Xin Liu

Bilde av Xin Liu
English version of this page
Besøksadresse Moltke Moes vei 35 Niels Henrik Abels hus 0851 Oslo
Postadresse Postboks 1099 Blindern 0317 Oslo


Xin is a postdoctoral researcher at the Department of Teacher Education and School Research (ILS), University of Oslo I, working on the  MATHMot Project . She received her PhD in Educational Sciences from Ghent University, Belgium, and her dissertation focused on linking TALIS and PISA data to explore how student, teacher, and school characteristics relate to academic achievement.

Academic interests

  • ​Instructional quality and teacher effectiveness

  • Socioeconomic status in educational equity

  • Motivation

  • Teacher well-being and career development

  • International large-scale analysis

  • Educational measurement and assessment

  • Cross-cultural comparative education

  • Structural equation modelling

  • Multilevel analysis

  • Longitudinal analysis


  • 2022, Ph.D. in Educational Sciences, Ghent University, Belgium

  • 2018, M.Sc., International Master’s Program in Educational Research (IMER), University of Gothenburg, Sweden

  • 2011, B.Eng., Measurement and Control Technology and Instruments, Northeast Petroleum University, China

  • 2009, B.A., English Education & B.Ed., Applied Psychology (Double Degree), Harbin Normal University, China


  • 2020, Grant for a long stay abroad, Research Foundation – Flanders (FWO), Belgium

  • 2019, Outstanding Leader of Chinese Student and Scholar Association, Education Section, Embassy of the People’s Republic of China in the Kingdom of Belgium, Belgium                                                         
  • 2018, China Council Scholarship, Ministry of Education, China
  • 2016, Swedish Institute Study Scholarships (SISS), Swedish Institute, Sweden                                                                       
  • 2014, Outstanding University Teachers’ Ethics, Department of Education of Heilongjiang Province, China
  • 2014, Outstanding Female Teacher, Daqing Vocational College, China
  • 2013, Annual Prize for Student Counselor, Daqing Vocational College, China                                  
  • 2013, Excellent Young Staff, Daqing Vocational College, China    
  • 2012, Excellent Class Tutor, Daqing Vocational College, China
  • 2011, Excellent Student Counselor, Daqing Vocational College, China    

Positions held

  • 2022-        , Postdoctoral Research Fellow, University of Oslo, Norway

  • 2018-2019, Vice-chairman of Chinese Student and Scholar Association Ghent (ChiSAG), Belgium
  • 2016-2016, Co-founder, Mentoris Education AB, Sweden                  
  • 2011-2017, Lecturer, Daqing Vocational College, China


Liu, X., Valcke, M., Yang Hansen, K., & De Neve, J. (2022). Does school-level instructional quality matter for school mathematics performance? Comparing teacher data across seven countries. Sustainability14(9), 5267. 

Liu, X., Valcke, M., Yang Hansen, K., & De Neve, J. (2022). Exploiting the linked TALIS and PISA data in examining school effects: a case study of Singapore. Frontiers in Education, 7.

Zhou, N., & Liu, X.* (2022). The Study in the Profiles of Secondary Teachers’ Instructional Quality and their Relationship with Self-efficacy and Job Satisfaction: Based on the TALIS 2018 Shanghai Data. Shanghai Research on Education, 2022(1), 55-59.

Yang Hansen, K., Radišić, J., Ding, Y., & Liu, X. (2022). Contextual effects on Student’s Achievement and Academic Self-concept in Sweden, Norway, and China. Large-scale Assessments in Education 10, 16.

Liu, X. (2022). Understanding Teaching Practice Across the Confucian Countries/Regions: Insights from TALIS 2018. 16th Annual International Technology, Education and Development Conference, 4526-4530.

Liu, X., Yang Hansen, K., Valcke, M., & De Neve, J. (2022). Measuring Instructional Quality and Exploring Factors Related to Mathematics Performance. 16th Annual International Technology, Education and Development Conference, 4574-4581.

Zhou, N, Liu, X., Jin, X(2022). Teachers’ perceptions of instruction quality and self-efficacy in Singapore. 2022 European Conference on Educational Research (ECER)-European Educational Research Association (EERA), Accepted.

Chen, S., Ding, Y., & Liu, X. (2021). Development of the growth mindset scale: Evidence of structural validity, measurement model, direct and indirect effects in Chinese samples. Current Psychology, 2021, 1-15.

Liu, X., & Tang, M. (2021). East meets West: teaching motivation, instructional quality, and academic achievers, the19th Biennial EARLI Conference for Research on Learning and Instruction, 278–278.

Tang, M., Liu, X., & Luo, Y. (2021). Exploring the dimensions and the scale of deep reading literacy in Chinese secondary school students. In EDULEARN21 proceedings: 13th International Conference on Education and New Learning Technologies, 4691–4696.

Liu, X., Yang Hansen, K., Valcke, M., & De Neve, J. (2021). Evaluating the Factor Structure and Measurement Invariance of Instructional Quality in Mathematics Education across Countries. 14th annual International Technology, Education and Development Conference, 1249-1256.

Liu, X., Valcke, M., Yang Hansen, K., & De Neve, J. (2020). A Technical Report on Linking TALIS 2013 and PISA 2012: Developing a Multi-level Perspective on the Student, Teacher and School-level Variables Related to Mathematics Achievement. EDULEARN 2020 Proceedings,12th International Conference on Education and New Learning Technologies, 7147-7153.

Yang Hansen, K., Radišić, J., Liu, X., & Natasha Glassow, L. (2020). Exploring diversity in the relationships between teacher quality and job satisfaction in the Nordic countries: insights from TALIS 2013 and 2018. In T. Frones (Ed.), Equity, equality and diversity in the Nordic model of education (pp. 99–137). Springer.

Key words

EKVALEA , ILSA, instructional quality, motivation, mathematics competence, educational  equity, comparative education, teacher effectiveness, educational measurement and evaluation multilevel analysis, structural equation modeling


Emneord: LEA, ILSA, EKVA, PISA, TALIS, instructional quality, motivation, teacher effectiveness, equity, educational measurement, educational evaluation
Publisert 21. nov. 2022 11:02 - Sist endret 22. nov. 2022 13:54