Department of Psychology

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Selected Publications:

Zhao, Q., Gong, L. M., & Chen, T. (in press). Impacts of growth mindset and concern with performance on resilience to self-doubt in American and Chinese students. Social

   Psychology of Education.

Zhao, Q. (2021). Absolute standing feedback is more influential than relative standing feedback. Journal of Educational Psychology. Advance online publication.

     https://doi.org/10.1037/edu0000676

Zhao, Q., Wininger, S., & Hendrick, J. (2021; available online). The interactive effects of gender and implicit theories of ability on math and science achievements. The

     Australian Educational Researcher. http://doi.org/10.1007/s13384-021-00430-2

Redifer, J., Lee, C., & Zhao, Q. (2020; available online). Self-efficacy and performance feedback: Impacts on cognitive load during creative thinking. Learning and Instruction,

     71. 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, 1-9. http://doi.org/10.1177/2158244016646413

Zhao, Q., & Wichman, A. (2015). Incremental beliefs about ability ameliorate self-doubt effects. SAGE Open, 1–10. http://doi.org/10.1177/2158244015622539

Dr. Qin Zhao
Director, Metacognition Lab