• Ph.D. Philosophy of Education, Faculty of Education, University of Macau, Macau SAR, China, 2023
• MEd Curriculum and Instruction (English Language Education), Faculty of Education, University of Macau, Macau SAR, China, 2019
• B.A. English, School of Foreign Languages, South-Central University for Nationalities, China, 2015

• Intercultural Competence
• Interpersonal Communication
• Use of Technology in Education
• Psychology in Education
• Cultural Authenticity of Educational Materials

• Research Assistant Professor (September 2023 – present), Faculty of Education, University of Macau, Macau SAR, China

• Zhang, X*., & Zhou, M. (2023). Factors affecting students’ intention to use mobile Apps for intercultural competence development: A mixed-method approach. Education and Information Technologies. [SSCI, IF = 5.5, Q1]
• Zhang, X*., & Zhou, M. (2023). Chinese University Students’ Intercultural Competence: Reconceptualization and Assessment. Journal of International Students. [ESCI]
• Zhang, X*. (Accepted). Gender differences in intercultural competence: The moderating role of intercultural experiences. Journal of International and Intercultural Communication information. [ESCI]
• Zhang, Y., Zhou, M., & Zhang, X. (2023). What really matters? Comparing parents’ and adolescents’ perceptions of parental meta-emotion philosophy as predictors of adolescents’ positive mental health. Current Psychology. [SSCI, IF = 2.8, Q2]
• Zhang, X*., & Zhou, M. (2022). Technology-based interventions to improve intercultural competence: A meta-analytical review. Computers & Education. [SSCI, IF = 12.0, Q1]
• Zhang, X*., & Zhou, M. (2022). Adolescents’ perceived ICT autonomy, relatedness, and competence: Examining relationships to intercultural competence in Great China Region. Education and Information Technologies. [SSCI, IF = 5.5, Q1]
• Zhang, X., Wang, Y., & Leung, S. O. (2022). Technology acceptance model (TAM) and sports bracelets usage in physical education for freshman: The role of gender and self-efficacy. Technology, Pedagogy, and Education. [SSCI, IF = 4.9, Q1]
• Zhang, J., Zhou, M., & Zhang, X. (2022). Interventions to promote teachers’ perceptions about STEM education: A meta-analysis. Education and Information Technologies. [SSCI, IF = 5.5, Q1]
• Zhang, Y., Zhou, M., & Zhang, X. (2022). Validation of an adolescent version of the Parental Metaemotion Philosophy Scale. Canadian Journal of Behavioural Science. [SSCI, IF = 2.5, Q2]
• Wang, Y., Zhang, X., & Wang, L. (2022). Assessing the intention to use sports bracelets among Chinese university students: An extension of Technology Acceptance Model with sports motivation. Frontiers in Psychology. [SSCI, IF = 3.8, Q1]
• Li, X., Zhou, M., & Zhang, X. (2022). Rational and irrational beliefs in understanding academic procrastination. The Journal of Genetic Psychology. [SSCI, IF = 1.6, Q4]
• Li, M., Zhang, X., & Reynolds, B. L. (2021). Exploring lexical bundles in low proficiency level L2 learners’ English writing: An ETS corpus study. Applied Linguistics Review. [SSCI, IF = 2.6, Q1]
• Zhang, X*., & Zhou, M. (2021). An exploration of Chinese students’ perceived barriers to effective intercultural communication. Journal of Language and Cultural Education. [ESCI]
• Zhang, X*., & Wang, Y. (2021). Windows and mirrors? Cultural authenticity of Chinese-themed children’s books. Educational Studies. [SSCI, IF = 1.7, Q4]
• Wang, Y., Xiao, H., Zhang, X., & Wang, L. (2020). The role of active coping in the relationship between learning burnout and sleep quality among college students in China. Frontiers in Psychology. [SSCI, IF = 3.8, Q1]
• Zhou, M., & Zhang, X. (2019). Online social networking and subjective well-being: Mediating effects of envy and fatigue. Computers & Education. [SSCI, IF = 12.0, Q1]
• Zhang, X., & Zhou, M. (2019). Interventions to promote learners’ intercultural competence: A meta-analysis. International Journal of Intercultural Relation. [SSCI, IF = 2.8, Q1]

• Zhang, X., & Zhou, M. (2022). Factors affecting Chinese students’ intention to use mobile Apps for intercultural competence development. The 6th International Conference on Research in Social Sciences (RSSCONF), Vienna, Austria.
• Wang, Y., & Zhang, X. (2021). Anxiety and emotional distractor previewing effects: Selected attention leads to targets. The 32nd International Congress of Psychology, Prague, Czech Republic.
• Zhang, X., & Zhou, M. (2021). Can mobile Apps promote intercultural competence?. The 32nd International Congress of Psychology, Prague, Czech Republic.
• Zhou, M., Zhang, X., & He, Y. (2019). Do searchers know how they searched online? A calibration study on university students’ online search process. In Proceedings of 532nd International Conference on Education and E-Learning (ICEEL), Krabi, Thailand.
• Zhou, M., Song, H., Zhang, X., & Wu, J. (2019). Relationships between STEM teacher preparedness and secondary school teachers’ belief and competence in China. In Proceedings of the International Conference on Advances in STEM Education, Hong Kong SAR, China.

• The Award for Outstanding and Innovative Presentation on “Relationships Between STEM Teacher Preparedness and Secondary School Teachers’ Belief and Competence in China” at the International Conference on Advances in STEM Education 2019, Hong Kong SAR, China.
• The Most Representative Academic Publications in Faculty of Education, University of Macau, 2020 [Zhou, M., & Zhang, X. (2019). Online social networking and subjective well-being: Mediating effects of envy and fatigue. Computers & Education].

Journal Reviewer

• International Journal of Intercultural Relations
• Education and Information Technologies
• The Asia-Pacific Education Researcher
• Psychology in the Schools
• Journal of Language and Education