Dr ZHANG, Xiao
Dr ZHANG, Xiao
張曉
Associate ProfessorAcademic Unit of Human Communication, Development, and Information Sciences
Qualification
B.S.(BNU), M.Ed.(BNU), Ph.D.(HKU)
[javascript protected email address]
Phone
(852) 3917 0375
Location
Room 629, Meng Wah Complex
Research Expertise
Child Development
Early Childhood Education
Educational Psychology
Mathematics Education
Parents and Family Issues in Education
Prospective PhD/ EdD/ MPhil Applications
?I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.
Areas of Expertise
Teaching Interests:
Educational Psychology, Educational Inquiry, Child Psychology, Quantitative Research Methodologies (e.g., Longitudinal Methods), Early Childhood Development and EducationResearch Interests:
Early Mathematics, Infant-Toddler Curriculum, Socioemotional Learning, Early Childhood Development and EducationMy research interests lie in the major areas of early childhood development, learning, and education from birth through 8 years of age. I have three distinct but interrelated lines of research. In one line of research, my focus is on early mathematics. I am interested in how individual and instructional characteristics contribute to young children's acquisition of mathematical knowledge in a variety of domains including, but not limited to, number and arithmetic, measurement, geometry, and patterning. Another line of my research concerns the bioecology of early childhood development. I am fascinated by the interplay of young children and their significant others in micro- and macro-level developmental contexts (families, preschools, after-school programs, ethnical and cultural backgrounds, and historical events such as the COVID-19 pandemic). I am particularly intrigued by such interplay under crisis situations (e.g., strict lockdown) and adverse circumstances (e.g., rural, remote, lower socioeconomic status, separation from parents due to boarding or migration). Still another line of my research lies in quality care and curriculum for children aged zero to three years. I am interested in identifying the principles of quality care and the curriculum components of quality programs and embedding these principles and components into zero-to-three curriculum.
My research typically involves information from various sources, including longitudinal data of typically developing children, studies of children who have specific learning difficulty or developmental disorders, intervention programs for children from socio-economically disadvantaged backgrounds, and cross-cultural studies of Chinese and Western children.
Awards
2020 Macau Distinguished Visiting Scholar, University of Macau
2019 Faculty Outstanding Young Researcher Award. Faculty of Education, The University of Hong Kong
2018 Research Output Prize. The University of Hong Kong.
2017 GRF/ECS Merit Award. Faculty of Education, The University of Hong Kong.
2015 Quality Publication Award, Faculty of Education and Human Development, The Education University of Hong Kong.
2015 President's Award for Outstanding Performance in Research, The Education University of Hong Kong.
2010 Zhu Zhi-xian Award in Psychology.
Projects
26. 2022– 2024 Principal Investigator.The Longitudinal Interplay between Mother-child and Father-child Numeracy Activities and Young Children's Symbolic and Nonsymbolic Number Skills.General Research Fund from the Hong Kong Research Grants Council (No. **).HK$553,434.
25. 2021– 2023 Principal Investigator.Barriers and Benefits of Primary Caregivers' Involvement in Children's Education during COVID-19 School Closures.Seed Fund for Basic Research from the University of Hong Kong.HK$120,000.
24. 2021– 2023 Principal Investigator.Language Interventions for Rural Chinese Children in Boarding Preschools.Seed Fund for Translational and Applied Research from the University of Hong Kong.HK$150,000.
23. 2021 – 2023 Principal Investigator. Pattern Understanding as Precursor and Outcome of Children's Cognitive Development.General Research Fund from the Hong Kong Research Grants Council (No. **). HK$1,079,162.
22. 2020 – 2022 Principal Investigator. Home Math Activities and Children's Math Trajectories from Preschool to Primary School.Seed Fund for Basic Research from the University of Hong Kong (No. 2). HK$97,060.
21. 2020 – 2022 Principal Investigator. Transition to Boarding Preschool and Young Children's Neurophysiological and Emotional-Behavioral Development. National Natural Science Foundation of China (No. **). RMB¥580,000.
20. 2019 – 2021 Principal Investigator. Family Socioeconomic Status and Young Chinese Children's Reading, Mathematics, and Science Knowledge. Seed Fund for Basic Research from the University of Hong Kong (No. 5). HK$92,200.
19. 2018 – 2021 Principal Investigator. Why is Subtracting Different from Adding? Examining the Role of Mental Rotation ?in Performance and StrategyUse. General Research Fund from the Hong Kong Research Grants Council (No. **). HK$976,900.
18. 2018 – 2020 Principal Investigator. Mental Health Status of Rural Preschool Children Attending Boarding School versus Day School: A Longitudinal Study. Open Fund from the Key Laboratory of Mental Health, Institute of Psychology, The Chinese Academy of Sciences (No. KLMH2018K04). RMB¥60, 000.
17. 2018 – 2020 Principal Investigator. Pattern Understanding and Spatial Skills: Linkages to Reading and Arithmetic Competencies in Young Chinese Children. Seed Fund for Basic Research from the University of Hong Kong (No. 4). HK$111,050.
16. 2018 – 2020 Co-Investigator (PI: CHAN Chi-keung, Hong Kong Shue Yan University). Developing and Validating a Parent-Focused Intervention to Enhance the Executive Function Skillsof Young Chinese Children from Low-income Families. Competitive Research Funding Schemes for the Local Self-financing Degree Sector from the Hong Kong Research Grants Council (No. UGC/FDS15/H01/17). HK$937,488
15. 2016 – 2018 Principal Investigator. Cognitive Precursors of Word Reading versus Arithmetic Competencies in Chinese Young Children. Seed Fund for Basic Research from the University of Hong Kong. HK$150,000. (completed)
14. 2016 – 2017 Principal Investigator. Home Numeracy Envrionmentsand Chinese Children's Mathematics Skills. Faculty Research Fund from the University of Hong Kong. HK$30,000. (completed)
13. 2014 – 2018 Principal Investigator. Linking Quantitative, Spatial, and Linguistic Skills to Number and Arithmetic Competence: Toward a Mediation Model for Predicting Early Mathematics. Early Career Scheme from the Hong Kong Research Grants Council (No. **). HK$830,150. (completed)
12. 2014 – 2016 Co-Investigator (PI: CHAN Chi-keung, Hong Kong Shue Yan University). Executive Function Skills and Early School Success in Young Chinese Children from Low-income Families. Competitive Research Funding Schemes for the Local Self-financing Degree Sector from the Hong Kong Research Grants Council (No. UGC/FDS15/H02/14). HK$712,138. (completed)
11. 2015 – 2016 Co-Principal Investigator (PI: CHAN Wai Ling, The Education University of Hong Kong). Evaluating a Quality Infants and Toddlers Program. Funding from the Tung Wah Group of Hospitals. HK$400,000. (completed)
10. 2014 – 2015 Principal Investigator (Co-I: WONG Wang Ivy, The University of Hong Kong). Children’s Performance and Strategies in Solving Subtraction Problems: The Role of Mental Rotation Ability. Internal Research Grant from the Education University of Hong Kong. HK$100,000. (completed)
9. 2013 – 2014 Principal Investigator. Parenting and School Adjustment during the Transition to Kindergarten: A Longitudinal Study of Local and Cross-Boundary Children in Hong Kong. Internal Research Grant from the Education University of Hong Kong. HK$30,000. (completed)
8. 2013 – 2014 Co-Investigator (PIs: CHENG Pui-wah Doris and WONG Yau Ho Paul, , The Education University of Hong Kong). Implementing the Tobacco Prevention Education in Kindergartens. Funding from the Tobacco Control Office, Department of Health. HK$299,948. (completed)
7. 2013 – 2014 Principal Investigator (Co-I: LIN Dan, The Hong Kong Education University of Hong Kong). Domain-General and Domain-Specific Predictors of Early Math Competence. Internal Research Grant from the Education University of Hong Kong. HK$100,000. (completed)
6. 2013 – 2014 Principal Investigator. Development of a Measure of Early Mathematical Skills in the Chinese Context. Start-up Research Grant from the Education University of Hong Kong. HK$30,000. (completed)
5. 2012 – 2013 Principal Investigator. Spatial Skills and Mathematics Competence. Departmental Research Grant from Department of Early Childhood Education at the Education University of Hong Kong. HK$60,000 (completed).
4. 2012 – 2014 Principal Investigator. Transition to Nonparental Care: Associations with Neurobiological and Emotional-Behavioral Development during Early Childhood. National Natural Science Foundation of China (No. **), RMB¥ 230, 000 (declined by me from 2013).
3. 2010 – 2013 Principal Investigator. Shyness-Sensitivity and Achievement Motivation and Performance in Urban, Rural, and Migrant Rural Children. Foundation for Research in Education, Social Sciences, and Medicine across 13 Leading Universities in China, The Yuen Yuen Institute, Hong Kong, RMB¥5,000 (declined by me from 2012).
2. 2010 – 2011 Principal Investigator. Teacher-Child Relationships and Children’s Social Adjustment. Internal Research Grant from Beijing Normal University, RMB¥20,000 (completed).
1. 2010 – 2011 Principal Investigator. The Development of Social Competence during Early Childhood. Start-up Research Grant from Beijing Normal University, RMB¥12,000 (completed).
Publications
Peer-Reviewed Journal Articles(?indicates graduate students/postdocs/research assistants under my supervision)
80. Ren, L., Hu, B. Y., Wu, H.,Zhang, X.,Davis, A., & Hsiao, Y.-Y.(in press). Differential associations between extracurricular participation and Chinese children's academic readiness: Preschool teacher-child interactions as a moderator. Early Childhood Research Quarterly.
79. 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
78. Liu, Y., & Zhang, X.(in press). Spatial skills and counting sequence knowledge: Investigating reciprocal longitudinal relations in early years. Early Childhood Research Quarterly.
77. 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
76. Huo, S.?, &Zhang, X.(in press). Validation of the Preschool Reading Attitude Scale in young Chinese children: A longitudinal study. Reading Psychology.
75. 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 ChildPsychology, 212, 105254.DOI: 10.1016/j.jecp.2021.105254
74. 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
73. An, M.,Zhang, X., Wang, Y., Zhao, J., & Kong, L.(in press). Reciprocal relations between achievement goals and academic performance in a collectivist higher education context: A longitudinal study. European Journal of Psychology of Education.
72. 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
71. 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 EducationJournal, 49, 869-879.DOI: 10.1007/s10643-021-01217x
70. 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/edu**
69. 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.
68. Yang, X., Huo, S.?,& Zhang, X.(2021). Visual-spatialskills contribute to Chinese reading and arithmetic for different reasons: A three-wave longitudinal study. Journal of Experimental ChildPsychology, 208, 105142. DOI: 10.1016/j.jecp.2021.105142
67. 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
66. 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
65. 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
64. 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
63. 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/edu**
62. 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
61. 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
60. 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
59. 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
58. 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
57. 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
56. 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
55. 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
54. 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: 10.1177/75218
53. 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
52. 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/**.2018.**
51. 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
50. 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
49. 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
48. 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
47. 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
46. 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
45. 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
44.Ren, L., &Zhang, X.(2018). Paternal parenting, child temperament, and problem behaviour: An investigation among young Hong Kongchildren. Infant and Child Development, 27, e2065. DOI:10.1002/icd.2065
43.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:10.10?07/s10802-017-0298-1
42.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
41. 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
40. 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/dev**
39.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
38.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
37.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
36.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/**.2016.**
35.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
34.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
33.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
32.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
31.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
30.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/**.2014.915675
29.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
28.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
27.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/spq**
26.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
25.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
24.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: 10.1177/0**7007
23.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
22.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
21.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: 10.1177/3670
20. 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
19. 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
18. 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
17. 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
16. 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
15. 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
14. 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
13. 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/**.2010.528077
12. 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
11. 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: 10.1080/0022**87
10. Zhang, X.(2011). The development of social competence during early childhood: A latent growth model. Acta Psychologica Sinica, 43, 1388-1397. (In Chinese)
9. 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)
8. Zhang, X.(2010). The reliability and validity of Teacher-Child Relationship Scale. Chinese Journal of Clinical Psychology, 18, 582-583. (In Chinese)
7. 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)
6. 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)
5. 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)
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). 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)
Professional Community Services
8. 2019 – 2024 Associate Editor, Early Childhood Research Quarterly (Impact Factor = 2.835)
7.2019 –2020 Editorial Board Member, Journal of Numerical Cognition
6.2018 – 2020 Consulting Editor, Educational Psychology(Impact Factor = 1.254)
5.2016 – 2018 Associate Editor. Early Childhood Research Quarterly(Impact Factor = 2.835)
4. 2013 – 2017 Associate Editor, BMC Pediatrics (Behavior and Development Section) (Impact Factor = 1.983)
3. 2015 – 2016 Consulting Editor, Early Childhood Research Quarterly (Impact Factor = 2.835)
2. 2015 –2017 Review Editor, Frontiers in Psychology (Impact Factor = 2.129)
1. 2010 – 2013 Consulting Editor, International Journal of Psychology (Impact Factor = 1.608)
Others
2021-2023 External Examiner, School of Early Childhood Education, Gratia Christian College.
2020-2022 External Examiner, Bachelor of Education (Honours) in Early Childhood Education Programme, Caritas Institute of Higher Education
2019 Accreditation Panel Member (Early Childhood Education & Pre-University Studies), Hong Kong Council for Accreditation of Academic and Vocational Qualifications
2019 Book Reviewer, Taylor & Francis.
2017 Accreditation Panel Member (Early Childhood Education), Hong Kong Council for Accreditation of Academic and Vocational Qualifications
2014 – present Secretary-General and Executive Committee Member, Hong Kong Child-Rity Association
2015 – present Standing Committee Member, National Association for Early Childhood Family Education, The Chinese Society of Family Education
