in the fast-changing society of China: A comparison of urban, rural, and migrant students. Asia Pacific Education Review, 18(1), 101–113. https://doi.org/10.1007/s12564-017-9472-y

张云运, 张其文, 张李斌, 任萍, 秦幸娜, 常睿生. (2022). 青少年友谊网络与受欺凌的共同变化关系:一项纵向社会网络分析研究. 心理学报, 54(9), 1048–1058.

张李斌, 张其文, 王晨旭, 张云运*. (2023). 社会网络视角下儿童青少年同伴关系网络与欺凌相关行为的共同变化关系. 心理科学进展, 31(3), 416–427.

白玉萍, 张云运*, 王晨旭, 张李斌. (2024). 校园欺凌识别标准与分层防控体系构建的国际经验与启示. 中国教育学刊, (377), 25–31. https://doi.org/CNKI:SUN:ZJYX.0.2024-09-010

辛国刚, 张李斌, 常睿生, 张云运*. (2023). 青少年早期受欺凌发展轨迹：抑郁、自尊和学业成就的预测作用. 心理发展与教育, 39(4), 568–579.https://doi.org/10.16187/j.cnki.issn1001-4918.2023.04.13

李莉, 李倩倩, 阮世芳, 张云运*. (2025). 师幼互动质量与儿童发展的领域内和跨领域关联——基于国内外45项实证研究的元分析. 心理发展与教育, 41(3), 332–347. https://doi.org/10.16187/j.cnki.issn1001-4918.2025.03.04

王楠, 张云运*, Nguyen, T. P., 李莉, 赵晓婷. (2024). 自动化班级观察在师幼互动质量评估中的应用与展望. 北京师范大学学报(社会科学版), (303), 72–80. https://doi.org/CNKI:SUN:BJSF.0.2024-03-007

李莉, 王楠, 张李斌, 张云运*. (2024). 师幼互动质量与学前儿童学业能力之间关系的三水平元分析. 学前教育研究, (354), 58–72. https://doi.org/10.13861/j.cnki.sece.2024.06.010

张云运, 陈嘉仪, 杨妙, 任萍, 刘思辰. (2021). 父母学业参与、父母学业压力与青少年早期的学业投入:有调节的中介模型. 心理发展与教育, 37(2), 211–221. https://doi.org/10.16187/j.cnki.issn1001-4918.2021.02.08

张云运, 刘思辰, 任萍, 牛丽丽. (2020). 学生学业和行为特征如何影响教师支持?来自个体和圈子层面的证据. 心理发展与教育, 36(3), 318–328. https://doi.org/10.16187/j.cnki.issn1001-4918.2020.03.09

张云运, 黄美薇, 任萍, 张瑞平. (2020). 朋友的学业成就会影响我的学业成就吗?——成对友谊关系中成就目标取向的中介作用. 心理发展与教育, 36(1), 54–66. https://doi.org/10.16187/j.cnki.issn1001-4918.2020.01.07

张云运, 牛丽丽, 任萍, 秦幸娜. (2018). 同伴地位对青少年早期不同类型攻击行为发展的影响:性别与班级规范的调节作用. 心理发展与教育, 34(1), 38–48. doi:10.16187/j.cnki.issn1001-4918.2018.01.05

张云运, 骆方, 董奇, 刘方琳. (2016). 学校群体构成对流动儿童数学学业成就的影响:一项多水平分析. 心理发展与教育, 32(1), 56–64. https://doi.org/10.16187/j.cnki.issn1001-4918.2016.01.08