Professor OUYANG Xiangzi

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.

Research

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

Publications

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 https://doi.org/10.1007/s12144-023-04783-y

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. https://doi.org/10.1111/cdev.13884

Ouyang, X., Zhang, X., Zhang, Q. (2022). Spatial skills and number skills in preschool children: The moderating role of spatial anxiety. Cognition, 225, 105165. https://doi.org/10.1016/j.cognition.2022.105165

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. https://doi.org/10.1016/j.cedpsych.2022.102123

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. https://doi.org/10.1016/j.jecp.2021.105254

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. https://doi.org/10.1016/j.ecresq.2021.05.005

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. https://doi.org/10.3389/fpsyg.2018.00097

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. https://doi.org/10.1177/0033294116628362

For a full publication list see also google scholar https://scholar.google.com/citations?user=SDSHSRcAAAAJ&hl=zh-CN

Teaching Subjects

Academic Year:  2023 - 2024: