Publications

Research Themes

Early Childhood Mathematics

Ecology of Early Childhood Development

Quality of Infant-Toddler Programs

Motivation and Learning

Peer-Reviewed Journal Articles

（⸸ indicates graduate students/postdocs/research assistants under Prof. Zhang's supervision)

Early Childhood Mathematics

44. Zhang, X., Zou, X.⸸, Hu, B. Y., & Wang, Z.⸸ (in press). Early home numeracy activities and children's third-grade symbolic and nonsymbolic math skills: A 5-year longitudinal study. Developmental Psychology.
43. Zhou, L.⸸, & Zhang, X. (in press). The longitudinal relationship between repeating patterning and L2 English reading in Chinese preschool children: A random-intercept cross-lagged panel model. Journal of Educational Psychology.
42. Liu, Y., Zhang, X.,& Xiao, N. (2025). Early predictors of mathematics learning difficulty in rural Chinese children. Learning and Individual Differences, 118, 102630. DOI: 10.1016/j.lindif.2025.102630
41. Ouyang, X.⸸, Zhang, X., Zhang, Q., de la Torre, J., & Min, S. (2024). Subtypes of mathematics disability: A new classification method based on cognitive diagnostic models and their cognitive-linguistic correlates. Journal of Educational Psychology, 116, 396-410. DOI:10.1037/edu0000829
40. Ouyang, X.⸸, Zou, X.⸸, & Zhang, X. (2024). General cognitive and numerical precursors of mathematical difficulty in kindergarten children at risk for dyscalculia. Learning and Individual Differences, 114, 102514. DOI:10.1016/j.lindif.2024.102514
39. Huo, S.⸸, & Zhang, X. (in press). Direct and indirect effects of visual pattern understanding on word reading in Chinese kindergarten children. Early Childhood Research Quarterly.
38. Zhan, P., Chen, Q., Wang, S., & Zhang, X. (in press). Longitudinal joint modeling for assessing parallel interactive development of latent ability and processing speed using responses and response times. Behavior Research Methods. DOI: 10.3758/s13428-023-02113-5.
37. Chen, X.⸸, Yang, Y.⸸, & Zhang, X. (2024). Validating a measure of growing pattern understanding in Chinese preschool children. Early Childhood Research Quarterly, 67, 24-33. DOI: 10.1016/j.ecresq.2023.11.006.
36. Zou, X.⸸, Zhang, X., Xie, W.⸸, & Xiao, N.⸸ (2023). Cross-lagged associations between father-child numeracy activities and very young children's number competence. Journal of Applied Developmental Psychology, 87,101567. DOI: 10.1016/j.appdev.2023.101567
35. Ouyang, X.⸸, Zhang, X., Räsänen, P., Koponen, T., & Lerkkanen, M.-K. (2023). Subtypes of mathematical learning disability and their antecedents: A cognitive diagnostic approach. Child Development, 94, 633-647. DOI: 10.1111/cdev.13884
34. Yang, Y.⸸, Zhang, X., & Huo, S.⸸ (2023). Pathways to arithmetic, geometry, and measurement in peschool children: The role of general cognitive and language skills. Early Childhood Research Quarterly, 62, 315-323. DOI: 10.1016/j.ecresq.2022.09.007
33. Zou, X.⸸, Zhang, X., & Ouyang, X.⸸ (2022). The interplay between father-child and mother-child numeracy activities and preschool children's mathematical skills. Contemporary Educational Psychology, 71, 102123. DOI: 10.1016/j.cedpsych.2022.102123
32. Ouyang, X.⸸, Zhang, X., & Zhang, Q. (2022). Spatial skills and number skills in preschool children: The moderating role of spatial anxiety. Cognition, 225, 105165. DOI: 10.1016/j.cognition.2022.105165
31. Liu, Y., & Zhang, X. (2022). Spatial skills and counting sequence knowledge: Investigating reciprocal longitudinal relations in early years. Early Childhood Research Quarterly, 59, 1-11. DOI: 10.1016/j.ecresq.2021.09.013
30. Ren, L., Hu, B. Y., Wu, H., Zhang, X., Davis, A., & Hsiao, Y.-Y. (2022). Differential associations between extracurricular participation and Chinese children's academic readiness: Preschool teacher-child interactions as a moderator. Early Childhood Research Quarterly, 59, 134-147. DOI: 10.1016/j.ecresq.2021.11.006
29. Ren, L., Hu, B. Y., & Zhang, X.(2021). Disentangling the relations between different components of family socioeconomic status and Chinese preschoolers' school readiness. Family Process, 60, 216-234. DOI: 10.1111/famp.12534
28. Ouyang, X.⸸, Yang, Y.⸸, Zhang, X., & Zhang, Q. (2021). Longitudinal relations between the approximate number system and symbolic number skills in preschool children. Journal of Experimental Child Psychology, 212, 105254. DOI: 10.1016/j.jecp.2021.105254
27. Wang, S., Hu, B. Y., & Zhang, X. (2021). Kindergarteners' spatial skills and their reading and math achievement in second grade. Early Childhood Research Quarterly, 57, 156-166. DOI: 10.1016/j.ecresq.2021.06.002
26. Ouyang, X.⸸, Zhang, X., Zhang, Q., & Zou, X.⸸ (2021). Antecedents and consequences of young children's interest in mathematics. Early Childhood Research Quarterly, 57, 51-60. DOI: 10.1016/j.ecresq.2021.05.005
25. Huo, S.⸸, Zhang, X., & Law, Y. K. (2021). Pathways to word reading and calculation skills in young Chinese children: From biologically primary skills to biologically secondary skills. Journal of Educational Psychology, 113, 230-247. DOI: 10.1037/edu0000647
24. Li, H., Sun, J., & Zhang, X. (2021). Editorial: Multidisciplinary approaches to understanding early development of spatial skills: Advances in linguistic, behavioral, and neuroimgaing studies. Frontiers in Psychology, 12, 544543. DOI: 10.3389/fpsyg.2021.666382.
23. Yang, X., Huo, S.⸸, & Zhang, X. (2021). Visual-spatial skills contribute to Chinese reading and arithmetic for different reasons: A three-wave longitudinal study. Journal of Experimental Child Psychology, 208, 105142. DOI: 10.1016/j.jecp.2021.105142
22. Xiao, N.⸸, & Zhang, X.(2021). Interest in spatial activities predicts young children's spatial ability development: A two-year longitudinal study. Contemporary Educational Psychology, 64, 101943. DOI: 10.1016/j.cedpsych.2021.101943
21. Hu, B. Y., Li, Y., Zhang, X., Roberts, S. K., & Vitiello, G. (2021). The quality of teacher feedback matters: Examining Chinese teachers' use of feedback strategies in preschool math lessons. Teaching and Teacher Education, 98, 103253. DOI: 10.1016/j.tate.2020.103253
20. Zhang, X., Hu, B. Y., Zou, X.⸸, & Ren, L.(2020). Parent-child number application activities predict children's math trajectories from preschool to primary school. Journal of Educational Psychology, 112, 1521-1531. DOI: 10.1037/edu0000457
19. Zhang, L., Wang, W., & Zhang, X. (2020). The effect of finger gnosis on young Chinese children's addition skills. Frontiers in Psychology, 11, 544543. DOI: 10.3389/fpsyg.2020.544543
18. Zhang, X., Yang, Y.⸸, Zou, X.⸸, Hu, B. Y., & Ren, L.(2020). Measuring preschool children's affective attitudes toward mathematics. Early Childhood Research Quarterly, 53, 413-424. DOI: 10.1016/j.ecresq.2020.05.012
17. Yang, X., Zhang, X., Huo, S, & Zhang, Y.(2020). Differential contributions of cognitive precursors to symbolic versus non-symbolic numeracy in young Chinese children. Early Childhood Research Quarterly, 53, 208-216. DOI: 10.1016/j.ecresq.2020.04.003
16. Zhang, X., Räsänen, P., Koponen, T., Aunola, K., Lerkkanen, M.-K., & Nurmi, J.-E. (2020). Early cognitive precursors of children's mathematics learning disability and persistent low achievement: A 5-year longitudinal study. Child Development, 91, 7-27. DOI: 10.1111/cdev.13123
15. Zhang, X., Hu, B. Y., Ren, L., & Zhang, L. (2019). Family socioeconomic status and Chinese children's early academic development: Examining child-level mechanisms. Contemporary Educational Psychology, 59, 101792. DOI: 10.1016/j.cedpsych.2019.101792
14. Liu, Y.⸸, Zhang, X., Song, Z., & Yang, W. (2019). The unique role of father-child numeracy activities in number competence of very young Chinese children. Infant and Child Development, 28, e2135. DOI: 10.1002/icd.2135
13. Zhang, X., Hu, B. Y., Ren, L., Huo, S.⸸, & Wang, M. (2019). Young Chinese children's academic skill development: Identifying child-, family-, and school-level factors. New Directions for Child and Adolescent Development, 163, 9-37. DOI: 10.1002/cad.20271
12. Zhang, X., Hu, B. Y., Ren, L., & Fan, X. (2018). Sources of individual differences in young Chinese children's reading and mathematics skill: A longitudinal Study. Journal of School Psychology, 71, 122-137. DOI: 10.1016/j.jsp.2018.10.008
11. Zhang, X. (2018). Letter-name knowledge longitudinally predicts young Chinese children's Chinese word reading and number competencies in a multilingual context. Learning and Individual Differences, 65, 176-186. DOI:10.1016/j.lindif.2018.06.004
10. Zhang, X., & Lin, D. (2018). Cognitive precursors of word reading versus arithmetic competencies in young Chinese children. Early Childhood Research Quarterly, 42, 55-65. DOI:10.1016/j.ecresq.2017.08.006
9. Zhang, X., Räsänen, P., Koponen, T., Aunola, K., Lerkkanen, M.-K., & Nurmi, J.-E. (2017). Knowing, applying, and reasoning about arithmetic: Roles of domain-general and numerical skills in multiple domains of arithmetic learning. Developmental Psychology, 53, 2304-2318. DOI:10.1037/dev0000432
8. Zhang, X., Hu, B. Y., Ren, L., & Fan, X. (2017). Pathways to reading, mathematics, and science: Examining domain-general correlates in young Chinese children. Contemporary Educational Psychology, 51, 366-377.DOI:10.1016/j.cedpsych.2017.09.004
7. Huang, Q.⸸, Zhang, X., Liu, Y.⸸, Yang, W., & Song, Z. (2017). The contribution of parent-child numeracy activities to young Chinese children's mathematical ability. British Journal of Educational Psychology, 87, 328-344. DOI:10.1111/bjep.12152
6. Zhang, X., & Lin, D. (2017). Does growth rate in spatial ability matter in predicting early arithmetic competence? Learning and Instruction, 49, 232-241. DOI:10.1016/j.learninstruc.2017.02.003
5. Liu, Y.⸸, Lin, D., & Zhang, X. (2016). Morphological awareness longitudinally predicts counting ability in Chinese kindergarteners. Learning and Individual Differences, 47, 215-221. DOI:10.1016/j.lindif.2016.01.007
4. Lin, D., Sun, H., & Zhang, X. (2016). Bidirectional relationship between visual spatial skills and Chinese character reading in Chinese kindergartners: A cross-lagged analysis. Contemporary Educational Psychology, 46, 94-100. DOI:10.1016/j.cedpsych.2016.04.008
3. Zhang, X. (2016). Linking language, visual-spatial, and executive function skills to number competence in very young Chinese children. Early Childhood Research Quarterly, 36, 178-189. DOI:10.1016/j.ecresq.2015.12.010
2. Zhang, X., & Lin, D. (2015). Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic. Contemporary Educational Psychology, 41, 188-197. DOI: 10.1016/j.cedpsych.2015.01.005
1. Zhang, X., Koponen, T., Räsänen, P., Aunola, K., Lerkkanen, M.-K., & Nurmi, J.-E. (2014). Linguistic and spatial skills predict early arithmetic development via counting sequence knowledge. Child Development, 85, 1091–1107. DOI: 10.1111/cdev.12173

Ecology of Early Childhood Development

42. Liu, C.⸸, Zhang, X., & Cheung, W. M. (in press). The longitudinal interplay of mothers' and fathers' literacy teaching and Chinese preschool children's literacy interest and word reading abilities. Reading and Writing. DOI: 10.1007/s11145-024-10619-3
41. Liu, J.⸸, Li, H.⸸, Zhang, X., & Zhang, Z. (in press). Preschool teachers' beliefs about, and practices of, online teaching during the COVID-19 pandemic: The role of psychological distress and professional identity. Early Childhood Education Journal. DOI: 10.1007/s10643-024-01805-7
40. Yan, J.⸸, Zhang, X., Xiao, N.⸸, Zou, X.⸸, Li, H.⸸, & Wang, Y. (in press). Cross-lagged association between caregiver-child and teacher-child relationships and approaches to learning in rural preschoolers: The moderating role of boarding status. Early Education and Development.
39. Li, H.⸸, Lam, S. M., Zhang, X., & Bao, M. (2024). Home literacy environments and Chinese preschool children's literacy trajectories: Examining the unique contributions of fathers versus mothers. Learning and Individual Differences, 102489. DOI: 10.1016/j.lindif.2024.102489.
38. Li, H.⸸, Peng, A.⸸, & Zhang, X. (2024). Parents' psychological distress during COVID-19: Correlates and relations with parents' engagement in early education. Early Education and Development, 35(5), 914-932. DOI: 10.1080/10409289.2024.2336658.
37. Ouyang, X.⸸, Zhang, X.,Zhang, Q., Gong, X., & Zhang, R. (2024). Preschool children's screen time during the COVID-19 pandemic: Associations with family characteristics and children's anxiety/withdrawal and approaches to learning. Current Psychology, 43, 18659-18673. DOI: 10.1007/s12144-023-04783-y
36. Justice, L., Zhang, X., & Steed, E. A. (2024). COVID-19 and early childhood education: Implications for research, practice, and policy. Early Childhood Research Quarterly, 66, 109–111. DOI: 10.1016/j.ecresq.2023.09.003
35. Xie, W.⸸, Zhang, X.,Xiao, N.⸸, & Zou, X.⸸(2023). The role of dependency-oriented parenting in the intergenerational transmission of dependency: An actor-partner interdependence model. Journal of Family Psychology, 37, 1169–1178. DOI: 10.1037/fam0001105
34. Li, H.⸸, Law, W., Zhang, X., & Xiao, N. (2023). Social support and emotional well-being among boarders and day school students: A two-wave longitudinal study. Children and Youth Services Review, 155, 107217. DOI: 10.1016/j.childyouth.2018.03.052
33. Xiao, N.⸸, Chen, J., Justice, L., & Zhang, X. (2023). Children's learning experiences in rural boarding preschools: Classroom quality and associations with developmental outcomes. Early Education and Development, 34, 1612–1630. DOI: 10.1080/10409289.2022.2139545
32. Yang, Y.⸸, Zhang, X., Xie, W.⸸, Li, J., & Wang, Y. (2023). Transitions in patterns of caregiver involvement before and during the COVID-19 pandemic: A latent transition analysis. Early Childhood Research Quarterly, 65, 23–31. DOI: 10.1016/j.ecresq.2023.05.006
31. Zhang, R.,Zhang, X., Xiao, N.⸸, Ren, P., & Li, X. (2023). Parenting practices and rural Chinese children's self-control and problem behaviors: A comparison of left-behind and non-left-behind children. Journal of Child and Family Studies, 32, 704–715. DOI: 10.1007/s10826-022-02422-x
30. Zhang, X.(2022). Household chaos and caregivers' and young children's mental health during the COVID-19 pandemic: A mediation model. Journal of Child and Family Studies, 31,1547–1557. DOI: 10.1007/s10826-022-02283-4
29. Zhang, X.(2022). Caregivers’ perceived changes in engaged time with preschool-aged children during COVID-19: Familial correlates and relations to children’s learning behavior and emotional distress. Early Childhood Research Quarterly, 60, 319-331. DOI: 10.1016/j.ecresq.2022.03.001
28. Zhang, X.(2021). Barriers and benefits of primary caregivers' involvement in children's education during COVID-19 school closures. International Journal of Disaster Risk Reduction, 66, 102570. DOI: 10.1016/j.ijdrr.2021.102570
27. Tan, F., Gong, X.,Zhang, X., & Zhang, R. (2021). Preschoolers' approaches to learning and family-school connections during COVID-19: An empirical study based on a Wuhan sample. Early Childhood Education Journal, 49, 869-879.DOI: 10.1007/s10643-021-01217x
26. Xiao, N.⸸, Che, Y.⸸, Zhang, X., Song, Z., Zhang, Y., & Yin, S.(2020). Father-child literacy teaching activities as a unique predictor of Chinese preschool children's word reading skills. Infant and Child Development, 29, e2183. DOI: 10.1002/icd.2183
25. Ren, L., & Zhang, X. (2020). Antecedents and consequences of organized extracurricular activities among Chinese preschoolers in Hong Kong. Learning and Instruction, 65, 101267. DOI: 10.1016/j.learninstruc.2019.101267
24. Liu, T., Zhang, X., & Jiang, Y. (2020). Family socioeconomic status and the cognitive competence of very young children from migrant and non-migrant Chinese families: The mediating role of parenting self-efficacy and parental involvement. Early Childhood Research Quarterly, 51, 229-241. DOI: 10.1016/j.ecresq.2019.12.004
23. Hu, B. Y., Wu, H., Curby, T. W., Wu, Z., & Zhang, X. (2018). Teacher-child interaction quality, attitudes toward reading, and literacy achievement of Chinese preschool children: Mediation and moderation analysis. Learning and Individual Differences, 68, 1-11. DOI: 10.1016/j.lindif.2018.09.004
22. Wu, Z., Hu, B. Y., Fan, X., Zhang, X., & Zhang, J. (2018). The associations between social skills and teacher-child relationships: A longitudinal study among Chinese preschool children. Children and Youth Services Review, 88, 582-590. DOI: 10.1016/j.childyouth.2018.03.052
21. Ren, L., & Zhang, X. (2018). Paternal parenting, child temperament, and problem behaviour: An investigation among young Hong Kong children. Infant and Child Development, 27, e2065. DOI:10.1002/icd.2065
20. Zhang, X. (2015). Difficult temperament moderates the effect of family conflict on Chinese children’s behavior problems and social competence during the transition to nursery care. Journal of Family Violence, 30, 501-513. DOI: 10.1007/s10896-015-9693-y
19. Ren, L., Zhang, X., Yang, W., & Song, Z. (2018). Relations among parenting, child behavioral regulation and early competencies: A study on Chinese preschoolers. Journal of Child and Family Studies, 27, 639-652. DOI:10.1007/S10826-017-0898-y
18. Ren, L., Zhang, X., Zhou, N., & Ng, M. L. (2017). Interactive effects between maternal parenting and negative emotionality on social functioning among very young Chinese children. Early Education and Development, 28, 21-40. DOI:10.1080/10409289.2016.1191001
17. Kiuru, N., Laursen, B., Aunola, K., Zhang, X., Lerkkanen, M.-K., Tolvanen, A., & Nurmi, J.-E. (2016). Positive teacher affect and maternal support facilitate adjustment after the transition to first grade. Merrill-Palmer Quarterly, 62, 158-178. DOI:10.13110/merrpalmquar1982.62.2.0158
16. Zhang, X.(2014). 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, 49, 30-37. DOI: 10.1002/ijop.12013
15. 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
14. 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
13. 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
12. 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
11. 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
10. 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
9. 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
8. Zhang, X. (2011). The development of social competence during early childhood: A latent growth model. Acta Psychologica Sinica, 43, 1388-1397. (In Chinese)
7. Zhang, X. (2010). The reliability and validity of Teacher-Child Relationship Scale. Chinese Journal of Clinical Psychology, 18, 582-583. (In Chinese)
6. Zhang, X., Chen, H., Zhang, Y., & Sun, B. (2009). Family income and social competence in early childhood: Examining mediation and moderation effects. Acta Psychologica Sinica, 41, 613-623. (In Chinese)
5. Zhang, X., Chen, H., Zhang, G., Zhou, B., & Wu, W. (2008). A longitudinal study of parent-child relationships and problem behaviors in early childhood: Transactional models. Acta Psychologica Sinica, 40, 571-582. (In Chinese)
4. Zhang, X., & Chen, H. (2008). Relational and individual predictors of children's early social competence. Psychological Development and Education, 24, 19-24. (In Chinese)
3. Zhang, X., Chen, H., Zhang, G., Zhou, B., & Wu, W. (2008). The reliability and validity of Early Father-Child Relationship Scale in China. Chinese Journal of Clinical Psychology, 16, 13-21. (In Chinese)
2. Zhang, X., & Chen, H. (2006). A review of studies on children’s early teacher-child relationships. Psychological Development and Education, 22, 120-124. (In Chinese)
1. Zhang, X., Wang, X., & Chen, H. (2006). 3–7-year-old children’s social development in North China. Journal of Innermongolia Normal University, 12, 43-46. (In Chinese)

Quality of Infant-Toddler Programs

10. Xiao, N.⸸, Zhang, X., Xie, W.⸸, Chan, W. L., & Liu, T. (in press). Towards home-school partnership: Parents' perspective on school-based parent activities in childcare centers in Hong Kong. Educational Studies. DOI: 10.1080/03055698.2024.2424536
9. Xie, W.⸸, Zhang, X., Xiao, N.⸸, & Chan, W. L. (2021). Need for and concerns about non-parental childcare programs for infants and toddlers in Hong Kong: Voices of parents. Children and Youth Services Review, 131, 106260. DOI: 10.1016/j.childyouth.2021.106260
8. Liu, T., Zhang, X., Zhao, K., & Chan, W. (2020). Teacher-child relationship quality and Chinese toddlers' developmental functioning: A cross-lagged modelling approach. Children and Youth Services Review, 116, 105192. DOI: 10.1016/j.childyouth.2020.105192
7. Zhang, X., & Chan, W. L. (2019). Effectiveness of the SIME program for infants and toddlers in center-based settings. Research on Social Work Practice, 29, 644-662. DOI: 10.1177/1049731518775218
6. Zhang, X. (2015). The differential role of symptoms of anxiety and social withdrawal in Chinese children’s dependency on their teachers during the transition to nursery care. Early Education and Development, 26, 956-969. DOI:10.1080/10409289.2014.915675
5. 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. DOI:10.1016/j.appdev.2012.03.001
4. 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
3. 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
2. Zhang, X., Wang, X., & Chen, H. (2010). Temperament and early teacher-child relationships: The moderating role of family affective environment. Acta Psychologica Sinica, 42, 768-778. (In Chinese)
1. Zhang, X., Chen, H., & Zhang, G. (2008). Children’s relationships with mothers and teachers: Linkages to problem behavior in their first preschool years. Acta Psychologica Sinica, 40, 418-426. (In Chinese)

Motivation and Learning

13. An, M.,Zhang, X., Wang, Y., & Zhao, J. (2023). Achievement goals among Chinese college students: Longitudinal measurement invariance and latent growth analysis. Current Psychology, 42, 24013–24024.DOI: 10.1007/s12144-022-03466-4
12. An, M.,Zhang, X., Wang, Y., Zhao, J., & Kong, L. (2022). Reciprocal relations between achievement goals and academic performance in a collectivist higher education context: A longitudinal study. European Journal of Psychology of Education, 37, 971–988. DOI: 10.1007/s10212-021-00572-y
11. Huo, S.⸸, & Zhang, X.(2022). Validation of the Preschool Reading Attitude Scale in young Chinese children: A longitudinal study. Reading Psychology, 43, 129-150. DOI: 10.1080/02702711.2021.2008071
10. An, M., Zhang, X., & Ching, F. N. Y. (2021). Pre-service teachers' career values as determinants of career choice satisfaction: A hierarchical regression analysis. The Asia-Pacific Education Researcher, 30, 431-442. DOI: 10.1007/s40299-020-00529-7
9. An, M.,& Zhang, X. (2018). Identifying the validity and reliability of a self-report motivation instrument for health-promoting lifestyles among emerging adults. Frontiers in Psychology, 9, 1222. DOI: 10.3389/fpsyg.2018.01222
8. Wang, C., Zhang, X., & Yao, M. (2019). Enhancing Chinese college students' transfer of learning through service-learning. Studies in Higher Education, 44, 1316-1331. DOI: 10.1080/03075079.2018.1435635
7. Lam, S.-f., Law, W., Chan, C.-K., Zhang, X., & Wong, B. P. H. (2018). Will victims become aggressors or vice versa? A cross-lagged analysis of school aggression. Journal of Abnormal Child Psychology, 42, 529-541. DOI:10.1007/s10802-017-0298-1
6. Yang, Z., Chen, H., Zhang, X., Wang, R., & Ding, J. (2016). The online version of the Chinese Intolerance of Uncertainty Scale: Psychometric properties. Cyberpsychology, Behavior, and Social Networking, 19, 217-222. DOI:10.1089/cyber.2015.0149
5. Lam, S.-f., Law, W., Chan, C.-K., Wong, B. P. H., & Zhang, X. (2015). A latent class growth analysis of school bullying and its social context: The self-determination theory perspective. School Psychology Quarterly, 30, 75-90. DOI: 10.1037/spq0000067
4. Georgiou, G. K., Manolitsis, G., Zhang, X., Parrila, R., & Nurmi, J.-E. (2013). Examining the developmental dynamics between achievement strategies and different literacy skills. International Journal of Behavioral Development, 37, 173-181. DOI: 10.1177/0165025413477007
3. 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
2. 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. DOI: 10.1177/0734282912443670
1. 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

Publications

Research Themes

Peer-Reviewed Journal Articles

（⸸ indicates graduate students/postdocs/research assistants under Prof. Zhang's supervision)

44. Zhang, X., Zou, X.⸸, Hu, B. Y., & Wang, Z.⸸ (in press). Early home numeracy activities and children's third-grade symbolic and nonsymbolic math skills: A 5-year longitudinal study. Developmental Psychology.

43. Zhou, L.⸸, & Zhang, X. (in press). The longitudinal relationship between repeating patterning and L2 English reading in Chinese preschool children: A random-intercept cross-lagged panel model. Journal of Educational Psychology.

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