Xinzhuo Zou
Dados Biográficos
| ID | 4420331 |
|---|---|
| NOME | Xinzhuo Zou |
| PRENOMES | Xinzhuo |
| SOBRENOME | Zou |
| ASSINATURA | ZOU X |
| AFILIAÇÕES | University of Hong Kong |
| ORCID | 0000-0002-0020-0964 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 8 |
| OBRAS COMO AUTOR | 7 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Effectiveness of father–child number application activities in promoting Chinese preschoolers’ number skills and number interest
Cross-Lagged Associations Between Caregiver-Child and Teacher-Child Relationships and Approaches to Learning in Rural Preschoolers
Research Findings: This study examined the associations between children’s Approaches to Learning (ATL) and their caregiver-child and teacher-child relationships in rural Chinese preschools, distinguishing between boarding and non-boarding children. Teachers reported on ATL and teacher-child relationships for 233 children from rural boarding preschools in December 2018 (Time 1 [T1]) and December 2019 (Time 2 [T2]), while the primary caregivers re…
Early home numeracy activities and children’s third-grade symbolic and nonsymbolic math skills
Based on a representative sample of 196 Chinese children (101 girls; ages 5-9) and their parents, this study examined the longitudinal relations of early home numeracy activities, measured in preschool in 2015, with children's math skills in third grade in 2019. The results showed that the frequency of number book activities predicted children's third-grade nonsymbolic math skills and that the frequency of number application activities was predic…
Bidirectional longitudinal relations between caregiving styles and young rural Chinese children's academic skills
Antecedents and consequences of young children's interest in mathematics
Parent–child number application activities predict children’s math trajectories from preschool to primary school
This study (N = 196) examined the extent to which the frequency of parent–child math activities in preschool was associated with children’s developmental trajectories of math skills from preschool to primary school. Parents reported the frequency of their involvement in a variety of math activities with their preschool children. Children were tested individually on their formal (i.e., math knowledge that involves verbal or written symbolism, such…
Measuring preschool children's affective attitudes toward mathematics
Parent–child number application activities predict children’s math trajectories from preschool to primary school
This study (N = 196) examined the extent to which the frequency of parent–child math activities in preschool was associated with children’s developmental trajectories of math skills from preschool to primary school. Parents reported the frequency of their involvement in a variety of math activities with their preschool children. Children were tested individually on their formal (i.e., math knowledge that involves verbal or written symbolism, such…
Measuring preschool children's affective attitudes toward mathematics
Antecedents and consequences of young children's interest in mathematics
Effectiveness of father–child number application activities in promoting Chinese preschoolers’ number skills and number interest
Cross-Lagged Associations Between Caregiver-Child and Teacher-Child Relationships and Approaches to Learning in Rural Preschoolers
Research Findings: This study examined the associations between children’s Approaches to Learning (ATL) and their caregiver-child and teacher-child relationships in rural Chinese preschools, distinguishing between boarding and non-boarding children. Teachers reported on ATL and teacher-child relationships for 233 children from rural boarding preschools in December 2018 (Time 1 [T1]) and December 2019 (Time 2 [T2]), while the primary caregivers re…
Early home numeracy activities and children’s third-grade symbolic and nonsymbolic math skills
Based on a representative sample of 196 Chinese children (101 girls; ages 5-9) and their parents, this study examined the longitudinal relations of early home numeracy activities, measured in preschool in 2015, with children's math skills in third grade in 2019. The results showed that the frequency of number book activities predicted children's third-grade nonsymbolic math skills and that the frequency of number application activities was predic…
Bidirectional longitudinal relations between caregiving styles and young rural Chinese children's academic skills
Developmental psychology (6 obras) · Psychology (6 obras) · Cognitive and developmental aspects of mathematical skills (4 obras) · Early Childhood Education and Development (3 obras) · Mathematics education (3 obras) · Numeracy (3 obras) · Parental Involvement in Education (3 obras) · Education Methods and Practices (2 obras) · Education Systems and Policy (2 obras) · Literacy (2 obras)