Παρακολούθηση
Xiao Zhang
Xiao Zhang
Faculty of Education, The University of Hong Kong
Η διεύθυνση ηλεκτρονικού ταχυδρομείου έχει επαληθευτεί στον τομέα hku.hk - Αρχική σελίδα
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Παρατίθεται από
Παρατίθεται από
Έτος
Linguistic and spatial skills predict early arithmetic development via counting sequence knowledge
X Zhang, T Koponen, P Räsänen, K Aunola, MK Lerkkanen, JE Nurmi
Child Development, 2014
2562014
The reciprocal relations between teachers’ perceptions of children's behavior problems and teacher–child relationships in the first preschool year
X Zhang, J Sun
The Journal of genetic psychology 172 (2), 176-198, 2011
1702011
Parent–child and teacher–child relationships in Chinese preschoolers: The moderating role of preschool experiences and the mediating role of social competence
X Zhang
Early Childhood Research Quarterly 26 (2), 192-204, 2011
1532011
Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic
X Zhang, D Lin
Contemporary Educational Psychology 41, 188-197, 2015
1272015
Early cognitive precursors of children's mathematics learning disability and persistent low achievement: A 5‐year longitudinal study
X Zhang, P Räsänen, T Koponen, K Aunola, MK Lerkkanen, JE Nurmi
Child development 91 (1), 7-27, 2020
1192020
A longitudinal study of parent-child relationships and problem behaviors in early childhood: Transactional models
X Zhang, H Chen, G Zhang, B Zhou, W Wu
Acta Psychologica Sinica, 571-582, 2008
119*2008
Teacher–child relationships and social competence: A two-year longitudinal study of Chinese preschoolers
X Zhang, JE Nurmi
Journal of Applied Developmental Psychology 33 (3), 125-135, 2012
1162012
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.
X Zhang
Family Process 51 (4), 483-497, 2012
1152012
A Latent Class Growth Analysis of School Bullying and Its Social Context: The Self-Determination Theory Perspective.
S Lam, W Law, CK Chan, BPH Wong, X Zhang
School Psychology Quarterly, 2015
1142015
Linking language, visual-spatial, and executive function skills to number competence in very young Chinese children
X Zhang
Early Childhood Research Quarterly 36, 178-189, 2016
962016
Family income, parental education and internalizing and externalizing psychopathology among 2–3‐year‐old Chinese children: The mediator effect of parent–child conflict
X Zhang
International Journal of Psychology 49 (1), 30-37, 2014
942014
A teacher-report measure of children's task-avoidant behavior: A validation study of the Behavioral Strategy Rating Scale
X Zhang, JE Nurmi, N Kiuru, MK Lerkkanen, K Aunola
Learning and Individual Differences 21 (6), 690-698, 2011
882011
Knowing, applying, and reasoning about arithmetic: Roles of domain-general and numerical skills in multiple domains of arithmetic learning.
X Zhang, P Räsänen, T Koponen, K Aunola, MK Lerkkanen, JE Nurmi
Developmental psychology 53 (12), 2304, 2017
862017
Bidirectional longitudinal relations between father–child relationships and Chinese children's social competence during early childhood
X Zhang
Early Childhood Research Quarterly 28 (1), 83-93, 2013
832013
Reciprocal influences between parents’ perceptions of mother-child and father-child relationships: A short-term longitudinal study in Chinese preschoolers
X Zhang, H Chen
The Journal of genetic psychology 171 (1), 22-34, 2010
802010
The contribution of parent–child numeracy activities to young Chinese children's mathematical ability
Q Huang, X Zhang, Y Liu, W Yang, Z Song
British Journal of Educational Psychology 87 (3), 328-344, 2017
792017
The associations between social skills and teacher-child relationships: A longitudinal study among Chinese preschool children
Z Wu, BY Hu, X Fan, X Zhang, J Zhang
Children and Youth Services Review 88, 582-590, 2018
772018
Parent–child number application activities predict children’s math trajectories from preschool to primary school.
X Zhang, BY Hu, X Zou, L Ren
Journal of Educational Psychology 112 (8), 1521, 2020
642020
Does growth rate in spatial ability matter in predicting early arithmetic competence?
X Zhang, D Lin
Learning and Instruction 49, 232-241, 2017
642017
Pathways to reading, mathematics, and science: Examining domain-general correlates in young Chinese children
X Zhang, BY Hu, L Ren, X Fan
Contemporary Educational Psychology 51, 366-377, 2017
622017
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