1. Home
  2. About the Faculty
  3. People
  4. Faculty Academics

Professor ZHANG, Li-fang

Professor ZHANG, Li-fang

Professor ZHANG, Li-fang

張麗芳



Editor-in-Chief
- [Oxford] Encyclopedia of Educational Psychology

Associate Editor
- Educational Psychology (January 2012 - )
- Journal of Educational Psychology (January 2015 - )
- Journal of Cognitive Education and Psychology (July 2017 - )

Educational Board Membership
- Educational Psychology Review
- 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.

Professor

Academic Unit of Human Communication, Learning, and Development

Qualification

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

Email

[javascript protected email address]

Phone

(852) 3917 2522

Location

Room 521, Meng Wah Complex

Research Expertise

  • Culture and Cultural Studies
  • Educational Psychology
  • Higher Education Policy and Practice
  • International and Comparative Education
  • Learning Sciences

Prospective PhD/ EdD/ MPhil Applications

I am not taking on graduate supervision in 2025-2026.

Links

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.

  • Faculty Outstanding Researcher Award (2017).
  • 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.

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.
  8. Academic Profession in the Knowledge-based Society

Encyclopedia

  • Zhang, L. F. (Editor-in-chief, 2021): The Oxford Encyclopedia of Educational Psychology. New York: Oxford University Press.

 

Scholarly Books

  1. Zhang, L. F. (2017). The value of intellectual styles. New York: Cambridge University Press. (Published on September 21, 2017) (389 pages)
  2. Zhang, L. F. ( 2013). The malleability of intellectual styles. New York: Cambridge University Press. (Published August 31, 2013) (368 pages)
  3. Zhang, L. F., Sternberg, R. J., & Rayner, S. (Eds. 2012). Handbook of Intellectual Styles: Preferences in Cognition, Learning, and Thinking. New York: Springer Publishing Company.
  4. Zhang, L. F., & Sternberg, R. J. (Eds.) (2009). Perspectives on the nature of intellectual styles. New York: Springer Publishing Company.
  5. Zhang, L. F., & Sternberg, R. J. (2006). The nature of intellectual styles. Mahwah, NJ: Lawrence Erlbaum Associates. (235 pages).
  6. Sternberg, R. J., & Zhang, L. F. (2001). Perspectives on thinking, learning, and cognitive styles (Edited). Mahwah, NJ: Lawrence Erlbaum. (276 pages)

 

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.)

 

Textbook

  • 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 Issue of Journal

  • Zhang, L. F. (Guest Editor, 2015). University student learning and development. Special issue in Journal of Cognitive Education and Psychology. Volume 14, Number 1.

 

Editorials:

  1. Zhang, L. F. (2022). The functions of non-ability attributes in education. Educational Psychology, 42 (6), 669-672.
  2. Zhang, L. F. (2021). Revisiting the role of cognition and teachers in cognitive and non-cognitive outcomes, Educational Psychology, 41 (6), 675-677.
  3. Zhang, L. F. (2020). Teachers, students, and teaching: Towards an ecological system. Educational Psychology, 40 (3), 249-252.
  4. Zhang, L. F. (2018). Editorial: On teachers and assessment. Educational Psychology, 38 (3), 261-263.

 

Encyclopedic Articles

  1. Zhang, L. F., & Sternberg, R. J. (2021).Intellectual styles. In L. F. Zhang (Editor-in-Chief), The Oxford Encyclopedia of Educational Psychology. (Vol. 1, pp.608-626). Oxford University Press.
  2. 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.
  3. Zhang, L. F. (2012). Culture and learning in Asian societies. In J. Banks (Ed.), Encyclopedia of Diversity in Education, (574-577). Thousand Oaks, CA: Sage.
  4. 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.
  5. 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.

 

Peer-reviewed International Journal Articles

  1. Li, M. T., Fan, W., Xie, Z., Zhang, L. F., & Cao, F. (2024). Emotions and beliefs in teaching: promoting job crafting among academics. Educational Psychology, 1-22.
  2. Li, M. T., Zhang, S., & Zhang, L. F. (2024). Chinese vocational college students' vocational identity and self-esteem: Dynamics obtained from latent change score modeling. Personality and Individual Differences. 229, 112746.
  3. Deng, Y., Yuan, W., Zhang, L. F., & Xie, Z. (2024). Profiles of attitudes toward inclusive education among Chinese in-service teachers: Their relationships with demographic factors and organizational commitment. Frontiers in Psychology, 15, 1391862.
  4. Zhang, L. F., Li, M. T., & Fan, W. Q. (2024). Thinking styles and career adaptability: The moderating role of perceived career support. International Journal for Educational and Vocational Guidance.
  5. Zhang, L. F., Li, M. T., Xie, Z. L., & Cao, F. (2024). Psychological ownership: Incremental validity in predicting academics’ teaching styles beyond organizational commitment. Thinking Skills and Creativity. 101526.
  6. Chen, S. Y., & Zhang, L. F. (2024). Creativity-generating research styles and professional identity among doctoral students in China’s Greater Bay Area. Thinking Skills and Creativity. 52, 101518.
  7. Yuan, W., Dong, P., Zhang, L. F., & Xie, Z. (2024). Acceptance of disability, attitudes toward disability, and coping in adolescents with visual impairments: A cross-lagged study. Rehabilitation Psychology.
  8. Xie., Z. L., Zhang, L. F., Li, M. T., & Fan, W. Q. (2024). Academic self-efficacy and organizational commitment among academics in mainland China: The mediating role of job crafting. Educational Psychology, 1-19.
  9. Cao, F., Zhang, L. F., Li, M. T., & Xie, Z. L. (2024). Subjective well-being among PhD students in mainland China: The influence of psychological capital and academic engagement. Frontiers in Psychology.
  10. Li, M. T., Fan, W. Q., & Zhang, L. F. (2023). Career adaptability and career choice satisfaction: Roles of career self-Efficacy and SES. Career Development Quarterly, 71, 300-314.
  11. Zhang, L. F. & Xie, Z. L. (2023). Research agendas and organizational commitment among academics in mainland China. Higher Education, 86, 429-448.
  12. Zhang, L. F., & Horta, H. (2023). Research agendas and job dissatisfaction among Hong Kong academics. Higher Education, 85 (1), 103-122.
  13. Zhang, L. F., Li, M. T., Fan, W. Q., Chang, B. R., & Postiglione, G. A. (2022). Thinking styles and vocational identity among senior-year students in elite universities in mainland China. Thinking Skills and Creativity, 45, 101101.
  14. Xie, Z. L., & Zhang, L. F. (2022). Attitudes towards inclusive education and organizational commitment: Comparing three types of teachers in Chinese inclusive education schools. Asia Pacific Journal of Education.
  15. Xie, Z. L., Yuan, W., & Zhang, L. F. (2022). A Cross-lagged study of psychosocial adaptation among students with visual impairments: Coping, self-esteem, and social integration. Research in Developmental Disabilities, 128, 104292.
  16. Xie, Z. L., Zhang, L. F., & Deng, M. (2022). Self-efficacy and work motivation among inclusive education teachers in China. International Journal of Disability, Development and Education.
  17. Kuan, J., & Zhang, L. F. (2022b). Educating students about time perspective and its effect on subjective well-being. Educational Psychology, 42 (5), 644-668.
  18. Xie, Q. Z., Zhang, L. F., & King, R. B. (2022). Why do students change their learning approaches? A mixed-methods study. Educational Psychology.
  19. Kuan, J., & Zhang, L. F. (2022a). Thinking styles and time perspectives. Educational Psychology, 42 (1), 119-137.
  20. Zhang, L. F. (2021). Are personality-based intellectual styles culture specific or universal?Frontiers in Psychology (Published online in October 2021).
  21. Fan, J., Zhang, L. F., & Hong, Y. (2021). The malleability of thinking styles over one year. Educational Psychology, 41 (6), 748-763.
  22. Jung, J., Horta, H., Zhang, L. F., & Postiglione, G. A. (2021). Factors fostering and hindering research collaboration with doctoral students among academics in Hong Kong. High Education.
  23. Kuan, T. Y. J., & Zhang, L. F. (2020). Thinking styles and time perspectives. Educational Psychology, 1-19.
  24. Santos, J. M., Horta, H., & Zhang, L. F. (2020). The association of thinking styles with research agendas among academics in the social sciences. Higher Education Quarterly, 74 (2), 193-210.
  25. Zhang, L. F., Horta, H., Jung, J., & Postiglione, G. A. (2020). The research-teaching nexus: Not merely an enduring myth. Higher Education Form, 17, 69-96.
  26. Zhang, L. F., Fu, M., & Li, D. T. (2020). Hong Kong academics’ perceived work environment and job dissatisfaction: The mediating role of academic self-efficacy. Journal of Educational Psychology, 112 (7) 1431-1443.
  27. Zhang, L. F. (2019). Do academics’ emotions in teaching affect their organizational commitment? Journal of Educational Psychology, 111 (7), 1317-1330.
  28. Zhang, L. F., Horta, H., Jung, J., Chen, G., & Postiglione, G. A. (2019). The role of thinking styles in program satisfaction and perceived intellectual competence among STEM doctoral students. Journal of Educational Psychology, 111 (4), 573-589.
  29. Zhang, L. F., Fu, M., Li, D. T., & He, Y. F. (2019). Emotions and teaching styles among academics: The mediating role of research and teaching efficacy. Educational Psychology. 39 (3), 370-394.
  30. Fu, M., & Zhang, L. F. (2019). Developing and validating the Career Personality Styles Inventory. Measurement and Evaluation in Counseling and Development, 52 (1), 38-51.
  31. Fu, M., Zhang, L. F., & Li, B. (2019) Revisiting the congruence-satisfaction relationship: The role of external forces. Journal of Career Development,46 (3), 203-218.
  32. Horta, H., Jung, J., Zhang, L. F., & Postiglione, G. A. (2019). Academics’ job-related stress and institutional commitment in Hong Kong universities. Tertiary Education and Management, 25 (4), 327-348.
  33. Fan, J., Zhang, L. F., & Chen, C. (2018). Thinking styles: Distinct from personality? Personality and Individual Differences, 125, 50-55.
  34. Yuan, W., & Zhang, L. F., (2018). Thinking styles and academic stress coping among Chinese secondary school students. Educational Psychology, 37 (8), 1015-1025.
  35. Yuan, W., Zhang, L. F., & Li, B. (2018). Adapting the Brief COPE for Chinese adolescents with visual impairment. Journal of Visual Impairment and Blindness, 111 (1), 20-32.
  36. Cheng, S. Y., & Zhang, L. F. (2017). Thinking styles and quality of university life among deaf, hard-of-hearing, and hearing students. American Annals of the Deaf, 162 (1), 8-23.
  37. Fu, M. , Zhang, L. F., & Li, B. (2019) Revisiting the congruence-satisfaction relationship: The role of external forces. Journal of Career Development, 46 (3), 203-218.
  38. Zhang, L. F., Evans, C., & Postiglione, G. A. (2017). Do Organizational Commitments Matter in Teaching Approaches among Academics in Elite Higher Educational Institutions in Beijing? Educational Psychology, 37 (7), 778-791.
  39. Zhang, L. F. (2016). Do personality traits matter in Chinese academics’ teaching approaches? Journal of Cognitive Education and Psychology, 15 (3), 464-476.
  40. Zhang, L. F. (2016). An alternative form of Defense Mechanisms Inventory: Assessing Chinese university students. Educational Psychology, 36 (10), 1790-1806.
  41. Zhang, L. F. (2015). Do academics’ personality traits contribute to their organizational commitment? Journal of Individual Differences, 36 (1), 11-18.
  42. Zhang, L. F. (2015). Fostering successful intellectual styles for creativity. Asia Pacific Education Review, 16 (2), 183-192.
  43. Zhang, L. F. (2015). Defense mechanisms and thinking styles. Journal of Cognitive Education and Psychology, 14 (2), 163-179.
  44. Cheng, S., & Zhang, L. F. (2015). Thinking styles changes among deaf, har-of-hearing, and hearing students. Journal of Deaf Studies and Deaf Education, 20 (1), 16-26.
  45. Cheng, S. Y., Zhang, L. F., & Hu, X. (2015). Thinking Styles and University Self-Efficacy among Deaf, Hard-of-Hearing, and Hearing Students. Journal of Deaf Studies and Deaf Education, 21 (1), 44-53.
  46. Xie, X. Z., & Zhang, L. F. (2015). Demographic factors, personality, and ability as the predictors of learning approaches. The Asia-Pacific Education Researcher, 24 (4), 569-577.
  47. Zhang, L. F., & Shin, J. C. (2015). The research-teaching nexus among academics from 15 Institutions in Beijing, mainland China. Higher Education, 70 (3), 375-394.
  48. Cheng, S. Y., & Zhang, L. F. (2014). Validating the Thinking Styles Inventory- Revised II among Chinese university students with hearing impairment through test accommodations. American Annals of the Deaf, 159 (1), 22-33.
  49. Fan, J. Q., & Zhang, L. F. (2014a). The role of perceived parenting styles in thinking styles. Learning and Individual Differences, 32, 204-211.
  50. Fan, J. Q., & Zhang, L. F. (2014b). The role of learning environments in thinking styles. Educational Psychology, 34 (2), 252-268. doi: 10.1080/01443410.2013.817538
  51. Wong, Y. H. P., & Zhang, L. F. (2014). Perceived school culture, personality types, and well-being among kindergarten teachers. Australian Journal of Early Childhood, 39 (2), 100-108.
  52. Zhang, L. F., Sternberg, R. J., & Fan, J. Q. (2013). Revisiting the concept of “style match”. British Journal of Educational Psychology, 83 (Pt 2): 225-37.
  53. Zhang, L. F. (2013). Conceptions of creativity among Hong Kong university students. Educational Psychology, 33 (5), 521-539. (Lead article)
  54. Zhang, L. F.(2013). Psychosocial development and the Big Five personality traits among Chinese university students. Learning and Individual Differences, 23, 163-167.
  55. Wong, Y. H. P., & Zhang, L. F. (2013). Personality types of Hong Kong kindergarten teachers: Implications for teacher education. Australian Journal of Teacher Education, 38 (2), 91-101.
  56. Zhang, L. F. (2012). Personality traits and occupational stress among Chinese academics. Educational Psychology, 32 (7), 807-820.
  57. Zhang, L. F. (2012). Why schools should care about intellectual styles. Journal of Cognitive Education and Psychology, 11 (3), 256-270.
  58. Zhang, L. F., & Wong, Y. H. (2011). Hardiness and thinking styles: Implications for higher education. Journal of Cognitive Education and Psychology, 10 (3), 294-307.
  59. Zhang, L. F. (2011). Hardiness and the Big Five personality traits among Chinese university students. Learning and Individual Differences, 21, 109-113.
  60. Zhang, L. F., & Sternberg, R. J. (2011). Revisiting the Investment Theory of Creativity. Creativity Research Journal, 23 (3), 229-238.
  61. 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.
  62. Chen, C., & Zhang, L. F. (2011). Temperament, personality and, achievement goals among Chinese adolescent students. Educational Psychology, 31 (3), 339-359.
  63. Zhu, C., & Zhang, L. F. (2011). Thinking styles and conceptions of creativity among university students. Educational Psychology, 31 (3), 361-375.
  64. Zhang, L. F.(2011). The developing field of intellectual styles: four recent endeavours. Learning and Individual Differences, 21, 311-318.
  65. Zhang, L. F., & He, Y. F. (2011). Thinking styles and the Eriksonian stages. Journal of Adult Development, 8, 8-17.
  66. Chen, G. H. & Zhang, L. F. (2010). Mental health and thinking styles in Sternberg’s theory: An exploratory study. Psychological Reports, 103 (3), 784-794.
  67. Zhang, L. F. (2010). Further Investigating Thinking Styles and Psychosocial Development in the Chinese Higher Education Context. Learning and Individual Differences, 20, 593-603.
  68. Zhang, L. F. (2010). Do thinking styles contribute to metacognition beyond self-rated abilities? Educational Psychology, 30 (4), 481-494.
  69. Fan, W. Q., Zhang, L. F., & Watkins, D. (2010). Incremental validity of thinking styles in predicting academic achievements: An experimental study in hypermedia learning environments. Educational Psychology, 30 (5), 605-623.
  70. Zhang, L. F. (2010). Do age and gender make a difference in the relationship between intellectual styles and abilities? European Journal of Psychology of Education, 25, 87-103.
  71. Higgins, P. & Zhang, L. F. (2009). The thinking styles of human resource Practitioners. The Learning Organization, 16 (4), 276-289.
  72. Zhang, L. F. (2009). Anxiety and thinking styles. Personality and Individual Differences, 47, 347-351.
  73. Zhang, L. F. (2009). Occupational stress and teaching approaches among Chinese academics. Educational Psychology, 29 (2), 203-219.
  74. Zhang, L. F. (2009). From conceptions of effective teachers to styles of teaching: Implications for higher education. Learning and Individual Differences, 19, 113-118.
  75. Fan, W. Q., & Zhang, L. F. (2009). Thinking styles and achievement motivations. Learning and Individual Differences, 19, 299-303.
  76. Zhang, L. F. (2008). Thinking styles and emotions. The Journal of Psychology, 142 (5), 497-515.
  77. Zhang, L. F. (2008). Teachers’ styles of thinking: An exploratory study. Journal of Psychology, 142 (1) 37-55.
  78. Sternberg, R. J., Grigorenko, E. L., & Zhang, L. F. (2008). A reply to two stylish critiques. Perspectives on Psychological Science, 3 (6), 516-517.
  79. Sternberg, R. J., Grigorenko, E. L., & Zhang, L. F. (2008). Styles of Learning and Thinking Matter in Instruction and Assessment. Perspectives on Psychological Science, 3 (6), 486-506.
  80. Zhang, L. F. (2008). Preferences for teaching styles matter in academic achievement: Scientific and practical implications. Educational Psychology, 28 (6), 615-625.
  81. Zhang, L. F. (2008). Thinking styles and identity development among Chinese university students. American Journal of Psychology, 121 (2) 255-271.
  82. Zhang, L. F.(2008). Cognitive distortions and autonomy among Chinese university students. Learning and Individual Differences, 18, 279-284.
  83. Zhang, L. F., & Higgins, P. (2008). The predictive power of socialization variables for thinking styles among adults in the workplace. Learning and Individual Differences, 18 (1) 11-18.
  84. Zhang, L. F., Fu, H., Jiao, B. (2008). Accounting for Tibetan university students’ and teachers’ intellectual styles. Educational Review, 60 (1) 21-37.
  85. Zhang, L. F. (2008). Revisiting the big six and the big five among Hong Kong university students. Educational Psychology, 28 (1) 1-14.
  86. Zhang, L. F. (2007). Teaching styles and occupational stress among Chinese university faculty members. Educational Psychology, 27 (6) 823-841.
  87. Zhang, L. F., & Fan, W. Q. (2007). Do modes of thinking predict career interest types among Chinese university students? Thinking Skills and Creativity, 2, 118-127.
  88. Zhang, L. F. (2007). Intellectual styles and academic achievement among senior school students in rural China. Educational Psychology, 27 (5) 675-692.
  89. 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.
  90. 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.
  91. Zhang, L. F. (2007). Do personality traits make a difference in teaching styles among Chinese high school teachers? Personality and Individual Differences, 43, 669-679.
  92. Zhang, L. F. (2006). Preferred teaching styles and modes of thinking among university students in mainland China. Thinking Skills and Creativity, 1 (2) 95-107.
  93. Zhang, L. F. (2006). Thinking styles and the big five personality traits revisited. Personality and Individual Differences, 40 (6) 1177-1187.
  94. Zhang, L. F. (2006). Does student-teacher style match/mismatch matter in students’ achievement? Educational Psychology, 26 (3) 395-409.
  95. Sternberg, R. J., & Zhang, L. F. (2005). Styles of thinking as a basis of differentiated instruction. Theory into Practice, 44 (3) 245-253.
  96. Sternberg, R. J., & Zhang, L. F. (2005). Developing the leaders of tomorrow: The wrong direction is the wrong way to the right direction. The Korean Journal of Thinking and Problem Solving, 15 (2) 7-12.
  97. Zhang, L. F., Huang, J. F., & Zhang, L. L. (2005). Preferences in teaching styles among Hong Kong and U.S. university students. Personality and Individual Differences, 39, 1319-1331.
  98. Zhang, L. F. (2005). Teaching for a balanced use of thinking styles. Personality and Individual Differences, 38, 1135-1147.
  99. Zhang, L. F., & Sternberg, R. J. (2005). A threefold model of intellectual styles. Educational Psychology Review, 17 (1) 1-53.
  100. Zhang, L. F. (2005). Validating the theory of mental self-government in a non-academic setting. Personality and Individual Differences, 38, 1915-1925.
  101. Zhang, L. F. (2004). Predicting cognitive development, intellectual styles, and personality traits from self-rated abilities. Learning and Individual Differences, 15, 67-88.
  102. Zhang, L. F. (2004). Field-dependence/independence: Cognitive style or perceptual ability?—Validating against thinking styles and academic achievement. Personality and Individual Differences, 37, 1295-1311.
  103. Zhang, L. F. (2004). Revisiting the predictive power of thinking styles for academic performance. Journal of Psychology, 138 (4) 351-370.
  104. Zhang, L. F. (2004). Learning approaches and career personality types: Biggs and Holland united. Personality and Individual Differences, 37, 65-81.
  105. Zhang, L. F. (2004). Thinking styles: University students’ preferred teaching styles and their conceptions of effective teachers. Journal of Psychology, 138 (3) 233-252.
  106. Zhang, L. F. (2004). The Perry Scheme: Across cultures, across approaches to the study of human psychology. Journal of Adult Development, 11 (2) 123-138.
  107. Zhang, L. F. (2004). Contributions of thinking styles to vocational purpose beyond self-rated abilities. Psychological Reports, 94, 697-714.
  108. Zhang, L. F. (2004). Do university students’ thinking styles matter in their preferred teaching approaches? Personality and Individual Differences, 37, 1551-1564.
  109. Zhang, L. F. (2003). Contributions of thinking styles to critical thinking dispositions. Journal of Psychology, 137 (6) 517-544.
  110. Zhang, L. F. (2003). Are parents’ and children’s thinking styles related? Psychological Reports, 93, 617-630.
  111. Zhang, L. F. (2003). Does the Big Five predict learning approaches? Personality and Individual Differences, 34, 1431-1446.
  112. Zhang, L. F., & He, Y. F. (2003). Do thinking styles matter in the use of and attitudes toward computing and information technology among Hong Kong university students? Journal of Educational Computing Research, 29 (4) 471-493.
  113. Zhang, L. F.(2002). The role of thinking styles in psychosocial development. Journal of College Student Development, 43 (5) 696-711.
  114. Zhang, L. F. (2002). Measuring thinking styles in addition to measuring personality traits? Personality and Individual Differences, 33, 445-458.
  115. Zhang, L. F.(2002). Thinking styles and modes of thinking: Implications for education and research. Journal of Psychology , 136 (3) 245-261.
  116. Zhang, L. F. (2002). Thinking styles: Their relationships with modes of thinking and academic performance. Educational Psychology, 22 (3) 331-348.
  117. Zhang, L. F. (2002). Thinking styles and the Big Five personality traits. Educational Psychology, 22 (1) 17-31.
  118. Zhang, L. F. (2002). Thinking styles and cognitive development. Journal of Genetic Psychology, 163 (2) 179-195.
  119. Zhang, L. F., & Akande, A. (2002). What relates to the big five among South African university students? IFE Psychologia, 10 (2) 28-46.
  120. Zhang, L. F., & Hui, S. K. F. (2002). From pentagon to triangle: A cross-cultural investigation of an implicit theory of giftedness. Roeper Review, 25 (2) 78-82.
  121. Zhang, L. F. & Sternberg, R. J. (2002). Thinking styles and teacher characteristics. International Journal of Psychology, 37 (1) 3-12.
  122. Bernardo, A. B., Zhang, L. F., & Callueng, C. M. (2002). Thinking styles and academic achievement among Filipino students. Journal of Genetic Psychology, 163 (2) 149-163.
  123. Zhang, L. F. (2001). Do thinking styles contribute to academic achievement beyond abilities? Journal of Psychology, 135 (6) 621-637.
  124. Zhang, L. F. (2001). Approaches and thinking styles in teaching. Journal of Psychology, 135 (5) 547-561.
  125. Zhang, L. F. (2001). Thinking styles, self-esteem, and extracurricular experiences. International Journal of Psychology, 36 (2) 100-107.
  126. Zhang, L. F. (2001). Thinking styles and personality types revisited. Personality and Individual Differences, 31 (6) 883-894.
  127. Zhang, L. F. (2001). Do styles of thinking matter among Hong Kong secondary school students? Personality and Individual Differences, 31 (3) 289-301.
  128. Zhang, L. F., & Huang, J. F. (2001). Thinking styles and the five factor model of personality. European Journal of Personality, 15, 465-476.
  129. Zhang, L. F., & Postiglione, G. A. (2001). Thinking styles, self-esteem, and socio-economic status. Personality and Individual Differences, 31, 1333-1346.
  130. Zhang, L. F. & Watkins, D. (2001). Cognitive development and student approaches to learning: An investigation of Perry’s theory with Chinese and U.S. university students. Higher Education, 41, 239-261.
  131. Zhang, L. F. (2000). Are thinking styles and personality types related? Educational Psychology, 20 (3) 271-283.
  132. Zhang, L. F. (2000). Relationship between Thinking Styles Inventory and Study Process Questionnaire. Personality and Individual Differences, 29, 841-856.
  133. Zhang, L. F. (2000). University students’ learning approaches in three cultures: An investigation of Biggs’s 3P model. Journal of Psychology, 134 (1) 37-55.
  134. Zhang, L. F. (2000). Abilities, Academic Performance, Learning Approaches, and Thinking Styles: A Three-Culture Investigation. Journal of Psychology in Chinese Societies (Special Issue: Achievement Motivation of Chinese Students), 1 (2) 123-149.
  135. Zhang, L. F., & Bernardo, A. (2000). Validity of the Learning Process Questionnaire with students of lower academic achievement. Psychological Reports, 87, 284-290.
  136. Zhang, L. F., & Sternberg, R. J. (2000). Are learning approaches and thinking styles related? A study in two Chinese populations. Journal of Psychology, 134 (5) 469-489.
  137. Zhang, L. F. (1999). A comparison of U.S. and Chinese university students' cognitive development: The cross-cultural applicability of Perry's theory. Journal of Psychology, 133 (4) 425-439.
  138. Zhang, L. F. (1999). Further cross-cultural validation of the theory of mental self-government. Journal of Psychology, 133 (2) 165-181.
  139. 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.
  140. 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.
  141. Zhang, L. F., & Sternberg, R. J. (1998). Thinking styles, abilities, and academic achievement among Hong Kong university students. Educational Research Journal, 13 (1) 41-62.
  142. 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.
  143. Sternberg, R. J., & Zhang, L. F. (1995). What do we mean by giftedness?--A pentagon implicit theory. Gifted Child Quarterly, 39 (2) 88-94.

 

Scholarly Book Chapters

  1. Zhang, L. F. (2021). Giftedness as a propensity to use creativity-generating intellectual styles. In R. J. Sternberg & D. Ambrose (Eds.) Conceptions of Giftedness and Talent (pp.489-512). Palgrave Macmillan.
  2. Zhang, L. F. (2014) Cultural Diversity in the Classroom: Intellectual Styles and Multicultural Education (in press). In J. Leibold & Y. B. Chen (Eds.), Multicultural education in China: Integration, adaption, and resistance (pp. 279-297). Hong Kong University Press.
  3. Zhang, L. F., Postiglione, G. A., & Jiao, B. (2012). Thinking styles, culture, and Economy: Comparing Tibetan minority students with Han majority students. In W. Allen, R. T. Teranishi, & M. Bonous-Hammarth (Eds.), As the World Turns: Implications of the global shift in higher education for theory, practice, research, and Policy (pp.239-283). UK: Emerald Group Publishing.
  4. Zhang, L. F. (2012). Thinking styles in student learning and development. In P. Jarvis (Ed.), The Routledge International Handbook of Learning. (pp.84-93).
  5. Zhang, L. F., Sternberg, R. J., & Rayner, S. (2012). Intellectual styles: Challenges, milestones, and agenda. In L. F. Zhang, R. J. Sternberg, & S. Rayner (Eds.). Handbook of Intellectual Styles: Preferences in Cognition, Learning, and Thinking. Springer Publishing Company: New York.
  6. Zhang, L. F., & Sternberg, R. J. (2012). Culture and Intellectual Styles. In L. F. Zhang, R. J. Sternberg, & S. Rayner (Eds.). Handbook of Intellectual Styles: Preferences in Cognition, Learning, and Thinking. Springer Publishing Company: New York.
  7. Zhang, L. F., Sternberg, R. J., & Rayner, S. (2012). Preface. In L. F. Zhang, R. J. Sternberg, & S. Rayner (Eds.). Handbook of Intellectual Styles: Preferences in Cognition, Learning, and Thinking. Springer Publishing Company: New York.
  8. Rayner, S., Zhang, L. F., & Sternberg, R. J. (2012). Conclusion: Back to the future. In L. F. Zhang, R. J. Sternberg, & S. Rayner (Eds.). Handbook of Intellectual Styles: Preferences in Cognition, Learning, and Thinking. Springer Publishing Company: New York.
  9. Sternberg, R. J., Zhang, L. F., & Rayner, S. (2012). Epilogue. In L. F. Zhang, R. J. Sternberg, & S. Rayner (Eds.). Handbook of Intellectual Styles: Preferences in Cognition, Learning, and Thinking. Springer Publishing Company: New York.
  10. Zhang, L. F., & Fan, W. Q. (2011). The Theory of Mental Self-Government Grows Up: Where Has It Led the Field after 21 Years? In S. Rayner and E. Cools (Eds.), Style differences in cognition, learning, and management. (pp. 46-59). Sage.
  11. 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) (Contribution: 80%)
  12. 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) (Contribution: 90%)
  13. 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) (Contribution: 80%)
  14. 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. (Contribution: 95%)
  15. 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.
  16. 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. (Contribution: 95%)

 

Scholarly Book Chapters

  1. Zhang, L. F. (2021). Giftedness as a propensity to use creativity-generating intellectual styles. In R. J. Sternberg & D. Ambrose (Eds.) Conceptions of Giftedness and Talent (pp.489-512). Palgrave Macmillan.
  2. Zhang, L. F. (2014) Cultural Diversity in the Classroom: Intellectual Styles and Multicultural Education (in press). In J. Leibold & Y. B. Chen (Eds.), Multicultural education in China: Integration, adaption, and resistance (pp. 279-297). Hong Kong University Press.
  3. Zhang, L. F., Postiglione, G. A., & Jiao, B. (2012). Thinking styles, culture, and Economy: Comparing Tibetan minority students with Han majority students. In W. Allen, R. T. Teranishi, & M. Bonous-Hammarth (Eds.), As the World Turns: Implications of the global shift in higher education for theory, practice, research, and Policy (pp.239-283). UK: Emerald Group Publishing.
  4. Zhang, L. F. (2012). Thinking styles in student learning and development. In P. Jarvis (Ed.), The Routledge International Handbook of Learning. (pp.84-93).
  5. Zhang, L. F., Sternberg, R. J., & Rayner, S. (2012). Intellectual styles: Challenges, milestones, and agenda. In L. F. Zhang, R. J. Sternberg, & S. Rayner (Eds.). Handbook of Intellectual Styles: Preferences in Cognition, Learning, and Thinking. Springer Publishing Company: New York.
  6. Zhang, L. F., & Sternberg, R. J. (2012). Culture and Intellectual Styles. In L. F. Zhang, R. J. Sternberg, & S. Rayner (Eds.). Handbook of Intellectual Styles: Preferences in Cognition, Learning, and Thinking. Springer Publishing Company: New York.
  7. Zhang, L. F., Sternberg, R. J., & Rayner, S. (2012). Preface. In L. F. Zhang, R. J. Sternberg, & S. Rayner (Eds.). Handbook of Intellectual Styles: Preferences in Cognition, Learning, and Thinking. Springer Publishing Company: New York.
  8. Rayner, S., Zhang, L. F., & Sternberg, R. J. (2012). Conclusion: Back to the future. In L. F. Zhang, R. J. Sternberg, & S. Rayner (Eds.). Handbook of Intellectual Styles: Preferences in Cognition, Learning, and Thinking. Springer Publishing Company: New York.
  9. Sternberg, R. J., Zhang, L. F., & Rayner, S. (2012). Epilogue. In L. F. Zhang, R. J. Sternberg, & S. Rayner (Eds.). Handbook of Intellectual Styles: Preferences in Cognition, Learning, and Thinking. Springer Publishing Company: New York.
  10. Zhang, L. F., & Fan, W. Q. (2011). The Theory of Mental Self-Government Grows Up: Where Has It Led the Field after 21 Years? In S. Rayner and E. Cools (Eds.), Style differences in cognition, learning, and management. (pp. 46-59). Sage.
  11. 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) (Contribution: 80%)
  12. 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) (Contribution: 90%)
  13. 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) (Contribution: 80%)
  14. 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. (Contribution: 95%)
  15. 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.
  16. 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. (Contribution: 95%)

Textbook Chapters

  1. 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.
  2. 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.
  3. 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.
  4. 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 Article

  • Higgins, P., & Zhang, L. F. (November 13, 2008). Thinking styles of human resource practitioners. People Management Magazine.

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'

Notice

We use cookies to ensure that we give you the best experience on our website. If you continue to use this site we will assume that you agree with it. Learn more