Hector-Institut für Empirische Bildungsforschung

Dr. Mingjing Zhu

Dr. Mingjing Zhu ist Postdoktorandin am Hector-Institut für Empirische Bildungsforschung. Sie ist Teil der wissenschaftlichen Begleitung der Hector Kinderakademien, die Programme zur Begabungs- und Begabtenförderung von Grundschulkindern in Baden-Württemberg anbieten. Ihr Forschungsinteresse gilt der Begabungsförderung, der Motivation, dem Einfluss von Lehrern und Familie sowie der pädagogischen Wirksamkeit.

Publikationen

Ausgewählte Publikationen

  • Loderer, K., Gentsch, K., Duffy, M., Zhu, M., Xie, X., Chavarria, J., ... & Pekrun, R. (2020). Are concepts of achievement emotions universal across cultures? A semantic profiling approach. Cognition and Emotion, 34, 1480–1488.
  • Zhu, M., Liu, Q., Fu, Y., Yang, T., Zhang, X., & Shi, J. (2018). The relationship between teacher self-concept, teacher efficacy and burnout. Teachers and Teaching, 24, 788–801.
  • Zhu, M., Urhahne, D., & Rubie-Davies, C. M. (2018). The longitudinal effects of teacher judgement and different teacher treatment on students’ academic outcomes. Educational Psychology, 38, 648–668.
  • Yang, T., Shen, Y. M., Zhu, M., Liu, Y., Deng, J., Chen, Q., & See, L. C. (2016). Effects of co-worker and supervisor support on job stress and presenteeism in an aging workforce: a structural equation modelling approach. International Journal of Environmental Research and Public Health, 13, 72.
  • Urhahne, D., & Zhu, M. (2015). Teacher judgement and student motivation. In C. M. Rubie-Davies, J. M. Stephens, & P. Watson (Eds.), Routledge International Handbook of Social Psychology of the Classroom (pp. 304–315). New York: Routledge.  
  • Urhahne, D., & Zhu, M. (2015). Accuracy of teachers’ judgments of students’ subjective well-being. Learning and Individual Differences, 43, 226–232.
  • Zhu, M., & Urhahne, D. (2015). Teachers’ judgements of students’ foreign-language achievement. European Journal of Psychology of Education, 30, 21–39.
  • Zhu, M., & Urhahne, D. (2014). Assessing teachers’ judgements of students’ academic motivation and emotions across two rating methods. Educational Research and Evaluation, 20, 411–427.

Konferenzbeiträge

  • Zhu, M., Cheng, L., J. Shi., & Tordjman, S. (2016, July). Role of family environment in the development and expression of high intellectual potential in Chinese low SES children. Paper presented at the 31st International Congress of Psychology, Yokohama, Japan.
  • Zhu, M., Urhahne, D., & Rubie-Davies, C. M. (2015, July). The Longitudinal Effects of Teacher Judgement and Different Teacher Treatment on Students’ Academic Outcomes. Poster presented at the 13th Annual Meeting of Chinese Psychological Society of Developmental Psychology, Changchun, China.
  • Zhu, M., & Urhahne, D. (2013, August). Accuracy of Teachers’ Judgments of Students’ Academic Achievement and Misjudged Students. Paper presented at the 15th Biennial EARLI Conference for Research on Learning and Instruction, Munich, Germany.
  • Zhu, M., & Urhahne, D. (2013, July). The Pygmalion Effect of Teacher Misjudgment on Chinese Students’ Academic Achievement. Paper presented at Social Psychology of the Classroom International Conference 2013, Auckland, New Zealand.
  • Zhu, M., & Urhahne, D. (2012, September). Teacher Judgment of Students’ Motivation and Emotion Across Different Rating Methods. Invited paper presented at Motivationspsychologische Kolloquium, Halle, Germany.
  • Zhu, M., & Urhahne, D. (2012, July). Foreign-Language Teacher Judgment: Accuracy, Moderators, and Corollaries. Paper presented at the Earli June 2012, Regensburg, Germany.
  • Zhu, M., & Urhahne, D. (2011, September). The accuracy of teacher judgment of second language competencies of fifth grade students. Poster presented at the 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung, Klagenfurt, Austria.
  • Zhu, M., & Urhahne, D. (2011, July). The accuracy and explanative value of second language teachers’ judgments on students’ achievement, motivation, and emotion. Poster presented at the Motivationspsychologische Kolloquium, Munich, Germany.
  • Zhu, M., & Urhahne, D. (2010, September). Motivational and affective characteristics of underestimated students: A contribution to the diagnostic competence of teachers. Poster presented at the 3rd International Summer School in Empirical Education Research, Bamberg, Germany.

Curriculum Vitae

Since 09/2022
Postdoctoral Researcher

Hector Research Institute of Education Sciences and Psychology, University of Tübingen

01/2018 – 05/2022
Senior Researcher

World Giftedness Center (WGC), Hamdan Bin Rashid Al Maktoum Foundation for Distinguished Academic Performance

11/2014 – 12/2017
Postdoctoral Research Fellow

Institute of Psychology, Chinese Academy of Sciences

2014
Doctor of Philosophy in Educational Psychology

Ludwig-Maximilians-Universität München, Munich, Germany

2010
Master of Natural Science in Developmental and Educational Psychology

Chinese Academy of Sciences, Beijing, China

2006
Bachelor of Agricultural Science in Landscape Architecture

China Agricultural University, Beijing, China