Professor Zhao’s research is aimed at advancing the understanding why disadvantaged children development positively in unfavorable environment, with an emphasis on left-behind children. Her projects on this topic fall into the following three categories: psychosocial adaptation of disadvantaged children, positive youth development, and assessment of student development. This work is funded by grants from the National Natural Science Foundation of China, National Education Science Planning Office, and Chinese Education Ministry, and has been published in over 50 scientific papers.
Address: Shandong Normal University, No. 88, East Wenhua Road, Lixia District, Jinan, Shandong Province
Postal Code: 250014
Tel: 0531-0531-86181176
E-mail: jingxinzhao@126.com, zhaojingxin@sdnu.edu.cn
Educational Experience
2004.9-2007.6 Faculty of Psychology, Beijing Normal University Ph.D.
2001.9-2004.6 School of Educational Science, Shandong Normal University M.S.
1997.9-2001.6 School of Educational Science, Shandong Normal University B.S.
Work Experience
2007- School of Psychology, Shandong Normal University
List of Major Publications
Zhao, J*., Sun, R., & Shangguan, M. (2024). Childhood psychological maltreatment and social anxiety in college students: The roles of parasympathetic nervous system activity and parent-child separation experience. Child Abuse & Neglect, 151, 106723.
Liu, Y., Wang, L., & Zhao, J*. (2024). Developmental trajectory of depressive symptoms among left-behind adolescents: The effects of parent-adolescent separation and parent-adolescent cohesion. Journal of Adolescence, online.
Shangguan, M., Ao, C., & Zhao, J*. (2023). Parent-child cohesion and college students’ positive/negative affect: The moderating roles of sympathetic nervous system activity and parent-child separation experience. Journal of Youth and Adolescence, 52(6), 1301–1312.
Wang, Q., & Zhao, J*. (2023). Emotional maltreatment and left‑behind adolescents’ loneliness in rural China: The moderating role of peer acceptance. Current Psychology, 42(25), 21478–21488.
Zhao, J*., Ge, J., Li, Q. (2022). Grandparent-child cohesion, friendship quality, and left-behind children’s positive/negative affect in rural China. Journal of Health Psychology, 27(11), 2489–2504.
An, M., Zhang, X., Wang, Y., Zhao, J., & Kong, L. (2022). Reciprocal relations between achievement goals and academic performance in a collectivist higher education context: A longitudinal study. European Journal of Psychology of Education, 37(3), 971–988.
Zhao, J*., Sun, X., & Wang, Q. (2021). Emotional neglect and depressive symptoms of left-behind adolescents: The role of friendship quality and gender. Journal of Affective Disorders, 295, 377–383.
Zhang, L., Wang, L., Liu, Y., Zhang, J., Zhang, X., Zhao, J*. (2021). Resilience predicts the trajectories of college students’ daily emotions during COVID-19: A latent growth mixture model. Frontiers in Psychology, 12, 648368.
Chen, Y., Wang, L., & Zhao, J*. (2021). Peer relationship profiles in rural Chinese adolescents: Longitudinal relations with subjective well-being. Journal of Health Psychology, 26(11), 1803–1820.
Li, Q., Zhang, W., & Zhao, J*. (2021). The longitudinal associations among grandparent-grandchild cohesion, cultural beliefs about adversity, and depression in Chinese rural left-behind children. Journal of Health Psychology, 26(1), 140–155.
Zhao, J*., Wang, Q., & Xue, X. (2020). The longitudinal associations among perceived discrimination, social initiative, and depressive symptoms in Chinese rural left-behind adolescents. Journal of Adolescence, 81, 114–123.
Zhao, J*., Li, R., Ma, J., & Zhang, W. (2019). Longitudinal associations between future planning and adolescents’ academic achievement in China. Journal of Adolescence, 75, 73–84.
Zhao, J., Li, Q., Wang, L., Lin, L., & Zhang, W. (2019). Latent profile analysis of left-behind adolescents’ psychosocial adaptation in rural China. Journal of Youth and Adolescence, 48(6), 1146–1160.
Zhao, J., Sun, P., Wang, M., & Zhang, W. (2018). Left-behind adolescents’ hopes and fears for the future in rural China. Journal of Adolescence, 63, 64–74.
Liu, X., & Zhao, J. (2016). Chinese migrant adolescents’ perceived discrimination and psychological well-being: The moderating roles of group identity and the type of school. Plos One, 11(1), e0146559.
Zhao, J., Liu, X., & Wang, M. (2015). Parent-child cohesion, friend companionship and left-behind children’s emotional adaptation in rural China. Child Abuse & Neglect, 48, 190–199.
