Department of Psychology

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Selected Publications:

Zhao, Q. (2023). The superior psychological impact of absolute (versus relative)

   standing feedback does not depend on the reward criterion. Social Psychology of

   Education. https://doi.org/10.1007/s11218-023-09758-2

Zhao, Q., & Chang, S. (2022). Could directly shifting self-doubt mindset reduce the negative

   effects of chronic self-doubt? Journal of Social Psychology.

   http://dx.doi.org/10.1080/00224545.2022.2086842

Zhao, Q. (2022). Absolute standing feedback is more influential than relative standing

   feedback. Journal of Educational Psychology, 114(4), 701–715.

   https://doi.org/10.1037/edu0000676

Zhao, Q., Wininger, S., & Hendrick, J. (2022). The interactive effects of gender and implicit

   theories of ability on math and science achievements. The Australian Educational

   Researcher, 49, 115-133. http://doi.org/10.1007/s13384-021-00430-2

Zhao, Q., Gong, L. & Chen, T. (2021). Impacts of growth mindset and concern with

   performance on resilience to self-doubt in American and Chinese students. Social

   Psychology of Education, 24, 1585-1606. https://doi.org/10.1007/s11218-021-09671-6

Redifer, J., Lee, C., & Zhao, Q. (2021). Self-efficacy and performance feedback: Impacts on

   cognitive load during creative thinking. Learning and Instruction, 71, Article ID 101395.

   https://doi.org/10.1016/j.learninstruc.2020.101395.

Zhao, Q., & Huang, X. (2020). Individual differences in response to attributional praise in an

   online learning environment. Educational Technology Research and Development, 68 (3),

   1069-1087. http://doi.org/10.1007/s11423-019-09720-0

Zhao, Q., Wichman, A., & Frishberg, E. (2019). Self-doubt effects depend on beliefs about

   ability: Experimental evidence. Journal of General Psychology, 146 (3), 299-324.

    http://doi.org/10.1080/00221309.2019.1585320

Zhao, Q., & Gong, L. M. (2018). Cultural differences in attitude toward and effects of self-

   doubt. International Journal of Psychology, 54 (6), 750-758.

   http://doi.org/10.1002/ijop.12525

Zhao, Q., & Redifer, J. (2016). Expecting immediate grades: Impacts on motivation, effort,

   and performance. SAGE Open, 6 (2),1-9. http://doi.org/10.1177/2158244016646413

Zhao, Q., & Wichman, A. (2015). Incremental beliefs about ability ameliorate self-doubt

   effects. SAGE Open, 5 (4), 1–10. http://doi.org/10.1177/2158244015622539

Zhao, Q., Zhang, J., & Vance, K. (2013). Motivated or paralyzed? Individuals’ beliefs about

   intelligence influence performance outcome of expecting rapid feedback. Learning

   and Individual Differences, 23,168-171. http://doi.org/10.1016/j.lindif.2012.07.019

Zhao, Q. (2012). Effects of accuracy motivation and anchor on metacomprehension

   judgment and accuracy. Journal of General Psychology, 139 (3), 155–174.

   http://doi.org/10.1080/00221309.2012.680523

Zhao, Q. & Linderholm, T. (2011). Anchoring effects on prospective and retrospective

metacomprehension judgments as a function of peer performance information.

Metacognition and Learning, 6 (1), 25-43.

http://doi.org/10.1007/s11409-010-9065-1

Zhao, Q. & Linderholm, T. (2008). Adult metacomprehension: Judgment processes and

   accuracy constraints. Educational Psychology Review, 20 (2), 191-206.

   http://doi.org/10.1007/s10648-008-9073-8

Dr. Qin Zhao
Director, Metacognition Lab