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  • ZHUANG, J., C.K. Ng., & Wu, Q*. (2025).The Role of Parent-Child Communication on Chinese Rural Left-Behind Children’s Educational Expectation: A Moderated Mediation Analysis. Humanities and Social Sciences Communication. https://doi.org/10.1057/s41599-024-04334-1 (Best Paper Award, APSS, PolyU).


  • ZHUANG, J*., Deng, C., Fu, L., C.K. Ng., & Wu, Q. (2025). Educational Development of Chinese Rural Left-Behind Children: Promotive and Protective Factors at Multilevels.Child & Family Social Workhttps://doi.org/10.1111/cfs.70016


  • ZHUANG, J*., R.J. Chaskin., Wu, Q., Chen, J., & Fu, L. (2025). Academic Resilience of Chinese Rural Left-behind Adolescents: A Multisystemic Perspective. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2025.108486.


  • ZHUANG, J*. (2026). To Quit or Stay: The Role of Social Support in Fulfilling Psychological Needs and Keeping Rural Chinese Students in School. Child: Care, Health, and Developmenthttps://doi.org/10.1111/cch.70197.


  • ZHUANG, J*., & Tong, Y. (2025). From External to Internal: The Mediating Role of Educational Aspiration and Depression on the Association Between Caregiver Expectation and Academic Performance Among Chinese Rural Students. Behavioral Sciences, 15(5), 698. https://doi.org/10.3390/bs15050698.
  • ZHUANG, J., & Su, X*. (2025). How Chinese College Students Coped with COVID-19 Burnout: A Cross-Sectional Study of the Mediating Effect of Family Support and Interaction Quality. Behavioral Sciences, 15(6), 736. https://doi.org/10.3390/bs15060736
  • Wu, Q., & Qiu, H. (2024). Promoting psychosocial adjustments of cross-border students in Hong Kong: A resilience and social capital framework. Behavioral Sciences, 14, 650. https://doi.org/10.3390/bs14080650


  • Ding, Q., Wu, Q., & Zhou, Q. (2024). Online learning during the COVID-19 pandemic: the wellbeing of Chinese migrant children—a case study in Shanghai. Frontiers in Psychology., 15. https://doi.org/10.3389/fpsyg.2024.1332800

  • Ding, Q., & Wu, Q. (2023). Effects of economic capital, cultural capital, and social capital on the educational expectation of Chinese migrant children. Applied Research Quality of Life, 18, 1407–1432. https://doi.org/10.1007/s11482-023-10144-5

  • Wu, Q., &  Ou, Y. (2023). Does “who I am” influence “how I feel”? Cultural identity and mental health among Hong Kong Chinese adolescents. Journal of Community Psychology, 51, 648–661. https://doi.org/10.1002/jcop.22827

 

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