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Professor ZHANG, Li-fang

Personal Particulars

Professor ZHANG, Li-fang

張麗芳

M.A. (Shanghai Normal University), M.A. (The University of Iowa), Ph.D. (The University of Iowa)

Professor


Associate Editor
- Educational Psychology (January 2012 - )
- Journal of Educational Psychology (January 2015 - )

Educational Board Membership
- Educational Psychology Review
- Journal of Cognitive Education and Psychology
- PsyCh Journal
- Asian Journal of Education
- Thinking Skills and Creativity

Visiting Fellow, Faculty of Education, University of Cambridge, 2014.
Visiting Fellow, Teachers College, Columbia University, New York City, NY, U.S.A. Feb. 1, 2012-August 31, 2012.
Visiting Professor. The College of Education and Human Sciences, University of Nebraska, November 2010.
Honorary Chair Professor, School of Education, Shanghai Normal University.
Honorary Professor. School of Psychology, Southwest University. P.R. China. October 2010 -.
Visiting Professor, Center for the Psychology of Abilities, Competencies, and Expertise, Tufts University, Medford, MA, U.S.A. September 1, 2008-September 1, 2009.
Visiting Professor, Center for the Psychology of Abilities, Competencies, and Expertise, Yale University, New Haven, CT, U.S.A. August 2003-January 2004.

Head of Division

Division of Learning, Development and Diversity

Tel: (852) 3917 2522

Location: Room 521, Meng Wah Complex

Areas of Expertise:

Cross-cultural Research on 1) Learning, Development, and Performance among Students; 2) Psychological Well-being and Organizational Commitment among Academics.

Areas of Expertise

Teaching Areas:
Educational Psychology, Psychological Assessment, Student Development

Research Interests:
Cross-cultural investigations of 1) individual differences (e.g., intellectual styles, creativity, giftedness, motivation, personality, metacognition, cognitive distortion, critical thinking, and defense mechanisms) in human learning, development, and performance; 2) leadership, psychological well-being, and organizational commitment in the academic profession.

Awards
  • Outstanding Research Output Prize (for The Malleability of Intellectual Styles, Zhang, 2013; Cambridge University Press). The University of Hong Kong. March 2015.
  • Doris Zimmern HKU-Cambridge Hughes Hall Fellowship: 2013-2014.
  • Ranked in the top 1% scholars in the world (Database: the ISI's Essential Science Indicators, 2009)
  • Outstanding Research Output Prize (for The Nature of Intellectual Styles, Zhang & Sternberg, 2006; Lawrence Erlbaum Associates). The University of Hong Kong. November 2007.
Projects
Research Projects
  1. Organizational commitment and job satisfaction in the academy
  2. Mental flexibility and metacognition as keys to positive university learning outcomes.
  3. Promoting creative thinking in higher education.
  4. Intellectual styles and university outcomes.
  5. Intellectual styles and moral reasoning among university students.
  6. Psychosocial development among university students.
  7. School teachers' and university academics' intellectual styles and psychological well-being.
Publications
BOOKS

a)  Scholarly Books

  • Zhang, L. F. (under contract). The value of intellectual styles. New York: Cambridge University Press.
  • Zhang, L. F. (2013). The malleability of intellectual styles. Cambridge University Press. NY: New York.
  • Zhang, L. F., Sternberg, R. J., & Rayner, S. (Eds.)(2012). Handbook of Intellectual Styles: Preferences in Cognition, Learning, and Thinking. Springer Publishing Company: New York.
  • Zhang, L. F., & Sternberg, R. J. (Eds.) (2009). Perspectives on the nature of intellectual styles. Springer Publishing Company: New York.
  • Zhang, L. F., & Sternberg, R. J. (2006). The nature of intellectual styles. Mahwah, NJ: Lawrence Erlbaum.
  • Sternberg, R. J., & Zhang, L. F. (2001). Perspectives on thinking, learning, and cognitive styles (Edited). Mahwah, NJ: Lawrence Erlbaum.


b)  Translated scholarly book

  • Zhang, L. F., & Sternberg, R. J. (2010). The nature of intellectual styles. Mahwah, NJ: Lawrence Erlbaum Associates. Shanghai People’s Press. Shanghai: P. R. China. (Translated by Fan, W. Q., He, Y. F., Wu, G. H., & Ye, S. Q.)


c)  Textbooks

  • Zhang, L. F., Biggs, J., & Watkins, D. (2010). Learning and development of Asian students: What the 21st century teacher needs to think about. Pearson Prentice Hall: Jurong, Singapore.

 

SPECIAL JOURNAL ISSUE
  • Zhang, L. F. (Guest Editor, 2014).  University student learning and development.  Special issue in Journal of Cognitive Education and Psychology.

 

ARTICLES

a)  Encyclopedic Entries

  • Zhang, L. F. (2015). Erikson’s theory of psychosocial development. In: James D. Wright (editor-in-chief), International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Vol 7. Oxford: Elsevier. pp. 938–946.
  • Zhang, L. F. (2012). Culture and learning in Asian societies. In J. Banks (Ed.), Encyclopedia of Diversity in Education, Sage.
  • Zhang, L. F., & Sternberg, R. J. (2010). Learning in a cross-cultural perspective. International Encyclopaedia of Education, 3rd Edition (Learning and Cognition). In Eva Baker, Penelope Peterson and Barry McGaw (Eds.), International Encyclopedia of Education, 3rd Edition (Learning and Cognition), Volume 5, 450-456. Oxford: Elsevier.
  • Zhang, L. F., & Sternberg, R. J. (2009). Intellectual styles and creativity. In T. Rickards, M.A. Runco, & S. Moger (Eds.), The Routledge companion to creativity (pp. 256-266). New York: Routledge.

b)  Selected from over 100 refereed International Journal Articles

  • Zhang, L. F. (2013). Conceptions of creativity among Hong Kong university students. Educational Psychology, 33 (5), 521-539.
  • Zhang, L. F. (2013). Psychosocial development and the Big Five personality traits among Chinese university students. Learning and Individual Differences, 23, 163-167.
  • Zhang, L. F. (2012). Personality traits and occupational stress among Chinese academics. Educational Psychology, 32 (7), 807-820.
  • Zhang, L. F. (2012). Why schools should care about intellectual styles. Journal of Cognitive Education and Psychology, 11 (3), 256-270.
  • Zhang, L. F. (2011). Teaching Styles and Conceptions of Effective Teachers: Tibetan and Han Chinese Academics Compared. Learning and Individual Differences, 21 (5), 619-623.
  • Zhang, L. F. (2011). The developing field of intellectual styles: four recent endeavours. Learning and Individual Differences, 21, 311-318.
  • Zhang, L. F. (2010). Further Investigating Thinking Styles and Psychosocial Development in the Chinese Higher Education Context. Learning and Individual Differences, 20, 593-603.
  • Zhang, L. F. (2010). Do thinking styles contribute to metacognition beyond self-rated abilities? Educational Psychology, 30 (4), 481-494.
  • Zhang, L. F. (2009). Anxiety and thinking styles. Personality and Individual Differences, 47, 347-351.
  • Zhang, L. F. (2009). From conceptions of effective teachers to styles of teaching: Implications for higher education. Learning and Individual Differences, 19, 113-118.
  • Zhang, L. F. (2008). Thinking styles and identity development among Chinese university students. The American Journal of Psychology, 121 (2), 255-271.
  • Zhang, L. F. (2008). Cognitive distortions and autonomy among Chinese university students. Learning and Individual Differences, 18, 279-284.
  • Zhang, L. F. (2007). From career personality types to preferences for teachers' teaching styles: A new perspective on style match. Personality and Individual Differences, 43, 1863-1874.
  • Zhang, L. F. (2007). Revisiting thinking styles' contributions to the knowledge and use of and attitudes towards computing and information technology. Learning and Individual Differences, 17, 17-24.
  • Zhang, L. F. (2006). Thinking styles and the big five personality traits revisited. Personality and Individual Differences, 40(6) 1177-1187.
  • Zhang, L. F. (2006). Does student-teacher style match/mismatch matter in students' achievement? Educational Psychology, 26 (3) 395-409.
  • Zhang, L. F. (2005). Validating the theory of mental self-government in a non-academic setting. Personality and Individual Differences, 38, 1915-1925.
  • Zhang, L. F., & Sternberg, R. J. (2005). A threefold model of intellectual styles. Educational Psychology Review, 17 (1) 1-53.
  • Zhang, L. F. (2004). Learning approaches and career personality types: Biggs and Holland united. Personality and Individual Differences, 37, 65-81.
  • Zhang, L. F. (2004). Thinking styles: University students' preferred teaching styles and their conceptions of effective teachers. The Journal of Psychology, 138 (3) 233-252.
  • Zhang, L.F. (2003). Contributions of thinking styles to critical thinking dispositions. The Journal of Psychology, 137 (6) 517-544.
  • Zhang, L. F. (2003). Are parents' and children's thinking styles related? Psychological Reports, 93, 617-630.
  • Zhang, L. F. (2002). The role of thinking styles in psychosocial development. Journal of College Student Development, 43 (5) 696-711.
  • Zhang, L. F. (2002). Thinking styles and cognitive development. Journal of Genetic Psychology, 163 (2) 179-195.
  • Zhang, L. F. (2001). Thinking styles, self-esteem, and extracurricular experiences. International Journal of Psychology, 36 (2) 100-107.
  • Zhang, L. F. (2001). Thinking styles and personality types revisited. Personality and Individual Differences, 31 (6) 883-894.
  • Zhang, L. F. (2000). University students' learning approaches in three cultures: An investigation of Biggs's 3P model. The Journal of Psychology, 134 (1), 37-55.
  • Zhang, L. F. (2000). Are thinking styles and personality types related? Educational Psychology, 20 (3) 271-283.
  • Zhang, L. F. (1999). A comparison of U.S. and Chinese university students' cognitive development: The cross-cultural applicability of Perry's theory. The Journal of Psychology, 133 (4) 425-439
  • Zhang, L. F. (1999). Further cross-cultural validation of the theory of mental self-government. The Journal of Psychology, 133 (2) 165-181
  • Zhang, L. F., & Hood, A. B. (1998). Cognitive development of students in China and the U.S.A.: Opposite directions? Psychological Reports, 82, 1251-1263
  • Zhang, L. F., & Sternberg, R. J. (1998). The pentagonal implicit theory of giftedness revisited: A cross validation in Hong Kong. Roeper Review, 21 (2) 149-153.
  • Zhang, L. F. & Sachs, J. (1997). Assessing thinking styles in the theory of mental self-government: A Hong Kong validity study. Psychological Reports, 81, 915-928.

 

BOOK CHAPTERS

Scholarly Book Chapters

  • Zhang, L. F. (in press). Thinking styles in student learning and development. In P. Jarvis (Ed.), The Routledge International Handbook on Learning.
  • Zhang, L. F., & Sternberg, R. J. (2009). Revisiting the value issue in intellectual styles. In L. F. Zhang and R. J. Sternberg (Eds.), Perspectives on the nature of intellectual styles. Springer Publishing Company: New York. (pp. 63-85)
  • Zhang, L. F., & Sternberg, R. J. (2009). Preface. In L. F. Zhang and R. J. Sternberg (Eds.), Perspectives on the nature of intellectual styles. Springer Publishing Company: New York. (pp. xi-xv)
  • Zhang, L. F., & Sternberg, R. J. (2009). Epilogue--Intellectual styles: Nehru jacket or solid blue blazer? In L. F. Zhang and R. J. Sternberg (Eds.), Perspectives on the nature of intellectual styles. Springer Publishing Company: New York. (pp. 291-298)
  • Zhang, L. F. (in press). Predicting preferred teaching styles from career personality types. In F. Columbus (Ed.) Contemporary issues in higher education, Huntington, New York: NOVA Science Publishers, Inc.
  • Zhang, L. F., & Sternberg, R. J. (2005). The role of individual differences in approaches to learning. In P. Jarvis, & S. Parker (Eds.) Human learning: A holistic approach (pp. 66-86). New York: Taylor & Francis, Inc.
  • Zhang, L. F. (2002). Are developmental psychology and differential psychology related? In R. Nata (Ed.). Progress in Education. (pp. 63-92). Huntington, New York: NOVA Science Publishers, Inc.
  • Zhang, L. F., & Sternberg, R. J. (2001). Thinking styles across cultures: Their relationships with student learning. In R. J. Sternberg & L. F. Zhang (Eds.) Perspectives on thinking, learning, and cognitive styles. (pp. 197-226). Mahwah, NJ: Lawrence Erlbaum.

Textbook Chapters

  • Zhang, L. F., Biggs, J., & Watkins, D. (2010). Preface. In L. F. Zhang, J. Biggs, and D. Watkins (Eds.), Learning and development of Asian students: What the 21st century teacher needs to think about. (xi-xiii). Pearson Prentice Hall: Jurong, Singapore.
  • Zhang, L. F., & Biggs, J. (2010). Teaching for better learning and development. In L. F. Zhang, J. Biggs, and D. Watkins (Eds.), Learning and development of Asian students: What the 21st century teacher needs to think about. (337-355). Pearson Prentice Hall: Jurong, Singapore.
  • Zhang, L. F., & Chan, D. W. (2010). Intelligence revisited. In L. F. Zhang, J. Biggs, and D. Watkins (Eds.), Learning and development of Asian students: What the 21st century teacher needs to think about. (109-141). Pearson Prentice Hall: Jurong, Singapore.
  • Zhang, L. F., & Watkins, D. (2010). What do today's teachers of Asian students need to think about? In L. F. Zhang, J. Biggs, and D. Watkins (Eds.), Learning and development of Asian students: What the 21st century teacher needs to think about. (1-12). Pearson Prentice Hall: Jurong, Singapore.

 

MAGAZINE ENTRY
  • Higgins, P., & Zhang, L. F. (November 13, 2008). Thinking styles of human resource practitioners. People Management Magazine.
Professional Community Services
Editorial Responsibilities

a) Associate Editor

  • Educational Psychology (January 2012 - )
  • Journal of Educational Psychology (January 2015 - )

b)  Educational Board Membership

  • Educational Psychology Review
  • Journal of Cognitive Education and Psychology
  • PsyCh Journal
  • Asian Journal of Education

c)  Ad hoc Reviews (*stands for multiple reviews)

  • Adult Development*
  • Asia Pacific Education Review*
  • Brain and Cognition
  • Cognition and Instruction
  • Curriculum Forum
  • Educational Psychology*
  • Educational Psychology Review*
  • Educational Research Journal*
  • European Journal of Personality
  • Higher Education*
  • International Journal of Testing
  • International Journal of Educational Research
  • Journal of Educational Computing Research
  • Journal of Educational Psychology
  • Journal of Experimental Psychology: Applied
  • Learning and Individual Differences*
  • Learning and Instruction*
  • Personality and Individual Differences*
  • Psychological Reports*
  • Psychological Bulletin*
  • Psychology of Aesthetics, Creativity, and the Arts
  • Social Behavior and Personality: an international journal*
  • Spanish Journal of Psychology
  • Teaching and Learning in Medicine
  • The American Journal of Psychology
  • Thinking Skills and Creativity*
  • International Journal of Behavioral Development
  • Asian Journal of Social Psychology*
  • Journal of Cognitive Education and Psychology*
  • Journal of Advanced Academics
  • International Journal of Science and Mathematics Education academics'
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