Affiliation
Faculty of Education
University of Macau
mmzhou@um.edu.mo
Tel
(853) 8822 4103
Fax
(853) 8822 2402
Office
Room 2006, Faculty of Education,
University of Macau, E33,
Av. da Universidade, Taipa, Macau, China
Mingming ZHOU 周明明
Professor
Associate Dean (Research)
Acting Programme Director of Doctor of Education
Faculty of Education
Academic Qualifications
- Ph.D. Educational Psychology, Faculty of Education, Simon Fraser University, Canada
- M.A. Educational Studies (Great Distinction), Faculty of Psychology and Educational Sciences, University of Leuven, Belgium
- B. A. Department of English, Foreign Studies College, Northeastern University, China
Research Areas
- Metacognition, Meta-emotion
- Psychology in Education
- Psychology in Sports
- Innovative Research Methods in Education
Teaching Areas
- Educational Psychology (Undergraduate Programme)
- Research Methods in Education (Master Programme)
- Academic Writing (PhD Programme)
Academic Employment
- Associate Professor, Faculty of Education, University of Macau, Macau (2017-present)
- Assistant Professor, Faculty of Education, University of Macau, Macau (2013-2017)
- Assistant Professor, Psychological Studies Academic Group, National Institute of Education, Singapore (2009-2013)
- Research Fellow, Education Development Office, City University of Hong Kong, Hong Kong (2009)
- Postdoctoral Research Fellow, Faculty of Education, Simon Fraser University, Canada (2008-2009)
Selected Publications
Books
Zhou, M. (2022). Goal Frustration in Academic Achievement Settings: Theories and Applications. Springer Nature.
周明明,林嘉麗 (2021)《堅毅力:跨文化視野下的中國青少年人格成長》澳門文化公所。
Journal Papers
Zhang, X., & Zhou, M. (in press). Technology-based interventions to improve intercultural competence: A meta-analytical review. Computers and Education.
Zhang, Y., *Zhou, M., & Zhang, X. (in press). What really matters? Comparing parents’ and adolescents’ perceptions of parental meta-emotion philosophy as predictors of adolescents’ positive mental health. Current Psychology.
Zhang, X., & Zhou, M. (in press). Adolescents’ perceived ICT autonomy, relatedness, and competence: Examining relationships to intercultural competence in Great China Region. Education and Information Technologies.
Zhang, J., *Zhou, M., & Zhang, X. (in press). Interventions to promote teachers’ perceptions about STEM education: A meta-analysis. Education and Information Technologies.
Luo, A., & *Zhou, M. (in press). Role of residential college participation in sense of belonging and academic learning. Journal of American College Health.
Li, Z., *Zhou, M., & Lam, K. (2022). Dance in Zoom: Using video conferencing tools to develop students’ 4C skills and self-efficacy during COVID-19. Thinking Skills and Creativity, 46, Article 101102.
Zhou, M. (2023). Students’ metacognitive judgments in online search: A calibration study. Education and Information Technologies, 28, 2619-2638.
Chye, S., Zhou, M., Koh, C., & Liu, W. C. (2023). The economics of learning: Tradeoffs in student teachers’ use of multipurpose digital portfolios. Technology, Pedagogy and Education, 32(2), 151-169.
Zhang, Y., *Zhou, M., & Zhang, X. (in press). Validation of an adolescent version of the Parental Meta-Emotion Philosophy Scale. Canadian Journal of Behavioral Science.
Zhou, M., & Mou, H. (2022). Tracking public opinion about online education over COVID-19. Educational Technology Research & Development, 70, 1083-1104.
Lam, K., & Zhou, M. (2022). An Examination of the conceptual structure of long-term goal striving. Personality and Social Psychology Bulletin, 48, 550-565.
Li, X., *Zhou, M., & Zhang, X. (2022). Rational and irrational beliefs: A metacognitive perspective of academic procrastination. Journal of Genetic Psychology, 183, 23-39.
Lam, K., & Zhou, M. (2022). Grit and academic achievement: A comparative cross-cultural meta-analysis. Journal of Educational Psychology, 114(3), 597-621.
Zhou, M., Lam, K. K. L., & Zhang, Y. (2022). Metacognition and academic procrastination: A meta-analytical examination. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 40, 334–368.
*Zhou, M. (2022). Public opinion on MOOCs: Sentiment and content analyses of microblogging data. Behavior and Information Technology, 41(2), 365-382.
Lam, K., & Zhou, M. (2021). Qualitative exploration of Chinese students’ perspectives on long-term goal striving. Basic and Applied Social Psychology, 43(3), 155-168.
Song, H. & Zhou, M. (2021). STEM teachers’ preparedness, teaching belief and perceived teaching competence: A multigroup structural equation approach. Journal of Science Education and Technology, 30, 394–407.
Lam, K., & Zhou, M. (2020). A serial mediation model of growth mindset, life satisfaction, perceived distress and as predictors of perseverance of effort. Personality and Individual Differences, 167, 1-5.
Huang, F, Teo, T., & Zhou, M. (2020). Chinese students’ intentions to use the Internet for learning. Educational Technology Research & Development, 68, 575–591.
Zhou, M. (2020). Gender differences in procrastination: The role of personality traits. Current Psychology, 39, 1445-1453.
Zhou, M. (2019). The role of personality traits and need for cognition in active procrastination. Acta Psychologica, 199, Article 102883.
Chye, S., Zhou, M., Koh, C., & Liu, W. C. (2019). Using e-portfolios to facilitate reflection: Insights from an activity theoretical analysis. Teaching and Teacher Education, 85, 24-35.
Zhang, X., & Zhou, M. (2019). Interventions to promote learners’ intercultural competence: A systematic review. International Journal of Intercultural Relations, 71, 31-47.
Zhou, M., & Lam, K. (2019). Metacognitive scaffolding for online information search in K-12 and higher education settings: A systematic review. Educational Technology Research and Development, 67(6), 1353-1384.
Zhou, M., & Zhang, X. (2019). Online social networking and subjective well-being: Mediating effects of envy and fatigue. Computers and Education, 140, Article 103598.
Zhou, M., & Li, Z. (2019). Blended mobile learning in theater arts classrooms in higher education. Innovations in Education & Teaching International, 56(3), 307-317.
Lam, K., & Zhou, M. (2019). Examining the relationship between grit and academic achievement within K-12 and higher education: A systematic review. Psychology in the Schools, 56(10), 1654-1686.
Zhou, W., & Zhou, M. (2018). Role of self-identity and self-determination in English learning among high school students. Journal of Language, Identity & Education,17(3), 168-181.
Du, J., Wang, C., Zhou, M., Xu, J., Fan, X., & Lei, S. (2018). Group trust, communication media, and interactivity: Toward an integrated model of online collaborative learning. Interactive Learning Environments, 26(2), 273-286.
Zhou, M., & Kam, C. C. S. (2017). Trait procrastination, self-efficacy, and achievement goals: the mediation role of boredom coping strategies. Educational Psychology, 37(7), 854-872.
Hoi, C. K. W., Zhou, M., Teo, T., & Nie, Y. (2017). Measuring efficacy sources: Development and validation of the Sources of Teacher Efficacy Questionnaire (STEQ) for Chinese teachers. Psychology in the Schools, 54(7), 756-769.
Zhou, M., & Ren, J. (2017). A Self-determination perspective on Chinese fifth-graders’ task disengagement. School Psychology International, 38(2), 149-165.
Teo, T., Milutinovic, V., Zhou, M., & Bankovic, D. (2017). Traditional vs. innovative uses of computers among Mathematics pre-service teachers in Serbia. Interactive Learning Environments, 25(7), 811-827.
Teo, T., Milutinovic, V., & Zhou, M. (2016). Modelling Serbian pre-service teachers’ attitudes towards computer use: A SEM and MIMIC approach. Computers and Education, 94, 77-88.
Wang, W., & Zhou, M. (2016). Validation of the short form of the Intercultural Sensitivity Scale (ISS-15). International Journal of Intercultural Relations, 55, 1-7.
Teo, T., Zhou, M., & Noyes, J. (2016). Teachers and technology: Development of an extended theory of planned behavior. Educational Technology Research and Development, 64, 1033-1052.
Zhou, M. (2016). A revisit of General Self-efficacy Scale: Uni- or multi-dimensional? Current Psychology, 35(3), 427-436.
Du, J., Zhou, M., Xu, J., & Lei, S. S. (2016). African American female students in online collaborative learning activities: The role of identity, emotion, and peer support. Computers in Human Behavior, 63, 948-958.
Zhou, M. (2016). Chinese university students’ acceptance of MOOCs: A self-determination perspective. Computers and Education, 92/93, 194-203.
Zhou, M. (2016). University students’ emotion during information problem-solving: A multiple goal perspective. Journal of Psychology, 150(5), 576-590.
Zhou, M., & Kam, C. C. S. (2016). Hope and General Self-efficacy: Two measures of the same construct? Journal of Psychology, 150(5), 543-559.
Chen, P. H., Teo, T., & Zhou, M. (2016). Relationships between digital nativity, value orientation, and motivational interference among college students. Learning and Individual Difference, 50, 49-55.
Adesope, O. O., Zhou, M., & Nesbit, J. C. (2015). Achievement Goal Orientations and Self-Reported Study Strategies as Predictors of Online Studying Activities. Journal of Educational Computing Research, 53(3), 436-458.
Zhou, M. (2015). Moderating effect of self-determination in the relationship between Big Five personality and academic performance. Personality and Individual Differences, 86, 385-389.
Zhou, M. (2015). SCOOP: A measurement and database of student online search behavior and performance. British Journal of Educational Technology, 46, 928-931.
Kam, C. C. S., & Zhou, M. (2015). Does acquiescence affect individual items consistently? Educational and Psychological Measurement, 75(5), 764-784.
Zhou, M. (2014). Gender difference in Web search perceptions and behavior: Does it vary by task performance? Computers and Education, 78, 174-184.
Zhou, M. (2013). “I am really good at it” or “I am just feeling lucky”: The effects of emotions on information problem-solving. Educational Technology Research and Development, 61(3), 505-520.
Zhou, M. (2013). University students’ goal profiles and metacomprehension accuracy. Educational Psychology, 33(1), 1-13.
Zhou, M. (2013). A systematic understanding of successful Web searches in information-based tasks. Journal of Educational Technology and Society, 16(1), 321-331.
Zhou, M., & Winne, P. H. (2012). Modeling academic achievement by self-reported versus traced goal orientation. Learning and Instruction, 22(6), 413-419.
Zhou, M., Ma, W. J., & Deci, E. L. (2009). The importance of autonomy for rural Chinese children’s motivation for learning. Learning and Individual Differences, 19, 492-498.
Murayama, K., Zhou, M., & Nesbit, J. C. (2009). A cross-cultural examination of the psychometric properties of the achievement goal questionnaire. Educational and Psychological Measurement, 69, 266-286.
Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Code, J., Zhou, M., MacAllister, K., Bratt, S., Wang, W., & Hadwin, A. F. (2006). Using cognitive tools in gStudy to investigate how study activities covary with achievement goals. Journal of Educational Computing Research, 35 (4), 339-358.
Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97(3), 468-483.