Qin Zhang Researcher Profile

Researcher ProfilesQin Zhang (Ph.D., University of New Mexico, 2005) is an associate professor in the Department of Communication at Fairfield University, USA.

Qin Zhang

Her research interests span across intercultural, instructional, and interpersonal communication. She has published over 40 peer-reviewed articles in journals such as Journal of International and Intercultural Communication, Communication Education, Communication Quarterly, Western Journal of Communication, Communication Research Reports, Journal of Intercultural Communication Research, Business Communication Quarterly, International Journal of Intercultural Relations, China Media Research, Ohio Communication Journal, Journal of International Communication, Pennsylvania Communication Annual, Texas Speech Communication Journal, and Human Communication. She also has articles in press in Human Communication Research and International Journal of Communication. She has won the Outstanding Article of the Year (2009) Award in Business Communication Quarterly, as well as several top paper awards or top-four paper awards in intercultural communication, instructional communication, and organizational communication at ECA or NCA. She serves on the editorial board of Communication Education, Journal of Intercultural Communication Research, and Communication Teacher. She was the 2012-2013 President of the Association for Chinese Communication Scholars (ACCS) affiliated with the NCA.

Selected Publications

Zhang, Q., Ting-Toomey, S., & Oetzel, J. G. (in press). Linking emotion to the conflict face-negotiation theory: A U.S.-China investigation of the mediating effects of anger, compassion, and guilt in interpersonal conflict. Human Communication Research.

Zhang, Q., Andreychik, M., Sapp, D. A., & Arendt, C. (in press). The dynamic interplay of interaction goals, emotion, and conflict styles: Testing a model of intrapersonal and interpersonal effects on conflict styles. International Journal of Communication.

Zhang, Q. (in press). A U.S.-China investigation of the effects of perceived partner conflict styles on outcome satisfaction: The mediating role of perceived partner conflict competence. Communication Quarterly.

Zhang, Q. (in press). Emotion matters in serial arguments: The effects of anger and compassion on perceived resolvability and relationship confidence. Communication Research Reports.

Zhang, Q. (2014). Assessing the effects of instructor enthusiasm on classroom engagement, learning goal orientation, and academic self-efficacy. Communication Teacher, 28, 44-56.

Zhang, Q., & Zhang, J. (2013). Instructors’ positive emotions: Effects on student engagement and critical thinking in U.S. and Chinese classrooms. Communication Education, 62, 395-411.

Zhang, Q. (2010). Asian Americans beyond the model minority stereotype: The nerdy and the left out. Journal of International and Intercultural Communication, 3, 20-37.

Zhang, Q. (2009). Perceived teacher credibility and student learning: Development of a multi-cultural model. Western Journal of Communication, 73, 326-347.

Zhang, Q. (2007). Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation in China, Germany, Japan, and the United States. Communication Education, 56, 209-227.

Author: Center for Intercultural Dialogue

Wendy Leeds-Hurwitz, the Director of the Center for Intercultural Dialogue, manages this website.

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