Biography

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)

  1. 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)
  2. 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)
  3. 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)
  4. 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)
  5. 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)
  6. 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)
  7. 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).
  8. 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)
  9. 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)
  10. 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)
  11. 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)
  12. 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
  13. 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)
  14. 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)
  15. 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)
  16. 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)


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