Qin Zhang (Ph.D., University of New Mexico, 2005) is an associate professor in the Department of Communication at Fairfield University, USA.
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.
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., & Gibson, D. (2013). Employee happiness and compliance with supervisor requests: The effects of supervisor caring and interactional justice. Pennsylvania Communication Annual, 69, 61-82.
Zhang, Q., Xie, L., & Maier, G. A. (2013). The interpersonal effects of perceived partner anger and conflict strategies in serial arguments: Perceived resolvability and rumination as sensemaking mediators. Ohio Communication Journal, 51, 141-166.
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., & Sapp, D. A. (2013). Psychological reactance and resistance intention in the classroom: Effects of perceived request politeness and legitimacy, relationship distance, and teacher credibility. Communication Education, 62, 1-25.
Zhang, Q., Zhang, J., & Castelluccio, A. (2011). A cross-cultural investigation of student resistance in college classrooms: The effects of teacher misbehaviors and credibility. Communication Quarterly, 59, 450-464.
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., & Sapp, D. A. (2008). A burning issue in teaching: The impact of teacher burnout and nonverbal immediacy on student motivation and affective learning. Journal of Communication Studies, 1, 152-168.
Zhang, Q., & Zhu, W. (2008). Exploring emotion in teaching: Emotional labor, burnout, and satisfaction in Chinese higher education. Communication Education, 57, 105-122.
Zhang, Q. (2007). Family communication patterns and conflict styles in Chinese parent-child relationships. Communication Quarterly, 55, 113-128.
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.
Zhang, Q., Oetzel, J. G., Gao, X., Wilcox, R. G., & Takai, J. (2007). A further test of immediacy-learning models: A cross-cultural investigation. Journal of Intercultural Communication Research, 36, 1-13.
Zhang, Q., Oetzel, J. G., Gao, X., Wilcox, R. G., & Takai, J. (2007). Teacher immediacy scales: Testing for validity across cultures. Communication Education, 56, 228-248.
Zhang, Q., & Oetzel, J. G. (2006). A cross-cultural test of immediacy-learning models in Chinese classrooms. Communication Education, 55, 313-330.
Zhang, Q., & Oetzel, J. G. (2006). Constructing and validating a teacher immediacy scale: A Chinese perspective. Communication Education, 55, 218-241.
Zhang, Q. (2005). Immediacy, humor, power distance and classroom communication apprehension in Chinese college classrooms. Communication Quarterly, 53, 109-124.