个人简介

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

研究领域

Self-Regulated Learning, Metacognition, Achievement MotivationInnovative Research Methods in Education and PsychologyUse of Technology in Teaching and LearningEmotion, Self-identity

RESEARCH GRANT2018-2020 Using eye-tracking technology to study metacognitive processes in university students PI MOP 420,000 Multi-year research grant, University of Macau2014-2017 An empirical examination of university students’ metacognition during information-based problem solving – Do they really know what they are searching for and why? PI MOP 823,000 Multi-year research grant, University of Macau2014-2017 Acceptance of Information-Communications Technologies (ICT) in Education: A longitudinal study of digital natives in Asia Co-PI MOP 1,556,800 Multi-year research grant, University of Macau2013-2014 Scaffolding Self-Regulation in Information-Based Learning Tasks PI MOP100k Start-up Research Fund, University of Macau2013-2014 Clickers and Videos: A Follow-up Study on Perceptions of their Effectiveness in Teaching Educational Psychology ExternalCollaborator SGD 2,300 Start-up Research Fund, National Institute of Education, Nanyang Technological University2011-2014 Evaluating the e-Portfolio as A Pedagogical Tool for Initial Teacher Education PI SGD99,999 Office of Education Research Fund, National Institute of Education, Nanyang Technological University2011-2014 Enhancing Problem Solving Skills in Information-based Learning Tasks PI SGD99,413 NIE Academic Research Fund, National Institute of Education, Nanyang Technological University2012-2014 Norm-referenced, Criterion referenced, and Self-referenced Feedback: Their Effects on Motivation and Achievement Co-PI SGD99,999 Office of Education Research Fund, National Institute of Education, Nanyang Technological University2012-2014 Promoting Autonomous Motivation in In-service Teacher Training Through Problem-based Learning with Self-determined problems Co-PI SGD47,363 NIE Academic Research Fund, National Institute of Education, Nanyang Technological University2012-2013 Clickers and Video Clips: Perceptions of their Effectiveness in Teaching Educational Psychology Co-PI SGD2,400 Office of Education Research Fund, National Institute ofEducation, Nanyang Technological University2009-2012 Empowering Metacognition through Social-Emotional Learning Co-PI SGD248,854 Office of Education Research Fund, National Institute ofEducation, Nanyang Technological University2007-2008 Operationalizing and Tracing Goal Orientation and Learning Strategy PI CAD20,000 Social Sciences and Humanities Research Council of Canada

近期论文

Selected Journal Articles [53] Zhou, M., & Li, Z. (in press). Blended mobile learning in theater arts classrooms in higher education. Innovations in Education & Teaching International. [52] Zhou, M. (in press). Gender differences in procrastination: The role of personality traits. Current Psychology. [51] 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. [50] 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.[49] 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. [48] 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.[47] Zhou, M., & Kam, C. C. S. (in press). Trait procrastination, self-efficacy, and achievement goals: the mediation role of boredom coping strategies. Educational Psychology. [46] 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. [45] 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. [44] 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. [43] Zhou, M., & Ren, J. (in press). A Self-determination Perspective on Chinese Fifth-graders’ Task Disengagement. School Psychology International. [42] 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. [41] 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. [40] 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. [39] 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. [38] 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. [37] 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. [36] 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. [35] Teo, T., & Zhou, M. (in press). The influence of teachers’ conceptions of teaching and learning on their technology acceptance. Interactive Learning Environments. [34] 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. [33]Zhou, M. (2016). A revisit of General Self-efficacy Scale: Uni- or multi-dimensional? Current Psychology, 35(3), 427-436.[32] Du, J., Zhou, M., Xu, J., & Lei, S. S. (2016). African American female students in online collaborative learning activities: The role of identity, emotion, and peer support. Computers in Human Behavior, 63, 948-958.[31]Zhou, M., Chan, K. K., & Teo, T. (2016). Understanding Mathematics Teachers’ use of Dynamic Geometry Software in Macau. Journal of Educational Technology and Society, 19(3), 181-193. [30] Zhou, M. (2016). Chinese university students' acceptance of MOOCs: A self-determination perspective. Computers and Education, 92/93, 194-203.[29] Zhou, M. (2016). University students’ emotion during information problem-solving: A multiple goal perspective. Journal of Psychology, 150(5), 576-590.[28] Zhou, M., & Kam, C. C. S. (2016). Hope and General Self-efficacy: Two measures of the same construct? Journal of Psychology, 150(5), 543-559.[27] Chen, P. H., Teo, T., & Zhou, M. (2016). Relationships between digital nativity, value orientation, and motivational interference among college students. Learning and Individual Difference, 50, 49-55.[26] Zhou, M. (2016). An exploratory examination of digital humanities scholar research practices. The International Journal of the Book, 14(2), 1-8.[25] Hoi, C. K. W., Teo, T., & Zhou, M. (2015). Media and information literacy among Macau university students: An initial study. Journal of Communication and Education, 2(2), 26-37. [24] Zhou, M., & Chua, B. L. (2015). Using blended learning design to enhance learning experience in teacher education. International Journal on E-Learning, 15, 121-140.[23] Adesope, O. O., Zhou, M., & Nesbit, J. C. (2015). Achievement Goal Orientations and Self-Reported Study Strategies as Predictors of Online Studying Activities. Journal of Educational Computing Research, 53(3), 436-458. [22] Zhou, M. (2015). Moderating effect of self-determination in the relationship between Big Five personality and academic performance. Personality and Individual Difference, 86, 385-389.[21] Zhou, M. (2015). SCOOP: A measurement and database of student online search behavior and performance. British Journal of Educational Technology, 46, 928-931. [20] Kam, C. C. S., & Zhou, M. (2015). Does acquiescence affect individual items consistently? Educational and Psychological Measurement, 75(5), 764-784.[19] Zhou, M. (2014). Gender difference in Web search perceptions and behavior: Does it vary by task performance? Computers and Education, 78, 174-184.[18] Teo, T., & Zhou, M. (2014). Explaining the intention to use technology among university students: A structural equation modeling approach. Journal of Computing in Higher Education, 26(2), 124-146.[17] Ee, J., Zhou, M., & Wong, Y. F. (2014). Teachers’ infusion of social emotional learning. Journal of Teaching and Teacher Education, 1(2), 27-45.[16] Zhou, M., & Xu, Y. (2013). University students’ career choice and emotional well-being. Journal of Educational and Social Research, 3(7), 235-242. [15] Zhou, M. (2013). Using traces to investigate self-regulatory activities: A study of self-regulation and achievement goal profiles in the context of web search for academic tasks. Journal of Cognitive Education and Psychology, 12(3), 287-305. [14] Zhou, M. (2013). “I am really good at it” or “I am just feeling lucky”: The effects of emotions on information problem-solving. Educational Technology Research and Development, 61(3), 505-520.[13] Zhou, M. (2013). University students’ goal profiles and metacomprehension accuracy. Educational Psychology, 33(1), 1-13.[12] Zhou, M. (2013). A systematic understanding of successful Web searches in information-based tasks. Journal of Educational Technology and Society, 16(1), 321-331.[11] Zhou, M., Xu, Y., Su, Y., & Liu, L. (2012). SCOOP: A research tool for exploring student online search strategies and performance. The European Journal of Social & Behavioural Sciences, 1(1), 67-80. [10] Zhou, M., & Winne, P. H. (2012). Modeling academic achievement by self-reported versus traced goal orientation. Learning and Instruction, 22(6), 413-419. [9] Marshall, S., Zhou, M., Gervan, T., & Wiebe, S. (2012). Sense of belonging and first-year academic literacy. Canadian Journal of Higher Education, 42(3), 116-142. [8] Zhou, M., & Xu, Y. (2012). A self-determination approach to understanding Chinese university students’ choice of academic majors. Individual Differences Research, 10, 49-59. [7] Zhou, M., & Ee, J. (2012). Development and validation of the Social Emotional Competencies Questionnaire (SECQ). International Journal of Emotional Education, 4, 27-42. [6] Zhou, M., Ma, W. J., & Deci, E. L. (2009). The importance of autonomy for rural Chinese children’s motivation for learning. Learning and Individual Differences, 19, 492-498. [5] Vamos, S., & Zhou, M. (2009). Using focus group research to assess health education needs among pre-service and in-service teachers. American Journal of Health Education, 40(4), 196-206. [4] Murayama, K., Zhou, M., & Nesbit, J. C. (2009). A cross-cultural examination of the psychometric properties of the achievement goal questionnaire. Educational and Psychological Measurement, 69, 266-286. [3] Vamos, S., & Zhou, M. (2007). Educator preparedness to teach health education in British Columbia. American Journal of Health Education, 38(5), 285-293. [2] Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Code, J., Zhou, M., MacAllister, K., Bratt, S., Wang, W., & Hadwin, A. F. (2006). Using cognitive tools in gStudy to investigate how study activities covary with achievement goals. Journal of Educational Computing Research, 35 (4), 339-358. [1] Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97(3), 468-483.Book ChaptersKoh, C., Liu, W. C., Chye, S., & Zhou, M. (In press). Exploring the views of pre-service teachers on the use of the e-portfolio as a learning platform. In M. Carmo (Ed.), Education applications & developments (pp. xxx-xxx). Portugal: inSciencePress.Zhou, M. (2012). From “Self-tested” to “Self-testing”: A review of self-assessment systems for learning. In S. Graf, F. Lin, Kinshuk, and R. McGreal (Eds.). Intelligent and adaptive learning systems: Technology enhanced support for learners and teachers (pp. 119-132). Hershey, PA: IGI Global.Zhou, M. & Xu, Y. (2012). Challenges to use recommender systems to enhance meta-cognitive functioning in online learners. In O. C. Santos and J. G. Boticario (Eds.). Educational recommender systems and technologies: Practices and challenges (pp. 282-301). Hershey, PA: IGI Global.Winne, P. H., Zhou, M., & Egan, R. (2011). Designing assessments of self-regulated learning. In G. Schraw and D. R. Robinson (Eds.) Assessment of Higher Order Thinking Skills (pp.). Charlotte, NC: Information Age Publishing.Egan, R. & Zhou, M. (2011). Re-conceptualizing calibration using trace methodology. In G. Dettori and D. Persio (Eds.) Fostering Self-regulated Learning through ICTs (pp. 71-88). Hershey, PA: IGI Global.Zhou, M., Xu, Y., Nesbit, J. C., & Winne, P. H. (2010). Sequential pattern analysis of learning logs: Methodology and applications. In C. Romero et al. (Eds.). Handbook of Educational Data Mining (pp. 107-121). Chapman & Hall/CRC Press. Zhou, M., & Winne, P. H. (2008). Designing multimedia to trace goal-setting in studying. In R. Zheng (Ed.). Cognitive effects of multimedia learning (pp. 288-311). Hershey, PA: IGI Global. Referred Conference Proceedings Zhou, M. (2018). Effects of Personality on Procrastination: Does it vary by gender? In Proceedings of the International Conference of Education and E-Learning, Colombo, Sri Lanka.Zhou, M. (2017). Achievement Goal Understanding in Chinese College Students. In Proceedings of Conference of the International Journal of Arts and Sciences, Vienna, Austria.Zhou, M. (2017). Do online search processes vary by task complexity? An eye-tracking study. In Proceedings of 5th International Conference on Management and Education Innovation - ICMEI 2017, Paris, France.Zhou, M., & Ren, J. (2016). Use of Cognitive and Metacognitive Strategies in Online Search: An Eye-tracking Study. In Proceedings of the International Conference on International Conference on Educational Technologies (pp.37-349). International Association for Development of the Information Society. Melbourne, Australia.Wong, H. I., & Zhou, M. (2016). Social Emotional Development in Macau Secondary School Students. In Proceedings of Joint World Conference on Social Work, Education and Social Development 2016. Seoul, Korea.Wang, W., & Zhou, M. (2016). Short form of Intercultural Sensitivity Scale C (ISS-15): Conceptual framework and scale validation. In Proceedings of 10th Annual International Conference on Sociology. Athens, Greece.Zhou, M. (2016). Data Pre-Processing of Student e-Learning Logs. In K. J. Kim and N. Joukov (Eds.), Proceedings of 7th International Conference on Information Science and Application 2016 (pp. 1007-1012). Singapore: Springer Science + Business Media.Zhou, M. (2015). Microblogging MOOC: Student Perceptions about Online Education in Social Media. In Proceedings of International Conference on Education, Psychology, and Social Sciences (ICEPS) 2015 (pp. xx-xx). Taiwan. Zhou, M. (2015). An examination of digital humanities scholar research practices. In Proceedings of New Directions in the Humanities (pp. xx-xx). Vancouver, Canada.Hoi, C. K. W., Teo, T., & Zhou, M. (2015). Assessing Teacher Efficacy and Teaching Regulation: An Initial Study. In Proceedings of the International Conference: Assessment for Learning in Higher Education 2015 (pp. xx-xx). Hong Kong. Hoi, C. K. W., Teo, T., & Zhou, M. (2014). A study of the media and information literacy among Macau university students: An initial study. In Proceedings of HKAECT 2014 International Conference: New Media, Knowledge Practices and Multiliteracies (pp. 141-154). Hong Kong.Zhou, M. (2014). A Cross-cultural Examination of In-service Teachers’ Views on Blended Learning. In Proceedings of Multicultural Education and Special Education International Conference. Chiang Mai, Thailand.Zhou, M., & Xu, Y. (2014). A typology of Chinese young people and information privacy concerns. In Proceedings of The Fifth Asian Conference on the Social Sciences 2014 (pp.417-426). Osaka, Japan.Zhou, M., & Xu, Y. (2014). Chinese university students’ achievement goals and career decision-making. In Proceedings of INTCESS14- International Conference on Education and Social Sciences (pp. 339-345). Istanbul, Turkey.Koh, C., Liu, W. C., Zhou, M., & Chye, S., (2013). Pre-service teachers’ perceptions of the use of e-portfolio as a learning platform. In Proceedings of the International Conference on Education and New Developments 2013 (pp. xx-xx). Lisbon, Portugal.Chye, S., Zhou, M., Liu, W. C., Koh, C., & Chew, E. (2013). Analysing levels of reflection in student teachers’ e-Portfolios: A preliminary investigation. In Ravet, S. (Ed.) Proceedings of ePIC 2013, the 11th International ePortfolio and Identity Conference (pp.). Poitiers, France: ADPIOS.Zhou, M., Chye, S., Koh, C., & Liu, W. C., (2013). Understanding teacher identity through the use of eportfolios with pre-service teachers. In Platos, J. (Ed.) Proceedings of the Second International Conference on e-Technologies and Networks for Development (pp. 20-27). Hong Kong: Society of Digital Information and Wireless Communications.Chye, S., Zhou, M., Liu, W. C., Koh, C., & Chew, E. (2012). Eportfolios in initial teacher education in Singapore: Methodological issues arising from initial attempts to make meaning of artifacts. In Ravet, S. (Ed.) Proceedings of ePIC 2012, the 10th International ePortfolio and Identity Conference (pp. 54-57). Poitiers, France: ADPIOS.Zhou, M., & Ee, J. (2012). Use of Defining Issues Test (DIT) to assess children’s social emotional competence. In Proceedings of International Conference: Innovative research in a changing and challenging world.Chye, S. Zhou, M., Liu, W. C., & Koh, C. (2012). E-portfolios in initial teacher education in Singapore: A peek into the artefacts. In Proceedings of 10th international ePortfolio & Identity Conference (ePIC 2012).Zhou, M., & Ee, J. (2012). Use of Defining Issues Test (DIT) to assess children’s social emotional competence. In Proceedings of International Conference: Innovative research in a changing and challenging world.Koh, C., Liu, W. C., Zhou, M., & Chye, S. (2011). The use of the ePortfolio to enhance future teachers’ learning and teaching. In Proceedings of 9th international ePortfolio & Identity Conference (ePIC 2011).Zhou, M., Xu, Y., Su, Y., & Liu, L. (2011). A research tool for exploring student online search strategies and performance. In Proceedings of International Conference on Education and Educational Psychology (pp. 159). Istanbul, Turkey.Zhou, M., Xu, Y., Liu, L. & Su, Y. (2011). Just Google it? Chinese university students’ web search skills for academic tasks. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 3645-3650). Chesapeake, VA: AACE.Zhou, M. & Xu, Y. (2010). Injecting pedagogical constraints into sequential learning pattern mining. In Proceedings of the 10th IEEE International Conference on Advanced Learning Technologies (pp. 380-381). Washington, DC: IEEE Computer Publications.Zhou, M. (2010). Data mining and student e-learning profiles. In Proceedings of the International Workshop Proceedings of World Conference on Educational Multimedia, Hypermedia & Telecommunications on Educational Technology at the International Conference on E-Business and E-Government (ICEE 2010) (pp. 5405-5408). Washington, DC: IEEE Computer Publications.Zhou, M., Cheung, H. L., Wong, M. C., Chan, F. Y., & Pickard, V. (2010). An evaluation of electronic portfolio platforms in higher education. In Proceedings of the 2010 International Conference on e-Commerce, e-Administration, e-Society, e-Education, and e-Technology (pp. 1560-1578). Macau, China: e-CASE & e-Tech 2010. (Distinguished Paper Award)Cheung, H. L., Zhou, M., Pickard, V. Fisher, D., & Chan, F. Y. (2010). Design, implementation and evaluation of generic structure of ePortfolios/portfolios. In Proceedings of the 2010 International Conference on e-Commerce, e-Administration, e-Society, e-Education, and e-Technology (pp. 3005). Macau, China: e-CASE & e-Tech 2010.