Dr ZHU, Jinxin
朱金鑫 博士
Assistant Professor
Department of Curriculum and Instruction
Contact
ORCiD
0000-0001-5632-4440
Phone
(852) 2948 7529
Fax
(852) 2948 7563
Email
jxzhu@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
56468215300
Research Interests
  • Digital Assessment and Learning
  • Data Analytics in Education
  • Mathematics/STEM Education
  • Self-regulated Learning
  • Civic Education
  • Special Education

Teaching Interests
  • PRJ6002 Methods in Research for Learning
  • TSLS6066 Innovative Instructional Design
Personal Profile

!!! Please visit Dr Zhu's webpage (https://home.eduhk.hk/~jxzhu/) for the latest news.!!!


Dr Jinxin ZHU is an Assistant Professor at the Department of Curriculum and Instruction at The Education University of Hong Kong (EdUHK). He received a bachelor’s degree from Beijing Normal University majoring in Mathematics and Applied Mathematics and a Ph.D. from EdUHK majoring in Educational and Psychological Measurement. Before re-joining EdUHK as an Assistant Professor, he worked as a Research Assistant Professor at the Department of Education Studies at Hong Kong Baptist University, a manager at the Assessment Technology & Research Division in the Hong Kong Examinations and Assessment Authority, a post-doctoral fellow at Assessment Research Centre at EdUHK, and a mathematics teacher at Fuyong Secondary School in Shenzhen, Guangdong, Mainland China.


His research focuses on digital assessment and learning, aiming to reduce teachers’ workload with digital tools allowing them to have more time and energy to help students to take an active role in the assessment and feedback process and become self-directed learners and thereby lifelong learners. Meanwhile, he applies rigorous data analytic methods (e.g., structural equation modeling, Rasch model, and multilevel modeling) to educational studies.

 

Research project:


  • Understanding university students' informal statistical thinking using a computer adaptive testing system: Instrument development (Start-up Research Grant, EdUHK $149,993, 04/2024 - 03/2025).
  • Understanding and facilitating pre-service teachers’ digital assessment literacy (Donation from Renshan Fortune Charity Association, Co-Principal Investigator, HK$ 2,000,000, 09/2023 - 08/2028).
  • Investigating the facilitators and barriers of mathematics teachers’ assessment literacy in the digital era: Instrument development and validation (GRF, Principal Investigator, HK$ 856,852, 11/2022 – 11/2025). 
  • Using ‘Big Data’ to support school improvement: insights from international large-scale assessment data sets (Start-up Grant, HKBU; Principal Investigator, HK$ 100,000, 11/2020-06/2023).


Accept Post-doctoral Fellow :

  • Researchers who have obtained a PhD degree after 1 Jan 2021 or will obtain a PhD degree by 31 August 2025 are welcome to contact me for the next run of RGC Postdoctoral Fellowship Scheme (研资局博士后奖学金计划).

Accept PhD (self-financed & Fellowship Scheme) students.

Accept EdD students (English & Chinese):

  • Please contact me after July 1st, 2024 about the PhD/EdD admission for the 2025/26 academic year.


-Preferred research areas include but not limited to

  • Digital Assessment and Learning (educational technology)
  • Data Analytics in Education (educational measurement and assessment)
  • Educational Psychology, specifically related to
  1. Mathematics/STEM Education
  2. Self-regulated Learning


-For either Post-doctoral Fellow / PhD / EdD application, please get in touch with Dr Zhu (online CV here) via email (jxzhu@eduhk.hk) with

  1. a cover letter stating your understanding of educational research and long-term career plan,
  2. a research proposal,
  3. a CV (please specify your research experience, English level; specify the language of the publication, if any), and
  4. other supporting documents such as transcripts of bachelor's and master’s degrees, certificates, published articles, awards, and other documents that might be helpful.
  • An informal test and an informal interview may be arranged before the formal application.
  • Preferred research areas include but are not limited to Digital/Online Assessment and Learning and Mathematics/STEM Education.
  • Willingness to learn or readiness to apply advanced quantitative research methods using Mplus or R and qualitative analysis using NVivo is desirable.
  • Responsible, fast learning, self-motivated, and meticulous are expected.


!!! Dr Zhu's project team also maintains a Xiaohongshu (49459350926) account to publish the latest news of his research team. You are welcome to follow this account. !!!

Research Interests

  • Digital Assessment and Learning
  • Data Analytics in Education
  • Mathematics/STEM Education
  • Self-regulated Learning
  • Civic Education
  • Special Education

Teaching Interests

  • PRJ6002 Methods in Research for Learning
  • TSLS6066 Innovative Instructional Design
Projects
Understanding university students' informal statistical thinking using a computer adaptive testing system: Instrument development
This study focuses on the development of an instrument using a computer adaptive testing system to understand university students' informal statistical thinking. The researchers aim to comprehend the strengths and weaknesses of student's statistical reasoning abilities in an informal context, which can often be overlooked in traditional educational settings. Utilizing adaptive technology, the instrument is designed to adjust its difficulty based on the learner's performance, providing a more tailored and effective approach to gauge their understanding.

Project Start Year: 2024, Principal Investigator(s): ZHU, Jinxin
 

Understanding and facilitating pre-service teachers’ digital assessment literacy
With generous sponsorship from the Renshan Fortune Charity Association, the Education University of Hong Kong (EdUHK) and Quanzhou Normal University (QNU) are collaborating on an innovative teaching and cultural research project. This project, grounded in the principles of equality, friendship, and mutual development, encompasses two main components: digital transformation and assessment, and the study of Minnan culture and language. The digital transformation and assessment component aims to amplify the digital assessment literacy of pre-service teachers at QNU. A comprehensive training program will be developed to achieve this goal. Furthermore, staff from EdUHK will collaborate with teachers from QNU to author a book centered on the theory and practice of digital assessment literacy for educators. This resource is designed to offer an in-depth understanding of digital assessment, benefiting pre-service teachers, university lecturers, academic leaders, researchers, and government officials. The second component focuses on promoting Minnan culture and language. The project aims to foster cultural, academic, and youth exchanges between Quanzhou and Hong Kong. It hopes to broaden the understanding of Minnan culture among overseas Chinese communities. Initiatives will include student exchange programs, a "Minnan-Hong Kong Intangible Cultural Heritage Seminar", and the creation of a book titled "Millennial Maritime Silk Road: Cultural Heritage of Hong Kong and Quanzhou". Through this multifaceted project, we aim to enhance digital assessment literacy among teachers, preserve and promote Minnan culture, and increase awareness and understanding of Minnan culture and language. Ultimately, our goal is to encourage cultural exchange between Quanzhou and Hong Kong.

Project Start Year: 2023, Principal Investigator(s): YIP, Tak Ping, ZHU, Jinxin
 

Investigating the facilitators and barriers of mathematics teachers’ assessment literacy in the digital era: Instrument development and validation
Assessment literacy must fit the teaching content. Researchers emphasize the importance of content knowledge and content-based pedagogy in a holistic framework of assessment literacy (Xu & Brown, 2016; Zolfaghari & Ahmadi, 2016). However, few
quantitative studies have examined teacher's assessment literacy of subject content to develop a theoretical model of it (e.g., mathematics assessment literacy; Ayalon & Wilkie, 2020; Tan et al., 2017). Also, qualitatively measuring ALDE, such as expert evaluation or teacher qualitative self-reflection, require a lot of time and human resources, so we need a valid, low-cost instrument for assessing teachers’ ALDE. However, such an M-ALDE instrument for mathematics teachers does not exist. Without a valid M-ALDE instrument, we cannot quantify and statistically test theoretical models of M-ALDE or the effectiveness of training programs for mathematics assessment literacy. To address these gaps, the proposed project presents a mixed-methods study to
1. Develop an instrument for M-ALDE
2. Determine its psychometric properties
3. Investigate the profile of local teachers’ M-ALDE
4. Explore and examine the facilitators and barriers of M-ALDE


Project Start Year: 2022, Principal Investigator(s): ZHU, Jinxin
 

Technology-Enabled Futures of Education: Harnessing Emerging Technologies to Enhance Education Equity, Quality and Efficiency
..

Project Start Year: 2022, Principal Investigator(s): LIM, Cher Ping, CHAN, Che Hin, Chetwyn (ZHU, Jinxin as Co-Investigator)
 

Kinect-Enhanced Conductor Training for Children with Special Learning Needs
The project aims to
(1) integrate information technology and assessment in the modern era of the 21st
century;
(2) synergise cross-disciplinary collaboration in music education and information
technology;
(3) introduce and popularise the use of user-friendly, interactive emerging motion
sensing input device (Kinect) in teaching and learning at a low cost;
(4) develop and promote Kinect as an innovative learning tool and revolutionary
evaluation and measurement instrument in human kinetics in the context of
conducting in music performance and practices; and
(5) enhance the self-efficacy and learning motivation of children with autism by
exposing them to an stimulating and interactive environment of learning some
basic skills and patterns of conducting by themselves.


Project Start Year: 2016, Principal Investigator(s): MOK, Magdalena Mo Ching (ZHU, Jinxin as Co-Investigator)
 

Personal Best Goal Orientation & Learning Motivation Projects: Survey on cross-cultural differences in primary and secondary students’ personal best goal orientation
This project develops the profile of personal best goal orientation and learning motivation of primary and secondary students in Australia, Cambodia, Hong Kong, and Taiwan.

Project Start Year: 2015, Principal Investigator(s): MOK, Magdalena Mo Ching (ZHU, Jinxin as Collaborator)
 

Research Outputs
Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Yang, L., Zhu, J. X. & Chen, J. J. (2021). Validating the teacher emotion inventory among special education teachers in Hong Kong using Rasch analysis.. In J.-J. Chen & R. B. King (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives (127-145). London: Routledge.
Yang L., Zhu, J., & Chen, J. (2020). Using Rasch measurement model to examine the psychometric properties of Teacher Emotion Inventory (TEI) among special education teachers: An exploratory study. In J. Chen & R. B. King (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives. New York: Routledge.
Mok, M. M. C., Kennedy, K. J., & Zhu, J. (2013). Adolescents’ civic engagement: A study of five Asian societies.. G. A. D. Liem, & A. Bernardo, Advancing Cross-Cultural Perspectives on Educational Psychology: A Festschrift for Dennis McInerney (168-192). Charlotte, NC: Information Age Publishing.
Edited book (editor)
Kuang, X., Zhu, J. & Kennedy, K. (Eds.) (2021). Civic Learning for Alienated, Disaffected and Disadvantaged Students - Barriers, Issues and Lessons. London & New York: Routledge.

Journal Publications
Publication in refereed journal
Chen, Y., So, W. W. M., Zhu, J., & Chiu, S. W. K (2024). STEM learning opportunities and career aspirations: The interactive effect of students’ self-concept and perceptions of STEM professionals. International Journal of STEM Education, 11 https://doi.org/10.1186/s40594-024-00466-7
Li, S. C., & Zhu, J. (2023). Cognitive-motivational engagement in ICT mediates the effect of ICT use on academic achievements: Evidence from 52 countries. Computers and Education, 204 https://doi.org/10.1016/j.compedu.2023.104871
Zhu, J. & Chiu, M. M. (2023). Gender- and Age-Bias in CES-D when Measuring Depression in China: A Rasch Analysis. Current Psychology, 42, 8186-8196. https://doi.org/10.1007/s12144-021-01991-2
Xu, S. Q., Zhu, J., & Smith, S. (2022). Primary school students’ perceptions of class environment and their attitudes towards inclusive education in China. International Journal of Disability, Development and Education https://doi.org/10.1080/1034912X.2022.2138834
Xu, S. Q., Zhu, J., Xie, Z., & Li, X. (2022). The psychometric properties of the Chinese version of the attitude survey inclusive education-parents. BMC Psychology, 10 https://doi.org/10.1186/s40359-022-00808-6
Zhu, J., & Li, S. C. (2022). The non-linear relationships between ICT use and academic achievement of secondary students in Hong Kong. Computers and Education, 187 https://doi.org/10.1016/j.compedu.2022.104546
CHEN, C-W., ANDERSSON, B. & ZHU, J (2022). A factor mixture model for item responses and certainty of response indices to identify student knowledge profiles. Journal of Educational Measurement, 60(1), 28-51. https://doi.org/10.1111/jedm.12344
Zhu, J. & Mok, M. M. C. (2020). Predictors of students' participation in internet or computer tutoring for additional instruction and its effect on academic achievement. Journal of Computer Assisted Learning, 36(5), 729-740. https://doi.org/10.1111/jcal.12440
Zhu, J. & Chiu, M. M. (2020). Immigrant students in Denmark: Why are they disadvantaged in civic learning?. Educational Psychology: An International Journal of Experimental Educational Psychology, 40(2), 207-226.
Kuang, X., Zhu, J. & Kennedy, K. (2020). Civic learning for alienated, disaffected and disadvantaged students: Measurement, theory and practice. Educational Psychology, 40 (1), 141-145.
Mok, M. M. C., & Zhu, J. (2019). Achievement in mathematics and Chinese language: A growth curve analysis. Psychological Testing, 66(3), 285-319. http://ezproxy.eduhk.hk/login?url=http://www.airitilibrary.com/Publication/alDetailedMesh?DocID=16094905-201909-201910080015-201910080015-285-319published version (EdUHK Users only)
Zhu, J. & Chiu, M. M. (2019). Early home numeracy activities and later mathematics achievement: Early numeracy, interest, and self-efficacy as mediators.. Educational Studies in Mathematics, 102(2), 173-191.
Kuang, X., Mok, M. M. C., Chiu, M. M., & Zhu, J. (2019). Sense of school belonging: psychometric properties and differences across gender, grade and East Asian societies. PsyCH Journal, 8(4), 449-464.
Zhu, J., Kennedy, K., Mok, M., & Halse, C. (2019). Chinese Immigrant students in Hong Kong: Exploring performance and influences on their civic learning. PsyCh Journal., 8, 465-479.
ZHU, J. & Mok, M. M. C. (2018). Predicting primary students’ self-regulated learning by their interest, personal best goal orientation, prior achievement and feedback. Educational Psychology: An international journal of experimental psychology, 38(9), 1106-1128.
Mok, M. M. C., & Zhu, J. (2018). Achievement in mathematics and Chinese language: A growth curve analysis.. Psychological Testing 測驗學刊, Accepted, 1.
Zhu, J., Kennedy, K. J., Kuang, X., & Mok, M. M. C. (2018). Previous civic experience and Asian adolescents’ intention of participating in legal protest: Mediating role of self-efficacy and interest. Asia Pacific Journal of Education, 38(3), 414-431.
Chen, H.-F. & Zhu, J. (2017). Optimal items for assessing parental involvement across different groups during middle childhood. Journal of Child and Family Studies, 26(11), 2999-3012.
Mok, M. M. C., Zhu, J., & Law, C. L. K. (2017). Cross-lagged cross-subject bidirectional predictions among achievements in mathematics, English language and Chinese language of school children. Educational Psychology: An international journal of experimental psychology, doi:10.1080/01443410.2017.1334875, 37(10), 1259-1280.
Mok, M. M. C., McInerney, D. M., Zhu, J., & Or, A. (2015). Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress.. British Journal of Educational Psychology, 85(2), 154-171.
Mok, M. M. C. & Zhu, J. (2014). Editorial: Quality education for all: Family literacy and self-regulated learning. In M. M. C. Mok & J. Zhu (Eds.), Special Issue: Quality education for all: Family literacy and self-regulated learning, 3(2), i-iii.
Mok, M. M. C., Zhu, J., McInerney, D. M., & Or, A. (2014). Growth in mathematics cognitive and content domains: A 6-year longitudinal study. Assessment and Learning, 3, 129-159.
Mok, M. M. C. & Zhu, J. (2014). Cluster analysis of attitudes towards feedback and their mathematics achievement: A study of Hong Kong primary students. Asia Pacific Journal of Educational Development, 3(2), 1-13.
Zhu, J. & Mok, M. M. C. (2012). Effect of academic goal orientation, goal setting and planning on academic achievement of secondary students in Hong Kong. Assessment and Learning,, 1, 11-30.

Conference Papers
Invited conference paper
Zhu, J. (2023, November). Predictors of Mathematics and Science teachers' ICT use in their teaching: Results from 19 PISA countries;. The ERAS International Conference and WERA Focal Meeting 2023, Hong Kong.
The Mediating Role of Self-Efficacy in the Associations between Collaboration, Reading, School Funding, and Mathematics and Science Teachers’ Feedback Practices; Paper presented to the International Conference on Learning and Teaching for Future Readiness 2023, 17-19 May 2023, The Education University of Hong Kong, Hong Kong SAR
Mok*, M. M. C., Law, C., Zhu, J. (2015, November). Longitudinal Cross-lagged Analysis of Reciprocal Effects Among Achievements in Mathematics, Chinese Language, and English Language. Keynote presentation, Year 103 Mathematics Education Thematic Research Project Achievements Seminar, Taichung, Taiwan.
Refereed conference paper
Zhu, J. & Kennedy, K (2021, December). The role of schools in promoting students’ global competence. Paper presented at The HKERA-APERA International Conference 2021, Hong Kong.
SUN, C., CHEUNG, H. R., NG, M. L. & ZHU, J. (2019, July). Kindergarten teachers’ beliefs about Chinese early literacy instruction. Paper presented at The 20th Pacific Early Childhood Education Research Association International Conference (PECERA): Childhood of Tomorrow, Taiwan, China.
Mok, M. M. C., Kuo, B.-C., Pai, K.-C., Zhu, J., Lam, S. M., Tao, K. Y., & Choi, T. W (2018, October). Automated scoring of Chinese compositions. Paper presented at The 13th Cross-Strait Conference on Educational and Psychological Testing Chinese Association of Psychological Testing Annual Conference (CSEPT 2018), Taiwan, Province of China.
Zhu, J. (2018, October). Measuring parent-teacher communication across 18 societies in Programme for International Student Assessment (PISA) 2015. The 13th Cross-Strait Conference on Educational and Psychological & Chinese Association of Psychological Testing Annual Conference, Taiwan.
Zhu, J. (2018, October). Parent-teacher communication and students’ academic achievement: findings from 18 societies in Programme for International Student Assessment (PISA). The 13th Cross-Strait Conference on Educational and Psychological & Chinese Association of Psychological Testing Annual Conference, Taiwan.
Zhu, Jinxin (2018, June). The Use of the Center for Epidemiologic Studies Depression (CES-D) Scale in the Chinese Population: A Rasch Analysis. 29th International Congress of Applied Psychology, Montreal, Canada.
Mok, M. C. M., Zhu, J., & Kuo, B.-C. (2017, December). Predictors of test anxiety for students in Asia countries: Results from PISA2015. WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, 1 Dec 2017, Hong Kong.
Zhu, J., & Mok, M. C. M. (2017, December). Chinese students’ participation in computer tutoring for additional instruction and its effect on academic achievement. WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, 1 Dec 2017, Hong Kong.
Mok, M. M. C., Zhu, J., & Law, C. L. K. (2016, November). Academic growth trajectories of high and low achievers: Similarities and differences. Asia-Pacific Educational Research Association-Taiwan Education Research Association 2016 (APERA-TERA2016)., Kaohsiung Taiwan..
Zhu, J., Mok, M. M. C., Kuo, B.-C., Pai, K.-C., Lam, S. M., Tao, K. Y., & Kwok, K. W. (2016, November). Use of punctuation marks in Chinese compositions of Cantonese-speaking students. Asia-Pacific Educational Research Association-Taiwan Education Research Association 2016 (APERA-TERA2016), Kaohsiung Taiwan..
Mok, M. M. C., Zhu, J., & Law, C. L. K. (2016, July). Growth trajectories of achievement in mathematics, Chinese language and English language: Longitudinal tracking of student academic progress. 31st International Congress of Psychology, Yokohama, Japan.
Zhu, J., & Mok, M. M. C. (2016, July). Reciprocal relationship between self-regulated learning and mathematics achievement: A multilevel cross-lagged path analysis.. 31st International Congress of Psychology, Yokohama, Japan.
Mok, M. M. C., Zhu, J., & Law, C. L. K. (2016, June). Understanding growth in mathematics from student- and school-levels using two-level linear latent growth modelling. Canada International Conference on Education (CICE)-2016, Toronto Canada.
Zhu, J. (2016, June). The role of parental responsiveness and parental demandingness in children’s learning. Canada International Conference on Education (CICE)-2016, Toronto, Canada.
Zhu, J., Mok, M. M. C., Kuo, B.-C., Pai, K.-C., Lam, S. M., Tao, K. Y., & Kwok, K. W. (2015, December). Use of punctuation marks in Chinese composition: A study based on Hong Kong students’ writings.. Global Chinese Conference on Educational Information and Assessment cum Chinese Association of Psychological Testing 2015 Annual Conference, Taichung Taiwan.
Mok, M. M. C., Law, C., Or, A., Zhu, J., & Xu, J. (2015, July). Interplay of achievements in mathematics and Chinese Language: A six-year longitudinal study. International Meeting of the Psychometric Society (IMPS), Beijing, China.
Zhu, J., & Mok, M. M. C. (2015, February). Hong Kong primary student’s perceived usefulness of feedback and perceived frequency of feedback.. International Conference on Education, Psychology and Society (ICEEPS), Tokyo, Japan.
Zhu, J., & Mok, M. M. C. (2015, February). Hong Kong primary student’s perceived usefulness of feedback and perceived frequency of feedback.. 2015 International Conference on Education, Psychology and Society, Japan.
Mok, M. M. C., & Zhu, J. (2014, November). Student, teacher, and principal perception on school governance. Asia Pacific Educational Research Association (APERA) 2014 Conference, Hong Kong.
Zhu, J., & Mok, M. M. C. (2014, November). Teachers’ extra-role behaviours: teacher and principal perception. Asia Pacific Educational Research Association (APERA) 2014 Conference, Hong Kong.
Zhu, J. (2014, September). Parenting practices of Chinese parent and Chinese children’s self-regulated learning and academic achievement. Paper presented at NIE Graduate Student Day, National Institute of Education (NIE), Singapore.
Zhu, J., Mok, M. M. C., Yao, J., & Wong, M. Y. W. (2013, July). A cluster analysis of the patterns of Hong Kong primary students’ attitude towards feedback and their mathematics achievement.. The 10th East Asian Social Policy (EASP2013) International Annual Conference: Managing Rapid Social Change and Growing Diversity: Social Policy Responses and Changing Governance in East Asia, Beijing Normal University, Beijing, China..
Zhu, J. & Mok, M. M. C. (2012, September). Effect of academic aims, goal setting and planning on academic achievement of secondary students in Hong Kong.. The 10th Cross Strait Conference of Psychological and Educational Testing Conference, Jiangxi Normal University, Nanchang China.

Creative and Literary Works, Consulting Reports and Case Studies
Consulting or contract research report
Zhu, J., Savelyeva, T., Douglas, W. (2015). Sustainability Consciousness of Hong Kong Secondary school graduates participating in tertiary education. Hong Kong: Department of International Education and Lifelong Learning, HKIED.
Zhu, J, Douglas, W., Savelyeva, T. (2014). Effects of Liberal Studies on Hong Kong Students’ Environmental Knowledge and Behaviour. Hong Kong: Centre for Lifelong Learning Research and Development, IELL.