Mingming Zhou

Academic Qualifications

• Ph.D. Educational Psychology, Faculty of Education, Simon Fraser University, Canada, 2008
• M.A. Educational Studies (Graduation with Great Distinction), Faculty of Psychology and Educational Sciences, University of Leuven, Belgium, 2004
• M.A. Department of English July, Foreign Studies College, Northeastern University, P. R. China, 2001

Research Areas

• Self-Regulated Learning, Metacognition, Achievement Motivation
• Innovative Research Methods in Education and Psychology
• Use of Technology in Teaching and Learning
• Emotion, Self-identity

Teaching Areas

• Educational Psychology (Undergraduate Programme)
• Research Methods in Education (Master Programme)
• Introducing Quantitative Research Methods (PhD Programme)

Academic Employment

• Associate Professor, Faculty of Education, University of Macau, Macau (2017-present)
• Assistant Professor, Faculty of Education, University of Macau, Macau (2013-2017)
• Assistant Professor, Psychological Studies Academic Group, National Institute of Education, Singapore (2009-2013)
• Research Fellow, Education Development Office, City University of Hong Kong, Hong Kong (2009)
• Postdoctoral Research Fellow, Faculty of Education, Simon Fraser University, Canada (2008-2009)

Publications

Selected Journal Articles

• Zhou, M., & Li, Z. (in press). Blended mobile learning in theater arts classrooms in higher education. Innovations in Education & Teaching International.
• Zhou, M. (in press). Gender differences in procrastination: The role of personality traits. Current Psychology.
• Huang, F., Teo, T., & Zhou, M. (in press). Factors affecting Chinese English as a foreign language teachers’ technology acceptance: A qualitative study. Journal of Educational Computing Research.
• Li, Z., Teo, T., & Zhou, M. (in press). Mobile technology in dance education: A case study of three Canadian high school dance programs. Research in Dance Education.
• Zhou, M., & Kam, C. C. S. (in press). Self-determination and personal identity in university students: The mediating role of future orientation. Spanish Journal of Psychology.
• Zhou, M., & Teo, T. (in press). Exploring student voice in teachers’ motivation to use ICT in higher education: Qualitative evidence from a developing country. International Journal of Educational Technology.
• Zhou, M., & Kam, C. C. S. (in press). Trait procrastination, self-efficacy, and achievement goals: the mediation role of boredom coping strategies. Educational Psychology.
• Hoi, C. K. W., Zhou, M., Teo, T., & Nie, Y. (in press). Measuring Efficacy Sources: Development and Validation of the Sources of Teacher Efficacy Questionnaire (STEQ) for Chinese Teachers. Psychology in the Schools.
• Du, J., Wang, C., Zhou, M., Xu, J., Fan, X., & Lei, S. (in press). Group Trust, Communication Media, and Interactivity: Toward an Integrated Model of Online Collaborative Learning. Interactive Learning Environments.
• Zhou, W., & Zhou, M. (in press). Role of Self-Identity and Self-determination in English Learning among High School Students. Journal of Language, Identity & Education.
• Zhou, M., & Ren, J. (in press). A Self-determination Perspective on Chinese Fifth-graders’ Task Disengagement. School Psychology International.
• Kam, C. C. S., & Zhou, M. (in press). Is the Dark Triad better studied using a variable- or a person-centered approach? An exploratory investigation. Plos One.
• Chen, P. H., Teo, T., & Zhou, M. (in press). Effect of note condition on the quality of college students’ lecture note-taking and academic performance. Current Psychology.
• Zhou, M., Chye, S., Chong, Y. W., Koh, C., & Liu, W. C. (in press). Assessing pre-service teachers’ teacher identity through eportfolio. Research Journal of Social Sciences.
• Zhou, M. (2016). The roles of social anxiety, autonomy, and learning orientation in second language learning: A structural equation modeling analysis. System, 63, 89-100.
• Teo, T., Milutinovic, V., & Zhou, M. (2016). Modelling Serbian pre-service teachers’ attitudes towards computer use: A SEM and MIMIC approach. Computers and Education, 94, 77-88.
• Wang, W., & Zhou, M. (2016). Validation of the short form of the Intercultural Sensitivity Scale (ISS-15). International Journal of Intercultural Relations, 55, 1-7.
• Teo, T., Milutinovic, V., Zhou, M., & Bankovic, D. (in press). Traditional vs. Innovative Uses of Computers among Mathematics pre-service teachers in Serbia. Interactive Learning Environments.
• Teo, T., & Zhou, M. (in press). The influence of teachers’ conceptions of teaching and learning on their technology acceptance. Interactive Learning Environments.
• Teo, T., Zhou, M., & Noyes, J. (2016). Teachers and technology: Development of an extended theory of planned behavior. Educational Technology Research and Development, 64, 1033-1052.