Department of Psychology
Qingqing Zhu, Ph.D.
Assistant Professor
- Office: Waggoner Hall 100
- Phone: (309) 298-1593
- Email: Q-Zhu2@wiu.edu
Education
Dr. Zhu joined Western Illinois University in 2020 after having earned her Ph.D. in School Psychology from the University of Kansas. She completed the Leadership Education in Neurodevelopmental and related Disabilities (LEND) training program at the University of Kansas Medical Center and completed her internship in a private practice focusing on neurodevelopmental evaluations. Most recently, she worked as a school psychologist at Springfield Public Schools.
Teaching
Dr. Zhu courses in assessment, research methods, consultation, and the school psychology practicum.
Research
Dr. Zhu's research interests are primarily quantitative, include examining psychometric properties of psychological measures, exploring subgroups that experience psychological constructs differently, and identifying trajectories of child and adolescent development in longitudinal studies. She is also interested in incorporating statistical models in applied research such as program evaluations.
Recent Scholarly Activity
Zhu, Q. (February, 2023). Growth trajectory of religiosity from adolescence to adulthood. Paper will be presented at the annual meeting of the National Association of School Psychologists, Denver, CO.
Zhu, Q. & Lowe, P. A. (February, 2022). Examining social, test, and performance anxiety among Chinese adolescents. Paper presented at the annual meeting of the National Association of School Psychologists, Boston, MA.
Zhu, Q. & Lowe, P.A. (August, 2021). Latent profile analysis of social, performance, and test anxiety among Chinese adolescents. Paper presented at the 129th Annual Convention of the American Psychological Association. https://convention.apa.org/past-convention-programs
Zhu, Q. & Lowe, P. A. (2017). Examination of the psychometric properties of the Revised Children’s Manifest Anxiety Scale-Second Edition scores among Chinese secondary school students. Journal of Psychoeducational Assessment, 36, 725-735. doi: 10.1177/0734282917698302
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