Subsite Background

Professor OUYANG Xiangzi


Assistant Professor

Office:   WYL110, Dorothy Y L Wong Building
               Department of Psychology
               Lingnan University, Tuen Mun, Hong Kong

TEL:       (852) 2616 7115

FAX:      (852) 2616 5997


Dr. Ouyang earned her Ph.D. degree in Educational Psychology from the Faculty of Education at the University of Hong Kong. After completing her doctorate, she served as a postdoctoral fellow in the Department of Psychology at the same institution. In August 2023, she joined Lingnan University. Her research primarily focuses on children's cognitive development, with a particular emphasis on understanding the cognitive and environmental factors influencing children's mathematical learning, academic emotions, and mathematical learning difficulties. Additionally, Dr. Ouyang has a keen interest in the application of psychological statistics and psychometrics, especially in their applications to children's cognitive development.



  • Cognitive development
  • Children’s mathematical learning
  • Home learning environments
  • Math emotions
  • Statistics and psychometrics focusing on applications



Ouyang, X., Zhang, X., Zhang, Q., de la Torre, J., & Min, S.. (In press). Subtypes of Mathematics Disability: A New Classification Method Based on Cognitive Diagnostic Models and Their Cognitive-Linguistic Correlates. Journal of Educational Psychology.

Ouyang, X., Zhang, X., Zhang, Q., Gong, X., Zhang, R (2023). Preschool Children's Screen Time during the COVID-19 Pandemic: Associations with Family Characteristics and Children's Anxiety/Withdrawal and Approaches to Learning. Current Psychology

Ouyang, X., Zhang, X., Räsänen, P., Koponen, T., & Lerkkanen, M.-K. (2022). Subtypes of mathematical learning disability and their antecedents: A cognitive diagnostic approach. Child Development, 94(3), 1–15.

Ouyang, X., Zhang, X., Zhang, Q. (2022). Spatial skills and number skills in preschool children: The moderating role of spatial anxiety. Cognition, 225, 105165.

Zou, X., Zhang, X., Ouyang, X. (2022) The Interplay between Father–Child and Mother–Child Numeracy Activities and Preschool Children’s Mathematical Skills. Contemporary Educational Psychology, 71, 102123.

Ouyang, X., Yang, Y., Zhang, X., & Zhang, Q. (2021). Longitudinal Relations between the Approximate Number System and Symbolic Number Skills in Preschool Children. Journal of Experimental Child Psychology, 212, 105254.

Ouyang, X., Zhang, X., Zhang, Q., & Zou, X. (2021). Antecedents and consequences of young children's interest in mathematics. Early Childhood Research Quarterly, 57, 51-60.

Ouyang X, Zhang Q, Xin T and Liu F (2018). Establishing a Longitudinal Comparable Scale of Chinese Children's Cognitive Development through Calibrated Projection Linking. Frontiers in Psychology. 9:97.

Ouyang, X., Xin, T., Chen, F (2016). Construct Validity of Children’s Coping Strategies Scale (CCSS): A Bifactor Model Approach. Psychological Reports, 18(1), 199-218.


For a full publication list see also google scholar


Teaching Subjects

Academic Year:  2023 - 2024:

1st Term: PSY2101 Introduction to Psychology
2nd Term: PSY3333 Educational Psychology
  CLC9007 Stress Management, Health and Life Balance