Journal Papers
Lam, K. K. L., & Zhou, M. (2025). Investigating the effect of gratitude on the relationship between parenting and grit. Psychology in the Schools.Zhang, J., & Zhou, M. (2025). A systematic review of quantitative measurements of teacher identity. Current Psychology.Lam, K. K. L., & Zhou, M. (2025). A meta-analysis of the relationship between growth mindset and grit. Acta Psychologica, 255, Article 104872.Huang, P., & Zhou, M. (2024). A meta-analytical investigation on the relationship between emotional labor and teacher efficacy in the Chinese context. Educational Studies.

Huang, P., & Zhou, M. (2024). Are emotional labor strategies good or bad for work engagement among Chinese preschool teachers? The mediating role of teacher efficacy and grit. Early Education and Development, 35, 1920-1935.
Zhang, Y., Zhou, M., & Zhang, X. (2024). Validation of an adolescent version of the Parental Meta-Emotion Philosophy Scale. Canadian Journal of Behavioral Science, 56(2), 163–167.
Zhang, Y., Zhou, M., & Zhang, X. (2024). What really matters? Comparing parents’ and adolescents’ perceptions of parental meta-emotion philosophy as predictors of adolescents’ positive mental health. Current Psychology, 43, 1190-1205.
Zhang, X., & Zhou, M. (2024). Factors affecting students’ intention to use mobile Apps for intercultural competence development: A mixed-method approach. Education and Information Technologies, 29, 6991–7026.
Zhang, X., & Zhou, M. (2023). Adolescents’ perceived ICT autonomy, relatedness, and competence: Examining relationships to intercultural competence in Great China Region. Education and Information Technologies, 28, 6801–6824.
Zhang, X., & Zhou, M. (2023). Technology-based interventions to improve intercultural competence: A meta-analytical review. Computers and Education, 194, Article 104697.
Zhang, J., Zhou, M., & Zhang, X. (2023). Interventions to promote teachers’ perceptions about STEM education: A meta-analysis. Education and Information Technologies, 28, 7355–7390.
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.
Luo, A., & Zhou, M. (2022). Role of residential college participation in sense of belonging and academic learning. Journal of American College Health, 72(6), 1664–1667.
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., & 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.