主持的科研项目：
1. 基于群际接触的来华留学生跨文化多维融入发展模型研究，国家社会科学基金项目一般项目
2. 吉林省大学生跨文化能力发展模型构建的实证研究，吉林省哲学社会科学规划项目一般项目

作为第一作者发表的SSCI检索论文：
1. Cao, C., & Jia, W. (2023). International students’ social use of WeChat and sociocultural adjustment: coping self-efficacy as a longitudinal mediator. Education and Information Technologies. Doi:10.1007/s10639-023-12044-5
2. Cao, C., Meng, Q. & Zhang, H. (2023). A longitudinal examination of WeChat usage intensity, behavioral engagement, and cross-cultural adjustment among international students in China. Higher Education. Doi: 10.1007/s10734-023-01029-5. 
3. Cao, C., & Meng, Q. (2022). The dual processes of health impairment and motivation in international student adjustment in China: insights from a demands-resources model. Current Psychology. DOI: 10.1007/s12144-022-03630-w
4. Cao, C., Zhang, J., & Meng, Q. (2022). A social cognitive model predicting international students’ cross-cultural adjustment in China. Current Psychology. DOI: 10.1007/s12144-022-02784-x
5. Cao, C., & Meng, Q. (2022). A systematic review of predictors of international students’ cross-cultural adjustment in China: current knowledge and agenda for future research. Asia Pacific Education Review, 23(1), 45-67.
6. Cao, C., & Zhang, J. (2022). Chinese University Faculty’s Occupational Well-Being: Applying and Extending the Job Demands–Resources Model. Journal of Career Development, 49(6), 1283-1300.
7. Cao, C., Zhu, C., & Meng, Q. (2021). Chinese International Students’ Coping Strategies, Social Support Resources in Response to Academic Stressors: Does Heritage Culture or Host Context Matter?. Current Psychology，40，242-252. 
8. Cao, C., & Meng, Q. (2020). Effects of online and direct contact on Chinese international students’ social capital in intercultural networks: testing moderation of direct contact and mediation of global competence. Higher Education, 80, 625-643.
9. Cao, C., Shang, L., & Meng, Q. (2020). Applying the Job Demands-Resources Model to exploring predictors of innovative teaching among university teachers. Teaching and Teacher Education, 89, doi: 10.1016/j.tate.2019.103009
10. Cao, C., & Meng, Q. (2020). Exploring personality traits as predictors of English achievement and global competence among Chinese university students: English learning motivation as the moderator. Learning and Individual Differences, 77, doi: /10.1016/j.lindif.2019.101814
11. Cao, C., & Meng, Q.（2020). Functional roles of mediated contact and extended mediated contact in promoting intergroup attitudes and post-conflict forgiveness: Mediating effects of cultural affinity. Current Psychology, doi: 10.1007/s12144-020-00612-8
12. Cao, C., & Meng, Q. (2020). Chinese university students’ mediated contact and global competence:   Moderation of direct contact and mediation of intergroup anxiety. International Journal of Intercultural Relations, 77, 58-68.
13. Cao, C., & Meng, Q. (2019). Mapping the paths from language proficiency to adaptation for Chinese students in a non-English speaking country: An integrative model of mediation. Current Psychology, 38(6), 1564-1575.
14. Cao, C., Meng, Q., & Shang, L. (2018). How can Chinese international students’ host-national contact contribute to social connectedness, social support and reduced prejudice in the mainstream society? Testing a moderated mediation model. International Journal of Intercultural Relations, 63, 43-52.
15. Cao, C., Zhu, C., & Meng, Q. (2017). Predicting Chinese international students’ acculturation strategies from socio‐demographic variables and social ties. Asian Journal of Social Psychology, 20(2), 85-96.
16. Cao, C., Zhu,  C., & Meng, Q. (2016). An exploratory study of interrelationships of acculturative stressors among Chinese students from six European Union (EU) countries. International journal of intercultural relations, 55, 8-19：

作为通讯作者发表的SSCI学术论文：
1. Zhang, J., Cao, C., Shen, S., & Qian, M. (2019). Examining effects of self-efficacy on research motivation among chinese university teachers: Moderation of leader support and mediation of goal orientations. The Journal of Psychology, 153(4), 414-435.