Linjia Zhang

Linjia Zhang is a Visiting PhD student at the Hector Research Institute of Education Sciences and Psychology, funded by the CSC-Tübingen PhD Program scholarship.

Her research focuses on adolescent students’ motivation and perceived learning costs, investigating why certain students develop avoidance tendencies toward studying. Grounded in the situated expectancy-value theory (Eccles & Wigfield, 2020), her current work explores the developmental trajectory of cost beliefs and seeks to design targeted interventions that foster positive learning attitudes.

Her goal is to help struggling students build a more engaging and meaningful connection with their education.

Adresse

Universität Tübingen
Hector-Institut für Empirische Bildungsforschung
Europastraße 6
72072 Tübingen
Raum 205

Kontakt

linjia.zhangspam prevention@student.uni-tuebingen.de

Mitglied des

Publikationen

Zhang, L., & Jiang, Y. (2024). Cross-lagged associations among expectancy-value-cost beliefs in adolescent students’ mathematics academic outcomes. Journal of Experimental Education, 1–21. https://doi.org/10.1080/00220973.2024.2372669

Zhang, L., Jiang, Y., & Lu, L. (2024). Adolescent students’ psychological needs and educational outcomes in school: A latent profile analysis. Journal of Experimental Education, 1–19. https://doi.org/10.1080/00220973.2024.2378846

Jiang, Y., Zhang, L., & Chen, C. (2024). Latent profiles of Chinese students’ social-emotional learning competencies and their associations with academic motivation and achievement. Learning and Individual Differences, 116, 102580. https://doi.org/10.1016/j.lindif.2024.102580

Jiang, Y., Li, Y., & Zhang, L. (2024). Distinct roles of autonomy satisfaction and frustration in predicting adolescent students’ academic motivation and achievement. Educational Psychology, 44(3), 377–394. https://doi.org/10.1080/01443410.2024.2354694

Chen, S., Jiang, Y., Zhang, L., & Xu, J. (2024). Chinese adolescent students’ motivational profiles in English learning: A situated expectancy-value theory approach. Current Psychology, 1-13. https://doi.org/10.1007/s12144-024-06820-w

Zhang, L., Jiang, Y., & Chen, S. (2023). Longitudinal interrelations among self-efficacy, interest value, and effort cost in adolescent students’ English achievement and future choice intentions. Contemporary Educational Psychology, 73, 102176. https://doi.org/10.1016/j.cedpsych.2023.102176

Zhang, L., & Jiang, Y. (2023). Patterns of the satisfaction and frustration of psychological needs and their associations with adolescent students’ school affect, burnout, and achievement. Journal of Intelligence, 11(6), 111. https://doi.org/10.3390/jintelligence11060111

Jiang, Y., & Zhang, L. (2023). High school students’ expectancy, value, and cost profiles and their relations with engagement and achievement in math and English. Learning and Individual Differences, 101, 102252. https://doi.org/10.1016/j.lindif.2022.102252

Curriculum Vitae

Since 11/2024

Visiting PhD student, Hector Research Institute of Education Sciences and Psychology,

University of Tübingen, Germany

Since 09/2023

Ph.D. Program in Learning Psychology and Development

East China Normal University, Shanghai, China

09/2020 - 06/2023

M.A. in Learning Psychology and Development

East China Normal University, Shanghai, China

09/2016 - 06/2020

B.A. in Psychology

Southwest University, Chongqing, China