Dr.
Xiao Zhang
Department of Early Childhood Education
The Hong Kong Institute of Education, Hong
Kong
Email: xiaozhang@ied.edu.hk
Qualifications
2009 Ph.D., Department of
Psychology, The University of Hong Kong, Hong Kong
1977 M.Ed., School of Psychology,
Beijing Normal University, China
1975 B.Sc., School of Psychology,
Beijing Normal University, China
Publications
(Selected)
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Zhang, X., Koponen, T., Räsänen,
P., Aunola, K., Lerkkanen, M.-K., & Nurmi, J.-E. (accepted). Linguistic and
spatial skills predict early arithmetic development via counting sequence
knowledge. Child Development. (5-Year Impact Factor = 5.700)
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Zhang, X. (in press). Family income,
parental education, and internalizing and externalizing psychopathology among
2―3-year-old Chinese children: The mediator effect of parent-child conflict.International
Journal of Psychology. (5-Year Impact Factor = 1.097)
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Georgiou, G. K., Manolitsis, G.,
Zhang, X., Parrila, R., & Nurmi, J.-E. (in press). Examining the
developmental dynamics between achievement strategies and different literacy
skills. International Journal of Behavioral Development. (5-Year
Impact Factor = 2.092)
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Liao, C.-H., Georgiou, G. K.,
Zhang, X., & Nurmi, J.-E. (2013). Cross-lagged relations between
task-avoidant behavior and literacy skills in Chinese. Learning and
Individual Differences, 25, 73-79. DOI: 10.1016/j.lindif.2013.02.003
(5-Year Impact Factor = 1.946)
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Zhang, X. (2013). The longitudinal
interplay of psychopathology and social competence during Chinese children’s
transition to preschool. Infant and Child Development, 22, 198-215. DOI:
10.1002/icd.1780 (5-Year Impact Factor = 1.497)
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Tze, V. M.-C., Klassen, R. M.,
Daniels, L. M., Li, J. C-H., & Zhang, X. (2013). A cross-cultural
validation of the Learning-Related Boredom Scale (LRBS) with Canadian and
Chinese college students.Journal of Psychoeducational Assessment, 31, 29-40.
(5-Year Impact Factor = 1.081)
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Zhang, X. (2013). Chinese
children’s relationships with mothers during the transition to nursery care:
Changes and associations with later growth in social competence. Infant
Mental Health Journal, 34, 60-71. DOI: 10.1002/imhj.21354 (5-Year Impact
Factor = 1.131).
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Zhang, X. (2013). Bidirectional
longitudinal relations between father-child relationships and Chinese
children’s social competence during early childhood. Early Childhood
Research Quarterly, 28, 83-93. DOI:
10.1016/j.ecresq.2012.06.005 (5-Year Impact Factor = 2.610)
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Zhang, X. (2012). The effects of
parental education and family income on mother-child relationships,
father-child relationships, and family environments in the People's Republic of
China. Family Process,51, 483-497. DOI:
10.1111/j.1545-5300.2011.01380.x (5-Year Impact Factor = 1.945)
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Zhang, X., Ke, X., & Yang, Z.
(2012). Correspondence and discrepancies between mothers’ and teachers’ ratings
of internalizing and externalizing psychopathology: A study of 2- and
3-year-old Chinese children. Psychological Reports. 111, 610-612.
DOI: 10.2466/03.02.15.PR0.111.5.610-612 (5-Year Impact Factor = 0.437)
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Zhang, X., Ke, X., & Wang, X.
(2012). Reliability and validity of the Parent Form of the Social Competence Scale in Chinese
preschoolers. Psychological Reports. 111, 266-268. DOI: 10.2466/03.10.11.PR0.110.2 (5-Year Impact Factor = 0.437)
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Zhang, X., & Nurmi, J.-E.
(2012). Teacher-child relationships and social competence: A two-year
longitudinal study of Chinese preschoolers. Journal of Applied
Developmental Psychology, 33, 125-135. (5-Year Impact Factor = 2.450).
DOI: 10.1016/j.appdev.2012.03.001
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Zhang, X., Nurmi, J.-E.,
Kiuru, N., Lerkkanen, M.-K., & Aunola, K. (2011). A teacher-report
measure of children's task-avoidant behavior: A validation study of the
Behavioral Strategy Rating Scale.Learning and Individual Differences, 21, 690-698.
DOI: 10.1016/j.lindif.2011.09.007 (5-Year Impact Factor = 1.946)
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Zhang, X., & Sun, J. (2011).
The reciprocal relations between teachers’ perceptions of Chinese children’s
behavior problems and teacher-child relationships in the first preschool year. The
Journal of Genetic Psychology, 172, 176-198.
DOI: 10.1080/00221325.2010.528077 (5-Year Impact Factor = 1.098)
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Zhang, X. (2011). Parent-child and
teacher-child relationships in Chinese preschoolers: The moderating role of
preschool experiences and the mediating role of social competence. Early
Childhood Research Quarterly, 26, 192-204.
DOI: 10.1016/j.ecresq.2010.09.001 (5-Year Impact Factor = 2.610)
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Zhang, X., & Chen, H. (2010).
Reciprocal influences between parents’ perceptions of mother-child and
father-child relationships: A short-term longitudinal study in Chinese
preschoolers. The Journal of Genetic Psychology, 171, 22-34.
DOI: 10.1080/00221320903300387 (5-Year Impact Factor = 1.098)