College of Humanities and Social Sciences staff

Associate Professor Zhenlin Wang staff profile picture

Contact details +6469517412

Associate Professor Zhenlin Wang PhD

Associate Professor

Doctoral Supervisor
Institute of Education

Professional

Contact details

  • Location: Social Sciences Tower
    Campus: Manawatū

Qualifications

  • Doctor of Philosophy - University of Pennsylvania (2010)

Certifications and Registrations

  • Licence, Supervisor, Massey University

Research Expertise

Research Interests

Child Development; Social Cognition; Parenting

Thematics

21st Century Citizenship, Health and Well-being

Area of Expertise

Field of research codes
Developmental Psychology and Ageing (170102):
Education (130000):
Psychology (170100): Psychology And Cognitive Sciences (170000)

Research Projects

Summary of Research Projects

Position Current Completed
Key Researcher / Named Investigator / Associate Investigator 1 0

Research Outputs

Journal

Wang, Z., & Shao, Y. (2024). Picture book reading improves children's learning understanding. British Journal of Developmental Psychology.
[Journal article]Authored by: Wang, Z.
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Xu, H., Wang, Z., Gao, X., Wang, X., & Wu, Q. (2023). Psychometric validation of the sibling inventory of behavior in three- to six-year-old Chinese children. Frontiers in Psychology. 14
[Journal article]Authored by: Wang, Z.
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Wang, Z., Wang, L., Gao, X., & Zhu, L. (2023). Cognitive flexibility moderates the association between theory of mind and children’s offer in the Ultimatum Game (La flexibilidad cognitiva modera la relación entre la teoría de la mente y las ofertas de los niños en el Juego del Ultimátum). Infancia y Aprendizaje. 46(2), 264-284
[Journal article]Authored by: Wang, Z.
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Wang, Z., & Gao, X. (2022). Patience Is a Virtue: Theory of Mind Longitudinally Predicts Children’s Delay during School Transition. Developmental Neuropsychology. 47(5), 233-246
[Journal article]Authored by: Wang, Z.
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Wang, Z., Yeung, PL., & Gao, X. (2021). Under the same roof: Parents’ COVID-related stress mediates the associations between household crowdedness and young children's problem behaviors during social distancing. Current Research in Ecological and Social Psychology. 2
[Journal article]Authored by: Wang, Z.
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4

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Wang, Z., & Frye, DA. (2021). When a Circle Becomes the Letter O: Young Children’s Conceptualization of Learning and Its Relation With Theory of Mind Development. Frontiers in Psychology. 11
[Journal article]Authored by: Wang, Z.
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1
Wang, Z., & Wang, L. (2021). Little pranksters: Inhibitory control mediates the association between false belief understanding and practical joking in young children. International Journal of Behavioral Development. 45(3), 244-249
[Journal article]Authored by: Wang, Z.
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1
Gao, X., & Wang, Z. (2021). Parental Neuroticism and Negative Discipline: The Role of Household Chaos and Parental Perspective Taking. Journal of Family Psychology. 36(3), 458-467
[Journal article]Authored by: Wang, Z.
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1
Harrison, MG., & Wang, Z. (2020). School counselling based on humanistic principles: A pilot randomised controlled trial in Hong Kong. Asia Pacific Journal of Counselling and Psychotherapy. 11(2), 122-138
[Journal article]Authored by: Wang, Z.
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Zhu, N., & Wang, Z. (2020). The paradox of sarcasm: Theory of mind and sarcasm use in adults. Personality and Individual Differences. 163
[Journal article]Authored by: Wang, Z.
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8
Chan, MHM., Wang, Z., Devine, RT., & Hughes, C. (2020). Parental mental-state talk and false belief understanding in Hong Kong children. Cognitive Development. 55
[Journal article]Authored by: Wang, Z.
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7
Gao, Q., Chen, W., Wang, Z., & Lin, D. (2019). Secret of the masters: Young chess players show advanced visual perspective taking. Frontiers in Psychology. 10(OCT)
[Journal article]Authored by: Wang, Z.
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3
Hughes, C., Devine, RT., & Wang, Z. (2018). Does Parental Mind-Mindedness Account for Cross-Cultural Differences in Preschoolers’ Theory of Mind?. Child Development. 89(4), 1296-1310
[Journal article]Authored by: Wang, Z.
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69
Wang, L., & Wang, Z. (2018). The modified temptation resistance task: A paradigm to elicit children's strategic lie-telling. Journal of Visualized Experiments. 2018(134)
[Journal article]Authored by: Wang, Z.
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Wang, Z., Wong, RKS., Wong, PYH., Ho, FC., & Cheng, DPW. (2017). Play and theory of mind in early childhood: a Hong Kong perspective. Early Child Development and Care. 187(9), 1389-1402
[Journal article]Authored by: Wang, Z.
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8
Wang, Z., Wang, XC., & Chui, WY. (2017). Young children's understanding of teaching and learning and their theory of mind development: A causal analysis from a cross-cultural perspective. Frontiers in Psychology. 8(MAY)
[Journal article]Authored by: Wang, Z.
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4
Wang, L., Zhu, L., & Wang, Z. (2017). Parental mind-mindedness but not false belief understanding predicts Hong Kong children's lie-telling behavior in a temptation resistance task. Journal of Experimental Child Psychology. 162, 89-100
[Journal article]Authored by: Wang, Z.
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18
Brown, GTL., & Wang, Z. (2016). Understanding Chinese university student conceptions of assessment: cultural similarities and jurisdictional differences between Hong Kong and China. Social Psychology of Education. 19(1), 151-173
[Journal article]Authored by: Wang, Z.
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24
Wang, Z., Devine, RT., Wong, KK., & Hughes, C. (2016). Theory of mind and executive function during middle childhood across cultures. Journal of Experimental Child Psychology. 149, 6-22
[Journal article]Authored by: Wang, Z.
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116
Wang, Z., & Wang, L. (2015). The mind and heart of the social child: Developing the empathy and theory of mind scale. Child Development Research. 2015
[Journal article]Authored by: Wang, Z.
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12
Wang, Z. (2015). Theory of mind and children’s understanding of teaching and learning during early childhood. Cogent Education. 2(1)
[Journal article]Authored by: Wang, Z.
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12
Wang, Z., & Brown, GTL. (2014). Hong Kong tertiary students' conceptions of assessment of academic ability. Higher Education Research and Development. 33(5), 1063-1077
[Journal article]Authored by: Wang, Z.
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24
Brown, GTL., & Wang, Z. (2013). Illustrating assessment: How Hong Kong university students conceive of the purposes of assessment. Studies in Higher Education. 38(7), 1037-1057
[Journal article]Authored by: Wang, Z.
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56
Wong, SM., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children's perception of play and non-play. International Journal of Learning. 17(10), 165-180
[Journal article]Authored by: Wang, Z.
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18
Wang, Z. (2010). Children’s picture book and theory of mind development: From McDull to the True Story of the Three Little Pigs. 兒童繪本與心智理論的發展: 從麥兜到三隻小豬的真實故事.. Hong Kong Journal of Early Childhood. 9(2), 44-51
[Journal article]Authored by: Wang, Z.
Wang, Z., & Hung, LM. (2010). Kindergarten children's number sense development through board games. International Journal of Learning. 17(8), 19-32
[Journal article]Authored by: Wang, Z.
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10
Wang, Z. (2009). To teach or not to teach: Controversy surrounding constructivism in early childhood education. Hong Kong Journal of Early Childhood. 8(1), 56-65
[Journal article]Authored by: Wang, Z.
Wang, Z. (2000). Children’s human figure drawings: The development of size scaling and its influential factors. 年幼兒童人物畫結構變化及其影響因素. Acta Psychologica Sinica. 32(2), 183-189
[Journal article]Authored by: Wang, Z.
Wang, Z., Li, W., Fang, J., & Guo, Z. (1999). The relation between cognitive style and children’s partial occlusion drawings. 認知方式與幼兒部分遮擋繪畫關係的研究.. PSYCHOLOGICAL SCIENCE-SHANGHAI-. 22(5), 407-410
[Journal article]Authored by: Wang, Z.
Wang, Z., & Li, W. (1998). Research development in the West on the relation between children’s drawing and cognitive development 西方兒童繪畫與認知發展關係研究的進展.. Psychological Science -Shanghai-. 21(5), 449-451
[Journal article]Authored by: Wang, Z.
Li, W., Fan, A., Wang, Z., & Wu, Q. (1997). Research on 4- to 9-year-old children’s recognition of spatial patterns. 4-9歲兒童空間圖形認知發展研究.. Psychological Development and Education. 4, 1-5
[Journal article]Authored by: Wang, Z.
Li, W., & Wang, Z. (1997). Research on the interference factors of children’s cognition of geometric figures兒童認知幾何圖形干擾因素的研究.. Acta Psychologica Sinica. 29(4), 377-385
[Journal article]Authored by: Wang, Z.

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Book

Wang, Z., & Brown, GTL. (2019). Analyzing Students’ Free Response Drawings: Perceptions of Assessment. In SAGE Research Methods Datasets Part 2. : Sage
[Chapter]Authored by: Wang, Z.
Wang, Z., & Wang, L. (2015). Cognitive Development: Child Education. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition. (pp. 38 - 42).
[Chapter]Authored by: Wang, Z.
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2
Frye, D., & Wang, Z. (2014). THEORY OF MIND, UNDERSTANDING TEACHING AND EARLY CHILDHOOD EDUCATION. In Applied Cognitive Research in K-3 Classrooms. (pp. 85 - 108).
[Chapter]Authored by: Wang, Z.
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8
Slaughter-Defoe, DT., & Wang, Z. (2009). From "ego" to "social comparison": Cultural transmission and child protection policies and laws in a digital age.. In AM. Matwyshyn (Ed.) Harboring Data: Information Security, Law, and the Corporation. (pp. 145 - 157). : Stanford University Press
[Chapter]Authored by: Wang, Z.

Teaching and Supervision

Contact Supervisor

Summary of Doctoral Supervision

Position Current Completed
Co-supervisor 2 0

Current Doctoral Supervision

Co-supervisor of:

  • Shuyu Lei - Doctor of Philosophy
    Exploring the relationship between Subjective Well-being (SWB), Time Management and Academic Stress among Chinese senior high school students - A mixed-methods study.
  • Jess Smith - Doctor of Philosophy
    Teachers' perspectives of social-emotional teaching and learning Aotearoa early childhood

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Last updated on Monday 27 February 2023