A Unique and Rigorous Data Platform for Depression Screening Research

Awards/Honors: 

- 2021. High-level Professionals in Shenzhen.

- 2021. The First Prize Winner of Outstanding Educational Research in Shenzhen.

- 2020. The First Prize Winner of Outstanding Online Teaching Example in Guangdong Province.

- 2018-2019. The Annual “Excellent Faculty” Reward in Shenzhen University.

- 2018, 2019. “Advisor of the Top 100 Undergraduate Essay” Reward in Shenzhen University.

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Courses Taught (in china):

Psychometrics (for undergraduates).

 

Advanced Statistics in Psycholgical Research (for master-degree candidates).

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Research Interest:

Mental health, Mindfulness–based Intervention,Childhood Adversity, Aggression, Criminal Violence, Risk Assessment.

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Other Academic Position:

Secretary General of The Mental Health Committee in Guangdong Psychological Society.

 

Member of Artificial Intelligent Laboratory in Shenzhen.

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Grant/Funding as Principal Investigator:

2022-2025. Intergenerational Transmission of Childhood Adversity among Low-income Population: Psychological Mechanism and Mindfulness-based Parenting Intervention (General Education Project of The 14th Five-Year Plan for the National Social Science Foundation, CNY 200,000).   

 

2021-2023. Childhood Adversity and Psychopathology among The Offsprings of Transient Population  (Educational Science Grant in Shenzhen, CNY 60,000).

 

2017-2020. Prediction of Violence Recidivism (Chinese National Nature Science Grant: CNY 240,000).

 

2017-2019. Effect of Mindfulness–based Stress Reducing Program for Adolescents (Social Science Grant in Guangdong Province, CNY 50,000).

 

2016-2018. Practice and Effect of Mindfulness–based Stress Reducing Program in Middle school (Educational Science Grant in Shenzhen: CNY 50,000).

 

2015-2017. Latent Profile of Incarcerated Males (Social Science Funding for Young Scholar in Shenzhen University, CNY 50,000).

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Publications (selected):

 

Peer–reviewed articles  (* corresponding author):

 

Gong P, Zhang J, Liu J, He L, Guo W.(2023) Bright side of the MAOA-uVNTR on trait and situational forgiveness. Psychoneuroendocrinology. 151:106057. 

 

Zhang, J. *, Wang, L., Zheng, Z., Zhang, M., Wen, Y., Su., Q., Jiao, C*. (2022). Effectiveness of the four–day mindfulness–based intervention for the incarcerated people in China. Behavior Therapy, 53(5), 981-994.

 

Zhang, J., Leng, J., Yang, C., Cooke, E., Liu, J., Gong, P. (2022). Effects of abuse experience on aggression through Dark Triad among incarcerated males: Moderation of COMT Val158Met gene polymorphism. Curr Psychol.

 

He, L. ,  Liu, J. ,  Fan, Y. ,  Leng, J. ,  Wang, Q. , &  Yang, C. , Zhang, J.*, et al. (2022). The OXTR rs53576 impacts moral permissibility of attempted but failed harms in populations of students and prisoners. Social Cognitive and Affective Neuroscience(10), 10.

 

Qiu, Y., Deng, Z., Jiang, C., Wei, K., Zhu, L., Zhang, J.*, & Jiao, C*. (2022). The associations of meteorological and environmental factors with memory function of the older age in urban areas. International Journal of Environmental Research and Public Health, 19(9), 5484.

 

He, L., Liu, J., Fan, Y., Leng, J., Wang, Q., Yang, C., ... Zhang, J.*, & Gong, P*. (2022). The OXTR rs53576 impacts moral permissibility of attempted but failed harms in populations of students and prisoners. Social Cognitive and Affective Neuroscience, 17(10), 923-928.

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Wang, N., Chung, M. C., Zhang, J., & Fang, S. (2022). Network analysis on the relationship between posttraumatic stress disorder, psychiatric co-morbidity and posttraumatic growth among Chinese adolescents. Journal of Affective Disorders, 309, 461-470.

 

Zhang, J, Luberto, C. M., Huang, Q., Kuang, J., Zhong J., Yeung, A., Zou, L*. (2021). Validation of the Chinese version of relaxation sensitivity index: A tool for predicting treatment effect in mindfulness interventions. Frontiers in Public Health, 9, 2296-2565 .

 

Zhang, J., Yang, C., Leng, J., Liu J.*, Gong P. *, & Esposito, G. (2021). OXTR moderates adverse childhood experiences on depressive symptoms among incarcerated males. Journal of Psychiatric Research. 140 (2), 221-227.

 

Zheng, Y., Zhang, J., Huang, L., & Goulter, N., (2021). Validation and measurement invariance of the Inventory of Callous-Unemotional Traits in Chinese incarcerated and normative samples. Law and Human Behavior, 45(6), 542-553.

 

Zhang, J., Jiao, C., Yu, C.,  Qiao, T., &  Li, Z.. (2021). Heterogeneous association of Chinese adolescents' engaged living with problematic internet use: a mixture regression analysis. Frontiers in Psychology, 11.

 

Zhang J., Yang C., Wu S., Zhang J., Kang W., Chi X., (2021). The effectiveness of 4-week mindfulness-based stress reduction improving anxiety among junior school students (in Chinese). Studies of Psychology and Behavior, 19(1), 104-110.

 

Liu, J., Shen, Q., Zhang, J., Beyens, U., & Li, H. (2021). The difference spotting task: a new nonverbal measure of cheating behavior. Behavior Research Methods, 53(5), 1935-1944.

 

Zhang, J., Zou, L., Jiao, C., Zhang, M., & Yang, L. (2020). Cognitive benefits of activity engagement among 12,093 adults aged over 65 years. Brain Sciences, 10(10), 967. 

 

Zhang, J., Deng, X., Huang, L., Zeng, H., Wang, L., & Wen, P. (2019). Profile of trait mindfulness and its association with emotional regulation for early adolescents. Personality and Individual Differences, 147, 12–17.

 

Deng, X. , Zhang, J., Hu, L., Zeng, H. (2019). Neurophysiological evidences of the transient effects of mindfulness induction on emotional processing in children: An ERP study. International Journal of Psychophysiology, 143, 36–43.

 

Zhang, J., & Zheng, Y. (2019). Neuroticism and extraversion are differentially related to between– and within–person variation of daily negative emotion and physical symptoms. Personality and Individual Difference, 141, 138–142. 

 

Zhang, J., Zhang, J., Gao, K., Wen, C., Cui, H., Liu, J. (2019). The effect of childhood adversity and genetic factors on male prisoners’ aggression (in Chinese). Advances in Psychological Science, 8, 1344–1353.

 

Zhang, J., Zhang, M., Jiao, C. (2019). Application of inclusive classify – analyze approach for multiple regression subsequent to latent profile model (in Chinese), Psychological Exploration. 37,434–440.

 

Zhang, J., Zhang, J., Qiu, W., Wen, C., Cui, H., Jiao, C. (2019). The association of trait mindfulness and aggression among the incarcerated males (in Chinese). Chinese Mental Health Journal, 03, 238–240.

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Liu X., Chi, X., Zhang, J., Duan, W., Wen T. (2019). Validation of Child and Adolescent Mindfulness Measure (CAMM) in Chinese adolescents(in Chinese). Psychological Exploration, 3, 250–256.

 

Zhang, J., & Zheng, Y. (2018). Childhood maltreatment profiles among incarcerated Chinese males and their associations with personality disorder symptoms and criminal behaviors. Psychiatry Research, 268, 272–278. 

 

Zhang, J., Wang, X., & Chao, M. (2018). Threat on belief in a just world by event about innocent victims: Bias caused by observers’role (in Chinese). Psychological Exploration, 5，451–456.

 

Zhang, J., & Zheng, Y. (2017). How do academic stress and leisure activities influence college students’ emotional well–being? A daily diary investigation. Journal of Adolescence, 60, 114–118. 

 

Zhang, J., Zhang, M., Li, G. (2017). Comparing the bias of improved classify–analyze approaches in subsequent analysis of latent profile model(in Chinese). Psychological Exploration, 37, 434–440.

 

Dziak, J. J., Bray, B. C., Zhang, J., Zhang, M., & Lanza, S. T. (2016). Comparing the performance of improved classify–analyze approaches for distal outcomes in latent profile analysis. Methodology European Journal of Research Methods for the Behavioral & Social Sciences, 124, 107.

 

Zhang, J., Bray., B. C., Zhang, M., & Lanza, S. (2015). Personality profiles and frequent heavy drinking in young adulthood. Personality and individual difference, 80, 18–21. 

 

Zhang, J., Lanza, S., Zhang, M., & Su, B. (2015). Structure of the University Personality Inventory for Chinese college students. Psychology Report, 116, 3, 1–19

 

Su, B., Zhang, J., Yu, C., Zhang, W. (2015). Identifying risk subgroups of psychology or behavior problems among college students: A latent profile model (in Chinese). Psychological Development and Education, 3, 350–359.

 

Zhang, J., Zhang, M., Zhang, W., & Jiao C. (2014) Model selection for complex multilevel latent class model. Communications in Statistics – Simulation and Computation, 43, 838–850.

 

Zhang, J., Zhang, M., Jiao, C., & Wang, L. (2014). Application of multilevel latent class model in education assessment (in Chinese). Educational Research and Experiment, 3, 78–84, (2013). 

 

Zhang, J., Zhang, M., Geng, S. (2012). Exploring the nature of latent variable in psychology study(in Chinese). Psychological Exploration, 32, 404–409. 

 

Jiao, C., Zhang, M., Zhang, J., Wu, L., & Zhang,W. (2011). A cross–cultural comparison of the reliability generalization studies on the Eysenck Personality Questionnaire and its implications (in Chinese). Psychological Science, 6, 1488–1495.

 

Wu, J., Ma, S., Zhang, M., Xiang, M., Zhang, J. (2011). Empirical study on the competency quality evaluation for book editors(in Chinese). Psychological Exploration. 31, 544–548.

 

Zhang, J., Jiao, C., & Zhang, M. (2010). Application of latent class analysis in psychological research (in Chinese). Advances in Psychological Science, 18, 1991–1998. 

 

Wang, R., Zhang, J., Li, L., & Mo, L. (2010). The role of bilinguals second language in semantic access of third language (in Chinese). Psychological Science, 4, 853–856 .

 

Jiao, C., Zhang, J., Wu, L., & Zhang, M. (2010). Scores reliability from the Minnesota Multiphasic Personality Inventory in China (in Chinese). 4, 48–52. 

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Jiao, C., Zhang, J., Guan, D., & Zhang, M. (2010). Analysis of psychology professional test section in postgraduate entrance examination based on latent class model (in Chinese). China Examinations, 4, 3–12.

 

Jiao, C., Zhang, M., Wu, L., Zhang, J., & Liu, P. (2009). School weariness of junior students: Psychological perspective (in Chinese). Shanghai Education Science Research, 09, 44–45.