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Head

Prof. WONG Wing Sze

Associate Dean (International Engagement) of FEHD / Head / Professor / Director of CPH

(852) 2948 8936
wingwong@eduhk.hk

Prof. WONG Wing Sze
Associate Dean (International Engagement) of FEHD / Head / Professor / Director of CPH
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Wing_1.jpg
(852) 2948 8936
D1 - 2/F - 05
wingwong@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=117215

Introduction

Wing S. Wong obtained her doctorate from City University of Hong Kong and completed postdoctoral training at the medical school of the Chinese University of Hong Kong and the University of Hong Kong. Currently, she is professor of the Department of Psychology at The Education University of Hong Kong. Her research interests lie in the broad area of adjustment and outcomes of chronic musculoskeletal pain. Her recent projects examine the behavioral and cognitive processes underlying the development and maintenance of chronic pain and pain-associated disability, psychosocial assessment of pain, and cross-cultural comparison on pain behavior and cognition. Other research interests include psychosocial factors associated with co-morbid chronic somatic symptoms and health-related risk perception and decision -making.

 

Highest Degree Obtained 

PhD, Department of Applied Social Studies, City University of Hong Kong

 

Membership of Professional Societies

Member, International Association for the Study of Pain
Member, American Pain Society
Member, American Psychological Association (Division 38 Health Psychology)

 

Honours/Awards

Research Excellence Award, HKIEd (2013)
Fellow, Association for Psychological Science (Since 2011)

 

Teaching

Health Psychology
Psychology of Learning

 

Recent Research Grants 
The prevalence of musculoskeletal symptoms and its association with information and communication technology (ICT) use: A population-based study (2016-2018). HK$712,800, funded by Health and Medical Research Fund, Grant no: 13141101. (PI: Wong, WS; Co-Is: Fielding, R, Wong, E, & Fok, M.)

The role of coping flexibility and its underlying mechanism in chronic pain adjustment: A longitudinal study (2014-2017). HK$500,338, funded by Research Grant Council General Research Fund, Grant no: 845313 (PI: Wong, WS; Co-Is: Cheng, ST, McCracken, L., Fielding, R., Chen, PP, & Lim, HS)

Relieving pain in older adults: A community-based geriatric pain management project (2013-2017). HK$5,000,000, donation from Tai Hung Fai Charity Foundation (Co-PI: ST Cheng, WS Wong; Co-Is: The Project Team)

A longitudinal study of patient satisfaction with care among Chinese patients with chronic pain: Predictors and impact on medical compliance (2012-14). HK$562,200, funded by Health & Health Services Research Fund, Project no: 10112131. (PI: WS Wong; Co-Is: R Fielding, PP Chen, S Wong, YF Chow)

A prospective, longitudinal study of the Fear-Avoidance Model in Chinese patients with chronic pain: Assessing individual differences in pain catastrophic cognition and pain-related fear (2010-2012), HK$1,056,994, funded by Research Grants Council General Research Fund, Grant no: HKIEd150810. (PI: WS Wong; Co-Is: M Jensen, R Fielding, PP Chen)

 

Consultancy and Honorary Appointment in Past 3 Years

External Examiner, Social Sciences Program, The Community College at Lingnan University, Hong Kong.

Syllabus Consultant, BST seminars for Part I Fellowship Examination in Public Health Medicine, Department of Health, HKSAR.

Honorary Associate Professor, School of Public Health & Department of Community Medicine, The University of Hong Kong.

 

Selected Recent Publications

Wong, W. S., Lam, H. M. J., Chen, P. P., Chow, Y. F., Wong, S., Lim, H. S., Jensen, M., & Fielding, R. (in press). The fear-avoidance model of chronic pain: Assessing the role of neuroticism and negative affect in pain catastrophizing using structural equation modeling. International Journal of Behavioral Medicine

Wong, W. S., Lam, H. M. J., Chow, Y. F., Chen, P. P., Lim, H. S., Wong, S., & Fielding, R. (in press). The effects of anxiety sensitivity, pain hypervigilance, and pain catastrophizing on quality of life outcomes of patients with chronic pain: A preliminary, cross-sectional analysis. Quality of Life Research.

Liao, Q. Y., Wong, W. S., & Fielding, R. (2013). Comparison of different risk perception measures in predicting seasonal influenza vaccination among healthy Chinese adults in Hong Kong: A prospective longitudinal study. PLoS ONE, 8, 1-8.

Wong, W. S., & Fielding, R. (2013). Expressive suppression of emotion mediates the effects of negative affect on pain catastrophizing: A cross-sectional analysis. Clinical Journal of Pain, 29(10), 865-872.

Wong, W. S., & Fielding, R. (2012). The co-morbidity of chronic pain, insomnia, and fatigue in the general adult population of Hong Kong: Prevalence and associated factors. Journal of Psychosomatic Research, 73, 28-34.

Wong, W. S., McCracken, L., & Fielding, R. (2012). Factor Structure and Psychometric Properties of the Chinese Version of the 20-Item Pain Anxiety Symptoms Scale (ChPASS-20). Journal of Pain & Symptom Management, 43, 1131-1140.

Wong, W. S., Chen, P. P., Yap, J., Mak, K. H., Tam, B. K. H., & Fielding, R. (2011). Assessing depression in Chinese patients with chronic musculoskeletal pain: A comparison of three rating scales. Journal of Affective Disorders,133, 179-187.

Wong, W. S., Chen, P. P., Yap, J., Mak, K. H., Tam, B. K. H., & Fielding, R. (2011). Chronic pain and psychiatric disorders: A comparison between patients attending specialist orthopedics clinic and multidisciplinary pain clinic. Pain Medicine, 12, 246 - 259.

Wong, W. S., & Fielding, R. (2010). Prevalence of chronic fatigue among Chinese adults in Hong Kong: A population-based study. Journal of Affective Disorders, 127(1-3), 248 - 256.

Wong, W. S., Jensen, M. P., Mak, K. H., Tam, B. K. H., & Fielding, R. (2010). Preliminary psychometric properties of the Chinese version of the Chronic Pain Coping Inventory (ChCPCI) in a Hong Kong Chinese population. Journal of Pain, 11, 672-680. 

 

Associate Heads

Dr. CHENG Wing Yi Rebecca

Associate Head / Assistant Professor of Teaching

(852) 2948 8787
rwycheng@eduhk.hk

Dr. CHENG Wing Yi Rebecca
Associate Head / Assistant Professor of Teaching
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Rebecca.jpg
(852) 2948 8787
D1 - 2/F -13
rwycheng@eduhk.hk

Introduction

Rebecca obtained her PhD at the University of Hong Kong. Before joining EdUHK, she was the postdoctoral fellow at the University of Hong Kong. Her research is focused on educational psychology, specifically on student achievement motivation. She has been working on research projects on goal orientation, academic self-concept, social comparison processes in school settings, project-based learning, and cross-cultural comparison. She is the Consulting Editor of the journal Educational Psychology. She is the reviewer of a number of international journals including Contemporary Educational Psychology, Learning and Instruction, Learning and Individual Differences, and British Journal of Educational Psychology.

 

Highest Degree Obtained 

PhD, Department of Psychology, The University of Hong Kong

 

Honours/Awards 

Certificate for Highly Cited Research, Contemporary Educational Psychology (2016)

The Top 10% Teaching Award, Faculty of Education and Human Development, The Education University of Hong Kong (2015-2016)

Best Session Paper in International Conference on Studies in Humanities and Social Sciences, International Centre of Economics, Humanities & Management (2015)

Teaching Awards Scheme Certificate of Merit, Faculty of Education and Human Development, The Hong Kong Institute of Education (2011-2012)

 

Teaching

Educational Psychology
Research Methods

 

Recent Research Grants

The complexity and dynamics of social goals: An investigation of a hidden dimension of Hong Kong student motivation (Jan 2014 – Jun 2016), $564,000, funded by Research Grants Council General Research Fund. (PI: Cheng Rebecca Wing-yi; Co-Is: McInerney Dennis Michael, Lam Shui-fong)

Structure and functioning of social goals in Chinese culture (Apr 2014 – Jun 2015), $99,999, funded by Departmental Research Grant (PI: Cheng Rebecca Wing-yi; Co-Is: McInerney Dennis Michael, Lam Shui-fong)

Studying formative feedback strategies to enhance student learning outcomes (Dec 2013 - Nov 2014), funded by Teaching Development Grant (PI: Lam Bick-har; Co-I: Cheng Rebecca Wing-yi)

The enhancement of learning outcomes and motivation using graphic novels in course materials development: A validation study (Aug 2013 - July 2014), funded by Teaching Development Grant (PI: Wong Wai-lap Simpson; Co-Is: Yip Chi-Wing Michael, Cheng Rebecca Wing-yi)

Promoting good practice in teaching through AClass (Mar 2013 - June 2013), funded by Faculty Knowledge Transfer Grant (PI: Lam Bick-har; Co-I: Cheng Rebecca Wing-yi)

The complexity and dynamics of social goals: An investigation of a hidden dimension of Hong Kong student motivation (Sept 2011 - Nov 2012), $130,000, funded by Internal Research Grant. (PI: Cheng Rebecca Wing-yi; Co-Is: McInerney Dennis Michael, Lam Shui-fong)

Optimizing the potential of Hong Kong students: Harnessing the interaction between psychological variables and student achievement (Jan 2010 - Dec 2012), $1,334,000, funded by Research Grants Council General Research Fund. (PI: McInerney Dennis Michael; Co-Is: Mok Magdalena Mo-ching, Cheng Rebecca Wing-yi, Lai Po-yin)

Social goals and achievement motivation: The role of classroom climate (June 2008 - Sept 2009), $93,660, funded by Internal Research Grant. (PI: Cheng Rebecca Wing-yi; Co-I: Lam Shui-fong)

Levels of achievement motivation in Chinese students with special educational needs (June 2009 - Dec 2009), $19,897, funded by Small Scale Research Fund. (PI: Cheng Rebecca Wing-yi; Co-I: Chung Kevin Kien Hoa) 

 

Consultancy in Past 3 Years

School Manager, the Incorporated Management Committee of EdUHK Jockey Club Primary School

Mentor, Mentorship Programme in HKU SPACE Community College

 

Selected Recent Publications

Cheng, R. W. Y. & Fung, W. K. (in press). Academic achievement of Hong Kong Chinese students: Motivational perspective. In M. C. W. Yip (Ed.), Cognition, metacognition and academic performance: An East Asian perspective. London: Routledge.

Wong, S. W. L., Miao, H., Cheng, R. W. Y., & Yip, M. C. W. (in press). Graphic novel comprehension among learners with differential cognitive styles and reading abilities. Reading & Writing Quarterly: Overcoming Learning Difficulties.

Fung, W. K., & Cheng, R. W. Y. (2017). Effect of school pretend play on preschoolers’ social competence in peer interactions: Gender as a potential moderator. Early Childhood Education Journal, 45, 35-42.

Lam, B. H., Cheng, R. W. Y., & Yang, M. (2017). Formative feedback as a global facilitator: Impact on intrinsic and extrinsic motivation and positive affect. In S. C. Kong, T. L. Wong, M. Yang, C. F. Chow, & K. H. Tse (Eds.), Emerging practices in scholarship of learning and teaching in a digital era (pp.265-288). Singapore: Springer.

Cheng, R. W. Y., Shu, T. M., Zhou, N., & Lam, S. F. (2016). Motivation of Chinese learners: An integration of etic and emic approaches. In R. B. King & A. B. I. Bernardo (Eds.), The psychology of Asian learners – A festschrift in honor of David Watkins (pp.355-368). Singapore: Springer.

Cheng, R. W. Y., McInerney, D. M., & Mok, M. M. C. (2014). Does big-fish-little-pond effect always exist? Investigation of goal orientations as moderators in the Hong Kong context. Educational Psychology, 34, 561-580.

Cheng, R. W. Y., & Lam, S. F. (2013). The interaction between social goals and self-construal on achievement motivation. Contemporary Educational Psychology, 38, 136-148.

Cheng, R. W. Y., & Phillipson, S. N. (2013). Goal orientations and the development of subjective action space in Chinese students. In S. N. Phillipson, H. Stoeger, & A. Ziegler (Eds.), Exceptionality in East Asia: Explorations in the actiotope model of giftedness (pp. 114-131). London: Routledge.

Cheng, R. W. Y. (2012). Lessons from goal orientation theory: Expansion of systemic theory of gifted education. High Ability Studies, 23, 31-33.

McInerney, D. M., Cheng, R. W. Y., Mok, M. M. C., & Lam, K. H. (2012). Academic self-concept and learning strategies: Direction of effect on student academic achievement. Journal of Advanced Academics, 23, 249-269.

Lam, S. F., Cheng, R. W. Y., & Choy, H. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20, 487-497.

McInerney, D. M., Cheng, R. W. Y., & Lai, P. Y. (2010). Utilize motivation to fulfill potentials: Tips for teaching and learning (in Chinese). Charlotte, NC: Information Age Publishing.

Lam, S. F., Cheng, R. W. Y., & Ma, W. Y. K. (2009). Teacher and student intrinsic motivation in project-based learning. Instructional Science37, 565-578.

Cheng, R. W. Y., Lam, S. F., & Chan, J. C. Y. (2008). When high achievers and low achievers work in the same group: The roles of group heterogeneity and processes in project-based learning. British Journal of Educational Psychology78, 205-221.

Cheng, R. W. Y., & Lam, S. F. (2007). Self-construal and social comparison effects. British Journal of Educational Psychology, 77, 197-211.

Ho, C. S. H., Chan, D. W. O., Chung, K. K. H., Tsang, S. M., Lee, S. H., & Cheng, R. W. Y. (2007). The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Primary School Students (2nd ed.). Hong Kong: Hong Kong Specific Learning Difficulties Research Team.

Lam, S. F., & Cheng, R. W. Y. (2007). Special education in Hong Kong. In C. R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (3rd ed., Vol. 2, pp. 1055-1057). Hoboken, NJ: John Wiley & Sons.

Dr. WONG Kit Yi Angel

Associate Head / Assistant Professor

(852) 2948 8528
akywong@eduhk.hk

Dr. WONG Kit Yi Angel
Associate Head / Assistant Professor
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Angel_Wong.jpg
(852) 2948 8528
D1 - 2/F - 12
akywong@eduhk.hk
http://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=15876

Introduction

Before joining EdUHK, I’ve taught in a local secondary school and a college in Macau. While I like teaching, the pursuit of knowledge is equally attractive. So I left Hong Kong for Germany for my doctoral study. The experience there has greatly deepened my interest in cross-cultural psychology and I have done cross-cultural research in achievement motivation, self-construal and self-concept. More recently, my research interest has turned to education-related concepts including epistemological beliefs, conceptions of teaching and learning, teaching motivations, teachers’ professional competence and professional learning in initial teacher education. 

 

Highest Degree Obtained 

Ph.D., Department of Psychology, Ruprecht-Karls-Universitaet Heidelberg, Germany

 

Teaching

Human development
Educational psychology
Cross-cultural psychology

 

Honours/Awards 

The Top 10% Publication Award, Faculty of Education and Human Development, The Education University of Hong Kong (2015-2016)

The Top 10% Teaching Award, Faculty of Education and Human Development, The Education University of Hong Kong (2016-2017)

 

Recent Research Grants

Profiling the teaching profession: Pre-service student teachers’ professional competence, teaching motivation and professional learning in initial teacher education [Co-Investigator, General Research Fund, Research Grants Committee. Project Number 18602315 Jan 2016 – December 2017, HK$267,460]

Pre-service student teachers' motivation to become a teacher: A comparative study of Hong Kong and Macau. [Co-Investigator, HKIEd Faculty Research Fund, Dec 2014 – Sept 2015, HK$50,000]

A pilot study on factors contributing to pre-service student teachers’ professional competence. [Co-Investigator, HKIEd Internal Research Grant, Oct 2013-Oct 2014, HK$100,000]

Plagiarism and Culture: Is avoiding plagiarism more than just a technical issue? [Principal Investigator, HKIEd Departmental Research Fund, April 2014 – August 2015, HK$99,496]

Students’ beliefs about teaching and learning and knowledge acquisition, (Nov. 2006 – Dec., 2010), $1,027,830, Institute-level TDG project, funded by Hong Kong Institute of Education (PIs: Angel K.Y. Wong, May M.H. Cheng, Co-Is: Miranda P.Y. Lai, Sylvia Y. F. Tang, Y.L. Li)

 

Consultancy in Past 3 Years

School Manager, the Incorporated Management Committee of Emmanuel Primary School (August 2007 – present)

Member, Board of Director, Ming Ri Institute for Arts Education (2007- present)

Ad Hoc reviewer for Teaching and Teacher Education, Educational Psychology, Journal of Experimental Education, Educational Research and Evaluation, Youth and Society, Asia Pacific Education Review, The Asia Pacific Education Researcher, Asia Pacific Journal of Education Research, Hong Kong Early Childhood Journal

 

Selected Recent Publications

Wong, A.K.Y., Cheng, M.M.H., & Tang, S.Y.F. (in press). Changes in the teaching motivations of student teachers in Hong Kong. In K. J. Kennedy & J.C.K. Lee (Eds.), Routledge handbook on schools and schooling in Asia. Routledge.

Tang, S.Y.F., Wong, A.K.Y., Li, D.D.Y., & Cheng, M.M.H. (2017). The contribution of non-formal learning in higher education to student teachers’ professional competence. Journal of Education for Teaching, 43(5), 1-16.

Tang, S.Y.F., Wong, A.K.Y. & Cheng, M.M.H. (2016). Configuring the three-way relationship among student teachers’ competence to work in schools, professional learning and teaching motivation in initial teacher education. Teaching and Teacher Education, 60, 344-354.

Tang, S.Y.F., Cheng, M.M.H & Wong, A.K.Y (2016). The preparation of pre-service student teachers’ competence to work in schools. Journal of Education for Teaching, 42 (2), 149-162.

Tang, S.Y.F., Wong, A.K.Y., & Cheng, M.M.H. (2016). Examining professional learning and the preparation of professionally competent teachers in initial teacher education. Teachers and Teaching, 22(1), 54-69.

Tang, S.Y.F., Wong, A.K.Y., & Cheng, M.M.H. (2015). The preparation of highly motivated and professionally competent teachers in initial teacher education. Journal of Education for Teaching, 41(2), 128-144.

Wong, A.K.Y., Tang, S.Y.F., & Cheng, M.M.H. (2014). Teaching motivations in Hong Kong: Who will choose teaching as a fallback career in a stringent job market? Teaching and Teacher Education, 41, 81-91.

Chan, S.M., & Wong, A.K. Y. (2013). Shyness in late childhood: Relations with attributional style and self-esteem. Child: Care, Health and Development, 39(2), 213-219.

Chan, K.W., Wong, A.K. Y., & Lo, E.S.C. (2012). Relational analysis of intrinsic motivation, achievement goals, learning strategies and academic achievement for Hong Kong secondary students. The Asia-Pacific Education Researcher, 21(2), 230-243.

Tang, S.Y.F., Wong, A.K.Y., & Cheng, M.M. H. (2012) Professional learning in initial teacher education: Vision in the constructivist conception of teaching and learning. Journal of Education for Teaching38(4), 435-451.

Wong, A.K. Y., & Cheng, M. H. M. (2012). Identifying the development of epistemological beliefs among student-teachers in an undergraduate teacher education programme. Teacher Education Frontiers 2020: International Perspectives on Building New Teacher Competencies (pp.257-282). Cengage Learning Asia Pte Ltd.

Wong, A.K. Y., & Lo, E.S.C. (2012). Assessing the construct validity of the Conception of Teaching and Learning Questionnaire (CTLQ) for Chinese university students in Hong Kong: Going beyond the use of goodness of fit indices. The Asia-Pacific Education Researcher. 21(2), 402-413

Chan, S.M., & Wong, A.K. Y. (2011). Factors affecting child depressive mood. Hong Kong Teachers’ Centre Journal, 10, 83-91.

Wong, A.K.Y.,   Chan, K.W. & Lai, P.Y. (2009). Revisiting the relationships of epistemological beliefs and conceptions about teaching and learning of pre-service teachers in Hong Kong, The Asia-Pacific Educational Researcher, 18(1), 1-19. 

Dr. YIP Chi Wing Michael

Associate Head /Associate Professor

(852) 2948 8992
mcwyip@eduhk.hk

Dr. YIP Chi Wing Michael
Associate Head /Associate Professor
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Michael.jpg
(852) 2948 8992
D1 - 2/F - 17
mcwyip@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=104312

Introduction

Dr. Michael Yip is an experimental psycholinguist by graduate training and his research interest involves different areas of Cognitive Science. He is the Associate Editor of Journal of Psycholinguistic Research and Consulting Editor of the journal Educational Psychology. Michael was a Visiting Associate Professor at Tokyo Gakugei University, Japan (2011-2012), Visiting Professor at MARCS Institute for Brain, Behaviour and Development, Western Sydney University (2015-2016), and an affiliate member of ARC Centre of Excellence for The Dynamics of Language, Australia (2015-2016).

 

Highest degree obtained and from which institution

Ph.D. in Psycholinguistics, Chinese University of Hong Kong

 

Membership of professional societies

Member, Cognitive Science Society, U.S.A.
Member, International Speech Communication Association, U.S.A.
Fellow, Psychonomic Society, U.S.A.

 

Teaching

Introduction to Research Methods
Research Project
Cognitive Psychology
Psychology of Language

 

Current research grants (as PI)

GRF 2014-2016 (RGC HK)
Project title: Context Effects and Spoken Word Recognition of Chinese: An Eye-Tracking Study.

IRG 2015-2016 (EdUHK)
Project title: Recognition of code-switched Words: A cross-modal priming study.

DRG 2016-17 (EdUHK)
Project Title: Development and validation of Procrastination Assessment Scale for Students in Chinese (PASS-C)

 

Consultancy in past years

Dr. Michael Yip served as reviewer for different scholaristic works (journal articles, conference papers and grant proposal); for example: Applied Psycholinguistics; Asia Pacific Journal of Educational Development; Bilingualism: Language and Cognition; British Journal of Educational Technology; Cognition; Educational and Psychological Measurement; Educational Research and Evaluation; Journal of the Acoustical Society of America; Journal of Computer-Assisted Learning; International Journal of Innovation and Learning; Journal of Memory & Language; Journal of Psychology in Chinese Societies; Journal of Psycholinguistic Research; Journal of Research in Reading; Language & Cognitive Processes; Neuropsychologia; Perceptual and Motor Skills; Psychologia; Psychological Reports; Reading and Writing; Studies in Higher Education; Annual Meetings of the Cognitive Science Society and NSF (Linguistics Program) proposal. He also served as the external examiner for the MPhil. thesis (City University of Hong Kong, University of Hong Kong) and Ph.D. dissertation (University of New South Wales, Chinese University of Hong Kong, The Hong Kong Polytechnic University).

 

Selected research publications

Yip, M. C. W. & Zhai, M. (in press). Context effects and spoken word recognition of Chinese: An Eye-tracking study. Cognitive Science.

Zhou, P., Crain, S. & Yip, M. C. W. (in press). Experimental Approaches to the Study of Child Language: A Cross-linguistic Perspective. Journal of Psycholinguistic Research.

Yip, M. C. W. (forthcoming). Learning Strategies. In A. Hynds (Ed.). Oxford Bibliographies in Education. Oxford University Press.

Yip, M. C. W. (2017)(Ed.). Cognition, Metacognition and Academic Performance: An East Asian Perspective. London/New York: Routledge.

Wong, S. W. L., Miao, H., Cheng, R. W. Y., & Yip, M. C. W. (2017). Graphic novel comprehension among learners with differential cognitive styles and reading abilities. Reading & Writing Quarterly, 33, 412-427.

Yip, M. C. W. (2017). Cognition, Metacognition and Academic performance: What are the differences between East Asian and Western? In M. C. W. Yip (Ed.), Cognition, Metacognition and Academic Performance: An East Asian Perspective. pp. 1-5. London/New York: Routledge.

Yip, M. C. W. (2017). Probabilistic Phonotactics as a cue for Cantonese Speech Segmentation. Journal of Psycholinguistic Research, 46, 201-210.

Xiao, X., Yip, M. C. W., Loo, W. T. Y., Hao, L., Chow, L. W. C., Lie, E. F., Chow, C. Y. C., & Wang, M. (2017). Salivary Biomarkers to Monitor Osteopenia and Stress Levels in Breast Cancer Survivors. British Journal of Medicine and Medical Research, 19(5), 1-8.

Yip, M. C. W. (2016). Recognition of spoken words in L2 speech using L1 probabilistic phonotactics: Evidence from Cantonese-English bilinguals. In Chinese Spoken Language Processing (ISCSLP), 2016 10th International Symposium on (pp. 1-4). IEEE.

Yip, M. C. W. (2016). Phonotactics constraints and the spoken word recognition of Chinese words in speech. Journal of Psycholinguistic Research, 45, 307-316.

Yip, M. C. W. (2015). Spoken Word Recognition of Chinese words in Continuous Speech. Journal of Psycholinguistic Research, 44, 775-787.

Yip, M. C. W. (2015). Meaning inhibition and sentence processing in Chinese. Journal of Psycholinguistic Research, 44, 611-621.

Zhai, M., Chen, H.-C. & Yip, M. C. W. (2015). Stroke Encoding in Simplified and Traditional Chinese Character Processing: An Eye-tracking Experiment. Journal of Eye Movement Research, 8(4).

Yip, M. C. W. (2015). Editorial: New frontiers in East Asian Psycholinguistics. Journal of Psycholinguistic Research, 44, 215-217.

Academic / Teaching Staff

Dr. Emma E. BUCHTEL

Assistant Professor

(852) 2948 8756
buchtel@eduhk.hk

Dr. Emma E. BUCHTEL
Assistant Professor
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Buchtel_Emma.jpg
(852) 2948 8756
D1-2/F-08
buchtel@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=121549

Introduction

After graduating from Yale in 1999 with a B.A. in Psychology and Philosophy, Dr. Buchtel spent four years in China, teaching English at Yali Middle School (Changsha, Hunan) and at Peking University (Beijing). She received her M.A. (2005) and PhD (2009) from the University of British Columbia’s Department of Psychology with a focus on Cultural Psychology (within the Social-Personality area) and a minor in Quantitative Methods. Her interests revolve around culture’s effects on motivation, morality, and values, with a focus on improving cross-cultural understanding. Specific research foci include cultural differences in the value of extrinsic motivation, values about reasoning, moral judgments, and use of personality trait information; cultural-moral relativism; and the effects of teaching about cultural differences.

EdUHK News: Research summary
EdUHK News: People profile

 

Highest Degree Obtained

PhD, Department of Psychology, University of British Columbia, 2009

 

Membership of Professional Societies

Member, American Psychological Society (APS)
Member, Asian Association of Social Psychology (AASP)
Member, International Association of Cross-Cultural Psychology (IACCP)
Member, Society for Personality and Social Psychology (SPSP)   
Member, Society for Philosophy and Psychology (SPP)

 

Honours/Awards

2016                         
Faculty Quality Publication Award 2015/16 (FEHD, EdUHK)

2015                    
President's Award for Outstanding Performance in Teaching 2014/15 (HKIEd)

2014                    
Excellence in Teaching Award 2013/14 (FEHD, HKIEd)

2010                  
Harry and Pola Triandis Doctoral Thesis Award (IACCP)

2007-2009          
Killam Memorial Pre-doctoral Scholarship 

2004-2007         
Graduate Research Fellowship, National Science Foundation

  

Teaching

Cross-cultural Psychology
Social and Personality Psychology

 

 Recent Research Grants

“Are filial values opposed to universal benevolence? The relationship between traditional Confucian virtues and particularism” (Sept. 26, 2016- Sept. 25, 2017), HK$79,962.75, EdUHK Internal Research Grant. PI: Emma E. Buchtel. Co-I’s: Yanjun Guan, Hagop Sarkissian.

“Chinese Moral Character: What does it mean to be principled in a Confucian culture?”(January 2016 - December 2017), HK$553,840, funded by the Hong Kong Research Grants Council General Research Fund (RGC / GRF). PI: Emma E. Buchtel.

“Cultural-moral Relativism: Scale Development and Initial Correlates” (March 2014-March 2015), HK$99,505, Department Research Grant (DRG), Hong Kong Institute of Education. PI: Emma E. Buchtel.

“Plagiarism and Culture: Is Avoiding Plagiarism more than Just a Technical Issue?” (March 2014-March 2014), HK$99,496, Department Research Grant (DRG), Hong Kong Institute of Education. PI: Angel K. Wong, Co-I: Emma E. Buchtel.

“Chinese morality: When propriety is part of the picture, what does morality mean? Testing and extending moral theory to fit lay concepts of a Confucian moral system” (Jan 2014- Jun 2017), HK$731,845, funded by the Hong Kong Research Grants Council Early Career Scheme (RGC / ECS). PI: Emma E. Buchtel. Collaborators: Michael H. Bond, Hong Kong Polytechnic University; Steven M. Shardlow, University of Salford, U.K.; Yanjie Su, Peking University; Yanjun Guan, Renmin University.

“Grounding Morality in Thought and Practice: A Cross-Cultural Study of Lay Morality” (2011-2012), HK$130,000, HKIEd Internal Research Grant. PI: Emma E. Buchtel, Co-Is: Michael H. Bond, Hong Kong Polytechnic University; Steven M. Shardlow, University of Salford, U.K.; Yanjie Su, Peking University.

“Moral Character: Language and Cognition” (2011-2012), HK$98,251, HKIEd Internal Research Grant. PI: Emma E. Buchtel, Co-I: Yanjun Guan, Renmin University of Beijing.

“Morality concepts in Greater China and Beyond” (2011), HK$29,832, HKIEd Startup Grant. PI: Emma E. Buchtel, Co-I: Yanjun Guan, Renmin University of Beijing.

“A Sense of Obligation: Culture and the Duty to Help” (2009-2011), HK$672,000, Postdoctoral Fellowship, Hong Kong Polytechnic University. PI: Michael H. Bond; Co-Is: Sylvia X. Chen, Emma E. Buchtel.

 

Consultancy in Past 3 Years

Ad-hoc reviewer: Alberta Journal of Educational Research, Australian Journal of Psychology, Asian Journal of Social Psychology, European Journal of Personality, International Journal of Psychology, Journal of Cross-Cultural Psychology, Journal of Experimental Social Psychology, Journal of Personality and Social Psychology, Journal of Psychology in Chinese Societies, Psychological Reports: Perceptual and Motor Skills, Psychological Science.

 

Selected Recent Publications

 i) Articles:

Magee, C., Buchtel, E. E., Human, L. J., Murray, D. R., & Biesanz, J. C. (in press). Is personality variability associated with adjustment? Journal of Research in Personality. Retrieved fromhttp://dx.doi.org/10.1016/j.jrp.2016.08.005

Buchtel, E. E., Guan, Y., Peng, Q., Su, Y., Sang, B., Chen, S. X., & Bond, M. H. (2015). Immorality East and West: Are immoral behaviors especially harmful, or especially uncivilized? Personality and Social Psychology Bulletin, 41(10), 1382-1394. doi:10.1177/0146167215595606

Chen, S. X., Lam, B. C. P., Wu, W. C. H., Ng, J. C. K., Buchtel, E. E., Guan, Y., & Deng, H. (2016). Do people’s world views matter? The why and how. Journal of Personality and Social Psychology, 110(5), 743-765. doi:10.1037/pspp0000061

Chen, S. X., Lam, B. C. P., Hui, B. P. H., Ng, J. C. K., Mak, W. W. S., Guan, Y., Buchtel, E. E., Tang, W. C. S., & Lau, V. C. Y. (2016). Conceptualizing psychological processes in response to globalization: Components, antecedents, and consequences of global orientations. Journal of Personality and Social Psychology, 110(2), 302-331. doi:10.1037/a0039647

Chen, S. X., Lam, B. C. P., Buchtel, E. E., & Bond, M.B. (2014). The conscientiousness paradox: Cultural mindset shapes competence perception. European Journal of Personality, 28(5), 425-436. 

Buchtel, E. E. (2014). Cultural sensitivity or cultural stereotyping? Positive and negative effects of a cultural psychology class.International Journal of Intercultural Relations, 39, 40-52.

Dunn, E. W., Buchtel, E. E., & Aknin, L. B. (2011). Consensus at the Heart of Division: Comment on Norton & Ariely (2011).Perspectives on Psychological Science, 6, 13-14.

Leu, J., Mesquita, B., Ellsworth, P. C., Zhang, Z-Y., Yuan, H-J., Buchtel, E. E., Karasawa, M., & Masuda, T. (2010). Situational differences in dialectical emotions: Boundary conditions in a cultural comparison of North Americans and East Asians. Cognition & Emotion, 24, 419-435.

Chen, S. X., Bond, M.B., Chan, B., Tang, D., & Buchtel, E. E. (2009). Behavioral Manifestations of Modesty. Journal of Cross-Cultural Psychology, 40(4), 603-626

Heine, S. J. & Buchtel, E. E. (2009). Personality: The Universal and the Culturally Specific. Annual Review of Psychology, 60, 369-394.

Buchtel, E. E. & Norenzayan, A. (2008). Which should you use, intuition or logic? Cultural differences in injunctive norms about reasoning. Asian Journal of Social Psychology, 11, 264-273.

Heine, S. J., Buchtel, E. E., & Norenzayan, A. (2008). What do cross-national comparisons of personality traits tell us? The case of conscientiousness. Psychological Science, 19:4, 309-313.

 

ii) Chapters:

Buchtel, E. E. (2011). Methodology and current research directions in cross-cultural conflict resolution. In L. Biukovic & P. B. Potter (Eds.), International Trade and Selective Adaptation (pp. 28-58). Vancouver: University of British Columbia Press.

Buchtel, E. E. & Norenzayan, A. (2009). Thinking across cultures: Implications for dual processes. In J. Evans & K. Frankish, (Eds.), In two minds: Dual processes and beyond (pp. 217-238). Oxford: Oxford University Press.

Buchtel, E. E. & Heine, S. J. (2007). Cultural Psychology. In D. S. Clark (Ed.), Encyclopedia of Law and Society: American and Global Perspectives (pp. 363-367). Thousand Oaks: Sage Publications. 

 

iii) others

Buchtel, E. E. (Summer 2011). Triandis award: A sense of obligation: The genesis of my research ideas as a teacher in China and how they led to my “duty-loving dissertation.” Cross-Cultural Psychology Bulletin (International Association for Cross-Cultural Psychology), 44, 15-19.

Dr. CHAN Ka Shing Kevin

Associate Professor / Co-Director of Centre for Psychosocial Health

(852) 2948 8747
kkschan@eduhk.hk

Dr. CHAN Ka Shing Kevin
Associate Professor / Co-Director of Centre for Psychosocial Health
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Kevin.jpg
(852) 2948 8747
D1-2/F-04
kkschan@eduhk.hk

Introduction

Dr. Kevin Chan obtained his B.S.Sc. (Hons) in Psychology from The Chinese University of Hong Kong, his M.Phil. in Psychiatry from The University of Hong Kong, and his Ph.D. in Health and Community Psychology from The Chinese University of Hong Kong. He was a postgraduate fellow in the Department of Psychiatry of Yale University. He has three intersecting lines of research. The first is on psychopathology of mental illness (e.g., cognitive and social cognitive impairments in schizophrenia). The second is on barriers to recovery from mental illness (e.g., stigma and discrimination). The third is on promotion of mental health (e.g., interventions for promoting well-being).

 

Highest Degree Obtained 

Ph.D., Psychology, The Chinese University of Hong Kong

 

Honours/Awards

2017 President’s Award for Outstanding Performance in Research (Early Career Research Excellence), The Education University of Hong Kong

2017 Faculty "Top 10%” Teaching Award, The Education University of Hong Kong

2016 Faculty "Top 10%” Teaching Award, The Education University of Hong Kong

2013 Postgraduate Research Output Award, The Chinese University of Hong Kong

2013 Departmental Dissertation Award, The Chinese University of Hong Kong

2013 Chinese Gold and Silver Exchange Society Scholarship, The Chinese University of Hong Kong

2013 Reaching Out Award, Hong Kong Special Administrative Region Government Scholarship Fund

2012 Global Scholarship Programme for Research Excellence, The Chinese University of Hong Kong

2011 Distinguished Teaching Assistant Award, The Chinese University of Hong Kong

2011 Lion Dr. Francis K. Pan Scholarship, The Chinese University of Hong Kong

2011 Award for Outstanding Research Postgraduate Student, The University of Hong Kong

2011 Sir Edward Youde Memorial Fellowship, Sir Edward Youde Memorial Fund Council

 

Teaching

Abnormal Psychology

 

Research Grants

Chan KKS. (2016-2018). The content and process of self-stigma in people with serious mental illness: A longitudinal study. Research Grants Council Early Career Scheme (PI).

Chan KKS, Lam ICB. (2015-2016). The development, perpetuation, and influence of affiliate stigma among parents of children with autism spectrum disorders. HKIEd Departmental Grant (PI).

Chan KKS, Chan WWL. (2014-2015). Public and affiliate stigma of autism spectrum disorder in DSM-5. HKIEd Departmental Grant (PI).

Chan KKS. (2014-2015). Schizotypal personality, attenuated psychosis syndrome, and schizophrenia in DSM-5. HKIEd Start-Up Grant (PI).

Chan KKS, Mak WWS. (2014-2015). Cognition and social cognition as endophenotypes of schizophrenia. HKIEd Internal Grant (PI).

Mak WWS, Mo PKH, Yau SSW, Chan KKS, Hui SSC. (2014-2016). Self-determination theory-based exercise programmes for the enhancement of exercise adherence and well-being among people with depression: Randomised controlled trial. Health and Medical Research Fund (Co-I).

Mak WWS, Chan KKS, Davidson L. (2013-2014). Cross-cultural comparison of self-stigma on recovery among people with severe mental illness in Hong Kong and the United States. CUHK Direct Grant (Co-I).

Mak WWS, Chan KKS, Chan ATY, Wong CCY. (2011-2012). Are you willing to date a person with schizophrenia? Implications to public’s pattern of stigma, perceptions of illness, and attitudes towards recovery. CUHK Direct Grant (Co-I).

 

Consultancy in Past 3 Years

Journal Reviewer: Schizophrenia Research, Journal of Autism and Developmental Disorders, Mindfulness, Quality of Life Research

 

Representative Publications

Chan KKS, Lam CB. (in press). Trait mindfulness attenuates the adverse psychological impact of stigma on parents of children with autism spectrum disorder. Mindfulness.

Li T, Lam CB, Chan KKS. (in press). Grandparental involvement and young adults’ cognitive and social adjustment: The moderating role of filial piety in Hong Kong. Journal of Social and Personal Relationships.

Chan KKS, Mak WWS. (2017). The content and process of self-stigma in people with mental illness. American Journal of Orthopsychiatry, 87, 34-43.

Chan KKS, Lam CB. (2016). Parental maltreatment of children with autism spectrum disorder: A developmental-ecological analysis. Research in Autism Spectrum Disorders, 32, 106-114.

Chan KKS. (2016). Associations of symptoms, neurocognition, and metacognition with insight in schizophrenia spectrum disorders. Comprehensive Psychiatry, 65, 63-69.

Chan KKS, Mak WWS. (2015). Attentional bias associated with habitual self-stigma in people with mental illness. PLoS ONE,10(7), e0125545.

Chan KKS, Mak WWS. (2014). The mediating role of self-stigma and unmet needs on the recovery of people with schizophrenia living in the community. Quality of Life Research23, 2559-2568.

Davidson L, Chan KKS. (2014). Evidence-based practice, common factors, and recovery. Psychiatric Services65, 675-677.

Chan SKW, Chan KKS, Hui CLM, Wong GHY, Chang WC, Lee EHM, Tang JYM, Chen EYH. (2014). Correlates of insight with symptomatology and executive function in patients with first-episode schizophrenia-spectrum disorder: A longitudinal perspective. Psychiatry Research216, 177-184.

Chan KKS, Mak WWS. (2012). Shared decision making in the recovery of people with schizophrenia: The role of metacognitive capacities in insight and pragmatic language use. Clinical Psychology Review32, 535-544.

Chan KKS, Xu JQ, Liu KCM, Hui CLM, Wong GHY, Chen EYH. (2012). Executive function in first-episode schizophrenia: A three-year prospective study of the Hayling Sentence Completion Test. Schizophrenia Research135, 62-67.

Chan SKW, Chan KKS, Lam MML, Chiu CPY, Hui CLM, Wong GHY, Chang WC, Chen EYH. (2012). Clinical and cognitive correlates of insight in first-episode schizophrenia. Schizophrenia Research135, 40-45.

Chan KKS, Chen EYH. (2011). Theory of mind and paranoia in schizophrenia: A game theoretical investigation framework.Cognitive Neuropsychiatry16, 505-529.

Chan KKS, Chin QPM, Tang JYM, Longenecker J, Hui CLM, Chiu CPY, Lam MML, Wong GHY, Chen EYH. (2011). Perceptions of relapse risks following first-episode psychosis and attitudes towards maintenance medication: A comparison between nursing and social work professionals. Early Intervention in Psychiatry5, 324-334.

Chan KKS, Hui CLM, Tang JYM, Chiu CPY, Chan SKW, Lam MML, Chen EYH. (2011). Random number generation deficit in early schizophrenia. Perceptual and Motor Skills112, 91-103.

Liu KCM, Chan RCK, Chan KKS, Tang JYM, Chiu CPY, Lam MML, Chan SKW, Wong GHY, Hui CLM, Chen EYH. (2011). Executive function in first-episode schizophrenia: A three-year longitudinal study of an ecologically valid test. Schizophrenia Research126, 87-92.

Cheung V, Chiu CPY, Law CW, Cheung C, Hui CLM, Chan KKS, Sham PC, Deng MY, Tai KS, Khong PL, McAlonan GM, Chua SE, Chen E. (2011). Positive symptoms and white matter microstructure in never-medicated first episode schizophrenia.Psychological Medicine41, 1709-1719.

Chan KKS, Hui CLM, Lam MML, Tang JYM, Wong GHY, Chan SKW, Chen EYH. (2010). A 3-year prospective study of spontaneous eye-blink rate in first-episode schizophrenia: Relationship with relapse and neurocognitive function. East Asian Archives of Psychiatry20, 174-179.

Yu CC, Au WT, Chan KSK. (2009). Efficacy=Endowment X Efficiency: Revisiting efficacy and endowment effects in a public goods dilemma. Journal of Personality and Social Psychology96, 155-169.

Dr. CHAN Wing Yan Arita

Senior Lecturer II

(852) 2948 8929
awychan@eduhk.hk

Dr. CHAN Wing Yan Arita
Senior Lecturer II
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Arita_Chan.jpg
(852) 2948 8929
D1 - 2/F - 18
awychan@eduhk.hk

 Introduction

Dr. Arita Chan obtained her MEd from McGill University and her EdD in educational psychology from the Chinese University of Hong Kong. Prior to joining The Education University of Hong Kong, Dr. Chan had taught courses in psychology and early childhood education at the Hong Kong Baptist University.  She now teaches courses in psychology and education.  As a teacher trainer, Dr. Chan has conducted professional development workshops for in-service teachers in Hong Kong.  Besides, she has worked as a counselor at community centers and primary schools.  She also received training in play therapy.            

Dr. Chan’s research interests center on child counseling, and spiritual and psychosocial development in young adults.  Currently, she is investigating the association between spirituality and mental health among Chinese students.  She has also participated in research studies in emotional and behavioral development in young children.

 

Highest Degree Obtained

EdD, Educational Psychology, The Chinese University of Hong Kong

 

Honours/Awards

Faculty Teaching Staff Award, Faculty of Education and Human Development, The Hong Kong Institute of Education (2014/15)

 

Membership of Professional Societies

Professional Member of American Counseling Association
Professional Member of the National Council on Family Relations 

 

Teaching 

Child development and counseling
Educational Psychology
Family studies
Human development
Teaching Practice Supervision

 

Consultancy in Past 3 Years 

Ad-hoc reviewer: International Journal of Transpersonal Studies

 

Recent Research Grants

Chan, W. Y. A., Tang, H. Y. C. & Wan, S. L. Y., (2015-2016). Enhancing Students’ Personal and Psychosocial Development with Self-learning Kit: A Positive Education Approach. The Education University of Hong Kong Teaching Development Grants (Principal Investigator).

 

Recent Publications 

Chan, A. W. Y., & Siu, A. F. Y. (2016). Application of the Spiritual Intelligence Self-Report Inventory (SISRI-2) among Hong Kong university students. International Journal of Transpersonal Studies, 35(1), 1-12.

Chan, W. Y. A. (2014). “What are the Essential Features of a Social-Emotional Program for Primary School Students?” Paper presented at the International Symposium on Psychology and Education, Nagoya, Japan.  

Chan, W. Y. A., Tai, Y. Y., & Wong, Y. M. (2013). “Early Childhood Educators’ Perception on the Emotional and Behavioral Problems of Young Children in Hong Kong.” Paper presented at the International Symposium on Psychology and Education, KitaKyushu, Japan.

Dr. CHUNG Yiu Bun

Lecturer I

(852) 2948 8160
ybchung@eduhk.hk

Dr. CHUNG Yiu Bun
Lecturer I
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Yiu_Bun.jpg
(852) 2948 8160
D2 - 1/F - 01
ybchung@eduhk.hk

Introduction

Dr. YB Chung received his PhD degree in Education from the University of Hong Kong. He had taught at various local tertiary education institutes. Teaching areas covered problem behaviours in children and adolescents, applied research in counselling, classroom management and discipline in secondary schools, comparative perspectives on student activities and etc.

He was a Senior Curriculum Development Officer of the Education Bureau, specializing in Life-wide Learning, Other Learning Experiences and Student Learning Profile. He was also an experienced Guidance Master serving in a secondary school. He obtained the MEd degree in Educational Guidance from the University of Hong Kong and the Postgraduate Diploma in Psychology from the Chinese University of Hong Kong. He commits himself in a wide range of voluntary services. His research interests are on school guidance, curriculum development, student reporting and feedback system, life-wide learning and invitational education. He is now conducting a research in understanding secondary school students’ perceptions of meaning and purpose in life.

 

Highest Degree Obtained

PhD, Faculty of Education, University of Hong Kong 

 

Membership of Professional Societies

Honorary Research Associate, Centre for Advancement in Inclusive and Special Education, Faculty of Education, The University of Hong Kong

 

Honours/Awards

Outstanding Dissertation Award, 2013, International Alliance for Invitational Education

 

Teaching

Children and adolescent development
Qualitative research method
Experiential learning
Psychology in Education
Student guidance

 

Selected Research Publications

Chung, Y. B., Yuen, M. Chui, C. W., & Leung, J. Y. C. (2016). An invitational approach to a service learning program in a university: A critical reflection. In S. T. Gregory, & J. Edwards (Eds). Invitational Education in Higher Education: An International Perspective (pp. 113-119), Lanham, Md: Lexington Books.

Chung, Y. B., & Yuen, M. (2013). Factors influencing a reporting system for learning and development in an inviting school in Hong Kong. Hong Kong Special Education Forum, 15, 1-20.

Chung, Y. B., & Yuen, M. (2013). Teachers’ perceptions of a reporting system for learning and development in an ‘inviting school’ in Hong Kong. Asian Journal of Counselling, 20(1&2), 85-112.

Chung, Y. B., & Yuen, M. (2012). Students’ perceptions of a reporting and feedback system for learning and development in an ‘inviting school’ in Hong Kong. Pastoral Care in EducationAn International Journal of Personal, Social and Emotional Development, 30(3), 241 – 262. doi:10.1080/02643944.2012.671344

Chung, Y. B., Yuen, M. (2011). The role of feedback in enhancing students’ self-regulation in inviting schools. Journal for Invitational Theory and Practice. 17, 22-27.

Yuen, M., Ho, J., Chung, Y. B., Fong, R.W., Cheng, S., Ho, J.H., Kwok, D., Ho, S.,Tsui, J., Chiu, C.W., Cheng, C. K. Y., Yuen, J., & Cheung, V. (2012). Overcoming Obstacles Associated with Other Learning Experiences and School-based Assessment: Perspectives of High School Students with Visual Impairment in Hong Kong. Collaborative Research Project Report.Hong Kong, China: Centre for Advancement in Inclusive and Special Education, Faculty of Education University of Hong Kong,& Hong Kong Blind Union.

Yuen, M., Lau, P.S.Y., Lee, Q.A.Y., Gysbers, N.C., Chan,R. M. C., Fong, R.W., Chung, Y. B., & Shea, P. M.K. (2012). Factors influencing school connectedness: Chinese adolescents’ perspectives. Asia Pacific Education Review, 13(1), 55 – 63. DOI: 10.1007/s12564-011-9176-7

Yuen, M., Chan, R.M.C., Gysbers, N.C., Lau, P.S.Y., Lee, Q., Shea, P.M.K., Fong, R. W. & Chung, Y. B. (2010). Enhancing life skills development: Chinese adolescents’ perceptions. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 28(4) 295-310.

Dr. HO Chun Yip Henry

Assistant Professor

(852) 2948 8729
hcyho@eduhk.hk

Dr. HO Chun Yip Henry
Assistant Professor
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Henry.jpg
(852) 2948 8729
D2-1/F-08
hcyho@eduhk.hk

Introduction

Dr. Henry Ho obtained his BA in psychology from Simon Fraser University, his MSc in social and organizational psychology from the University of Exeter, and his PhD in industrial and organizational psychology from City University of Hong Kong. Prior to joining The Education University of Hong Kong, he completed his postdoctoral training at the School of Public Health, The University of Hong Kong. He is a chartered psychologist of the British Psychological Society and a member of the Hong Kong Psychological Society and the International Association of Conflict Management. His current research interests include social identity, interpersonal and intergroup conflict, organizational behavior, work performance, satisfaction and stress, and positive psychology. His research aims to examine how positive communication, and effective conflict management and problem solving strategies can be promoted and determine their impact on employee performance and well-being. He uses a variety of methods in his research, including surveys, interviews, and experiments.

 

Highest Degree Obtained

PhD, Department of Applied Social Sciences, City University of Hong Kong

 

Membership of Professional Societies

Chartered Psychologist (CPsychol), British Psychological Society

Member, Hong Kong Psychological Society

Member, Association for Psychological Science

Member, International Positive Psychology Association, Work & Organizations Division

Member, International Association of Conflict Management

 

Honours/Awards

Avant-garde Intervention Challenge Finalist, International Positive Psychology Association (2017)

Young Investigator Award, Research Centre of Heart, Brain, Hormone & Healthy Aging (2017)

Best Poster Award, Hong Kong Psychological Society (2013)

Outstanding Academic Performance Award, City University of Hong Kong (2012-2014)

 

Teaching

Industrial and organizational psychology
Personnel Psychology
Social psychology
Developmental psychology

 

Consultancy in Past 3 years

Guest Lecturer: City University of Hong Kong (Courses taught: Aging and Psychology, Personality Psychology)

Ad-hoc Reviewer: Journal of Aging and Mental Health, International Journal of Conflict Management, Journal of Child and Family Studies, International Conference on Grief and Bereavement in Contemporary Society

 

Selected Recent Publications

Journal Articles:

Ho, H. C. Y., & Yeung, D. Y. (2017). Effects of social identity salience on motivational orientation and conflict strategies in intergenerational conflict. International Journal of Psychology. Advance online publication.

Ho, H. C. Y., Mui, M., Wan, A., Stewart, S. M., Yew, C., Lam, T. H., & Chan, S. S. (2017). Happy Family Kitchen: Behavioral outcomes of a brief community-based family intervention in Hong Kong. Journal of Child and Family Studies. Advance online publication.

Ho, H. C. Y., Mui, M., Wan, A., Ng, Y. L., Stewart, S. M., Yew, C., Lam, T. H., & Chan, S. S. (2016). Happy Family Kitchen: A community-based research for enhancing family communication and well-being in Hong Kong. Journal of Family Psychology, 30(6), 752-762.

Ho, H. C. Y., Mui, M., Wan, A., Ng, Y. L., Stewart, S. M., Yew, C., Lam, T. H., & Chan, S. S. (2016). Happy Family Kitchen II: A cluster randomized controlled trial of a community-based positive psychology family intervention for subjective happiness and health-related quality of life in Hong Kong. Trials, 17(367).

Ho, H. C. Y., Mui, M., Wan, A., Ng, Y. L., Stewart, S. M., Yew, C., Lam, T. H., & Chan, S. S. (2016). Happy Family Kitchen II: A cluster randomized controlled trial of a community-based family intervention for enhancing family communication and well-being in Hong Kong. Frontiers in Psychology, 7(638).

Ho, H. C. Y., & Yeung, D. Y. (2016). Effects of occupational future time perspective on managing stressful work situations. International Journal of Psychology, 51(4), 261-268.

Chow, E. O. W., & Ho, H. C. Y. (2015). Caregiver strain, age, and psychological well-being of older spousal caregivers in Hong Kong. Journal of Social Work, 15(5), 479-497.

Ho, H. C. Y., Yeung, D. Y., & Kwok, S. Y. C. L. (2014). Development and evaluation of the positive psychology intervention for older adults. Journal of Positive Psychology, 9(3), 187-197.

Wong, C. K. M., Yeung, D. Y., Ho, H. C. Y., Tse, K. P., & Lam, C. Y. (2014). Chinese older adults’ internet use for health information. Journal of Applied Gerontology, 33(3), 316-335.

Chow, E. O. W., & Ho, H. C. Y. (2012). The relationship between psychological resources, social resources, and depression: Results from older spousal caregivers in Hong Kong. Aging & Mental Health, 16, 1016-1027.

 

Book Chapters:

Yeung, D. Y., & Ho, H. C. Y. (2017). Conflict management and aging in the workplace. In N. A. Pachana (Ed.), Encyclopedia of geropsychology. Singapore: Springer.

Yeung, D. Y., & Ho, H. C. Y. (2015). Psychological adaptation of older workers: Findings from the Western and Eastern countries. In S. T. Cheng, Chi, I., Fung, H., Li, L., & Woo, J. (Eds.), Successful aging: Asian perspectives (pp. 301-319). New York: Springer.

 

Dr. HO Katty Puikay

Lecturer I

(852) 2948 8029
kattyho@eduhk.hk

Dr. HO Katty Puikay
Lecturer I
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Dr_Katty_Ho.jpg
(852) 2948 8029
B4-1/F-09
kattyho@eduhk.hk

Introduction

I am a passionate teacher, youth worker, and researcher, who is eager to not only teach undergraduate and postgraduate students about the discipline of psychology but also reach out to teenagers, parents, and the general public, such that more people can be aware of their need for psychological well-being and how to achieve that.

My training includes my Ed.D. in educational psychology from CUHK specializing in career psychology, B.A. cum laude (Hons) in psychology from UC Berkeley specializing in consumer psychology and judgement and decision making research, M.A. in psychology from Boston University specializing in human motivation with practical training at Hay/McBer, and M.Div. from Gordon-Conwell Theological Seminary, specializing in New England cultural studies and youth ministry. 

Relocated back to Hong Kong after 13 years’ studying/working in the US, I began to work at CityU as Demonstrator/Instructor I of Psychology and Learning Enhancement and Course Examiner for Professional Internship, and at CUHK as Part-Time Lecturer for PGDE and Research Assistant, and later as Postdoctoral Fellow at CityU’s City-Youth Empowerment Project, before joining Education University in 2017.  

My eclectic teaching, research, work, life, and educational experiences in the USA and Hong Kong have equipped me with a rather broad knowledge base on many topics in psychology, education, applied research, and practice. My goal is to develop the field of psychology (especially, career intervention) and launch studies to investigate developmental pathways to vocational interest preferences and sense of efficacy. My other research interests include service/experiential learning and the relation between diet and well-being.

 

Highest Degree Obtained

EdD, Educational Psychology (Specialty in Career Psychology), Department of Educational Psychology, The Chinese University of Hong Kong (2016)

 

Membership of Professional Societies

International Affiliate, American Psychological Association, 2016-

Member, Association of Psychological Science (former American Psychological Society), 1997-

Graduate Student Member, American Psychological Association, 1995-2002

Student Member, Society for Judgment and Decision Making, 1993-1997

 

Honours/Awards

Research Scholarship (US$1,000), New England Research Project, Ockenga Institute, Gordon-Conwell Theological Seminary (South Hamilton, Massachusetts, USA)

Member, Psi Chi Honors Society, 1995

Student Speaker, Master of Arts in Psychology Commencement, Boston University (Boston, Massachusetts, USA), May 21, 1995

Undergraduate Research Apprenticeship, Institute of Personality & Social Research, University of California, Berkeley (Berkeley, California, USA), January 1992-May 1993

 

Teaching

Educational Psychology
Research Methods & Data Analysis
Basic Psychology
Personality Psychology & Assessment
I/O Psychology
Career Psychology

 

Recent Research Grants

Continuation of “Project X: Learning Excellence” in the Next Two Academic Years of 2009/10 and 2010/11. CityU Teaching Development Fund 2009-2011 (24 months), HK$4,029,338. PI: Alice Chong, City University of Hong Kong. I: Katty P. Ho.

Development of a Digitalized and Online Database of Quality Papers of Graduates: Benchmarking Research Performances of Graduates of Bachelor of Social Science in Psychology (BSSPSY) and Postgraduate Diploma in Psychology (PGDP) in the Department of Applied Social Studies (SS) to Enhance the Quality of Teaching and Learning in Psychology. CityU Teaching Development Fund 2005/06 (5 months), HK$168,000. PI: Sik-Hung Ng, City University of Hong Kong. I: Katty P. Ho.

 

Consultancy in Past 3 Years

Ho, K. P. (2016, April-June). Career Interests Assessment and Interpretation. Workshops presented at St. Stephen’s Girls’ College. Hong Kong.

 

Selected Recent Publications

Ho, K. P. (2016). Integrating Vocational Interest Profile and Self-efficacy Profile as Antecedents of Career Choice Readiness in Adolescents. Doctoral Dissertation. Hong Kong: The Chinese University of Hong Kong.

Leung, S. A., Zhou, S., Ho, E. Y.-F., Li, X., Ho, K. P., & Tracey, T. J. G. (2014). The use of interest and competence scores to predict educational choices of Chinese high school students. Journal of Vocational Behavior, 84, 385-394. (Impact factor: 2.555)

Ho, K. P., Chong, A. M. L., Kwok, R. K. C., & Lai, S. F. Y. (2012). “Project X: The Project for Learning Excellence”: A first-year, non-credit bearing, department-based, co-curricular course for students in social sciences. In B. C. Eng (Ed.), A Chinese perspective on teaching and learning. New York: Routledge. (ISBN: 978-0-415-89594-1 (hkb)).

Eng, B. C., Ng, S. H., & Ho, K. P. (Eds.) (2009). Learning through self-discipline and personal growth facilitated by coaching. Report for a Teaching Development Grant project, City University of Hong Kong. Hong Kong: City University of Hong Kong Press. (116 pages) (ISBN: 978-962-442-311-2).

Ho, K. P. (2000). Why Is There A New-England Culture? A Look at the Value Systems and Cultural Origins of New Englanders from the Histo-Analytical, Socio-Anthropological, and Socio-Cognitive Psychological Perspectives. Master’s Thesis. South Hamilton, MA: Gordon-Conwell Theological Seminary.

Mellers, B., Schwartz, A., Ho, K., & Ritov, I. (1997). Elation and disappointment: Emotional reactions to risky options. Psychological Science, 8(6), 423-429. (Impact factor: 4.490)

Ho, K. P. (1993). The Interaction of Memory and Context Effects in Consumer Choice. Honors Thesis. Berkeley, CA: The University of California at Berkeley.

 

 

Dr. HOU Wai Kai

Assistant Professor / Member of Centre for Psychosocial Health

(852) 2948 8841
wkhou@eduhk.hk

Dr. HOU Wai Kai
Assistant Professor / Member of Centre for Psychosocial Health
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/kai_edited161111.jpg
(852) 2948 8841
D1 - 2/F - 19
wkhou@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=118668

Introduction

Wai Kai Hou is Assistant Professor of the Department of Psychology. His research aims to develop frameworks for integrating social, psychological, and biological levels of analysis on human resilience and adaptation to stress. Specific topics of interest include cognitive and emotion flexibility, cross-cultural comparisons of interpersonal processes and interactions, and psychological adaptation among people with chronic medical conditions and their caregivers. His research utilizes a variety of methods, ranging from qualitative interviews and questionnaires to physiological measures and neuroimaging.

 

Highest Degree Obtained

PhD, School of Public Health, The University of Hong Kong

 

Membership of Professional Societies 

Member, American Psychological Association Division 52 (International Psychology), 2017 to present.

National Representative (Hong Kong), Stress and Anxiety Research Society, 2015 to present.

Founding Member, Hong Kong Society of Behavioral Health, 2013 to present.

Member, American Psychological Association Division 38 (Health Psychology), 2011 to present.

 

Teaching 

Biological Psychology
Emotion
Health Psychology
Neuropsychology
Stress and Coping

 

Selected Recent Grants/Awards

Grants

“Resource Change, Mental Health, Threat Perceptions, and Political Attitudes during the Pro-democracy Movement in Hong Kong, 2014-2015,” Internal Research Fund, The Hong Kong Institute of Education (Research Grant Council Direct Allocation), HK$100000, 2015-2016 (Co-Is: Daphne Canetti, Brian J. Hall, Stevan E. Hobfoll).

“Age Differences in Cognitive Control and Daily Control Strategies and Emotional Experiences: Implications on Physical and Emotional Health,” Early Career Scheme, Research Grant Council, University Grant Committee, Hong Kong SAR, HK$765748, 2014-2017.

“The Role of Social Cognition in Support Provision and Adjustment in Cancer Caregiving: A Longitudinal Analysis,” General Research Fund, Research Grant Council, University Grant Committee, Hong Kong SAR, HK$1122109, 2012-2015 (Co-Is: Sheung-tak Cheng, Tatia Mei-Chun Lee, and Gregory E. Miller).

 

Awards

Fulbright-RGC Hong Kong Senior Research Scholar Award, 2016-2017.

Outstanding Assistant Professor Award, The Hong Kong Institute of Education, 2012.

  

Selected Recent Publications 

i)   Refereed journal articles

Lau, K. M., Hou, W. K., Hall, B. J., Canetti, D., Ng, S. M., Lam, A. I. F., & Hobfoll, S. E. (2016). Social media and mental health in democracy movement in Hong Kong: A population-based study. Computers in Human Behavior, 64, 656-662.

Hou, W. K., Lau, K. M., Ng, S. M., Cheng, S. T., Shum, T. C. Y., Cheng, A. C. K., & Cheung, H. Y. S. (2016). Savoring moderates the association between cancer-specific physical symptoms and depressive symptoms. Psycho-Oncology.

Hou, W. K., Hall, B. J., Daphna, C., Lau, K. M., Ng, S. M., & Hobfoll, S. E. (2015). Threat to democracy: Physical and mental health impact of democracy movement in Hong Kong. Journal of Affective Disorders, 186, 74-82.

Hou, W. K., & Lam, J. H. M. (2014). Resilience in the year after cancer diagnosis: A cross-lagged panel analysis of the reciprocity between psychological distress and well-being. Journal of Behavioral Medicine, 37, 391-401.

Hou, W. K., & Wan, J. H. Y. (2012). Perceived control mediates the prospective impact of relationship quality in the year after colorectal cancer diagnosis. Annals of Behavioral Medicine, 43, 129-138.

Hou, W. K., Law, C. C., Yin, J., & Fu, Y. T. (2010). Resource loss, resource gain, and psychological resilience and dysfunction in the year following cancer diagnosis: A growth mixture modeling approach. Health Psychology, 29, 484-495.

 

ii)   Book chapters

Hou, W. K., Hall, B. J., & Hobfoll, S. E. (in press). Drive to thrive: A theory of resilience following loss. In N. Morina & A. Nickerson (Eds.), Mental Health in Refugee and Post-conflict Populations. Springer.

 

 

Dr. KWAN Lok Yin Joyce

Assistant Professor/Associate Director of Assessment Research Centre

(852) 2948 7787
jlykwan@eduhk.hk

Dr. KWAN Lok Yin Joyce
Assistant Professor/Associate Director of Assessment Research Centre
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Joyce_Kwan.jpg
(852) 2948 7787
D1-2/F-25
jlykwan@eduhk.hk

Introduction

Dr Joyce Kwan obtained her doctoral degree from the Chinese University of Hong Kong. Prior to joining The Education University of Hong Kong, she had worked at the Chinese University of Hong Kong as a lecturer and had taught various courses in psychology, quantitative research methods, and educational testing and assessment. Her research centers on quantitative research methodology. Her current research interests focus on structural equation modeling, mediation and moderation analysis.

 

Highest Degree Obtained

PhD, Department of Psychology, the Chinese University of Hong Kong

 

Honours/Awards

Young Scholars Dissertation Award 2012
Faculty of Social Sciences, the Chinese University of Hong Kong

 

Teaching

Statistical Methods in Psychology 
Quantitative Research Methods
Basic Psychology for Educators

 

Recent Research Grants

Latent Growth Curve Analysis with Time-dependent Observations (2015-2017), HK$442,000, funded by Research Grants Council Early Career Scheme, Grant no: 28401514 (PI: Kwan, J. L.-Y)

The Analysis of Mediated Moderation and Moderated Mediation with Latent Variables (2013-2016), funded by General Research Fund, Research Grant Council, University Grant Committee, Hong Kong. (PI: Chan, W.; Co-I: Kwan, J. L.-Y.)

 

Consultancy in Past 3 Years

Ad-hoc reviewer:

i)    Journals
Frontier in Psychology
The Internet and Higher Education

ii)    Book
Understanding Test and Exam Scores Statistically

 

Selected Recent Publications

Lai, F. T.- T., & Kwan, J. L.- Y. (2017). Socioeconomic influence on adolescent problematic Internet use through school-related psychosocial factors and pattern of Internet use. Computers in Human Behavior, 68, 121-136.

Lai, F. T.- T., & Kwan, J. L.- Y. (2017). The presence of heavy Internet using peers is protective of the risk of problematic Internet use (PIU) in adolescents when the amount of use increases. Children and Youth Services Review, 73, 74-78.

Tong, X., Kwan, J. L.-Y., Wong, D. W.-M, Lee, S. M. -K., & Yip, J. H.-Y. (2016). Toward a dynamic interactive model of non-native Chinese character processing. Journal of Educational Psychology, 108(5), 680-693.

Kwan J. L.-Y, & Chan, W. (2014). Comparing squared multiple correlation coefficients using structural equation modeling. Structural Equation Modeling,21, 225-238.

Kwan, J. L.-Y, & Chan, W. (2011). Comparing standardized coefficients in structural equation modeling: a model reparameterization approach. Behavior Research Methods, 43, 730-745.

 

Statistical Software Program

 

Variable System (VS) Program for the analysis of conditional path model

Dr. KWAN Yuet Ling Linda

Lecturer I

(852) 2948 8099
ylkwan@eduhk.hk

Dr. KWAN Yuet Ling Linda
Lecturer I
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Dr._KWAN_Yuet_Ling,_Linda.jpg
(852) 2948 8099
D1 - 2/F - 23
ylkwan@eduhk.hk

Introduction

Dr. Linda Kwan earned a Bachelor of Education Honours Degree in Information Technology and Mathematics, a Master of Education Degree in Teacher Education and Professional Development and obtained her doctorate in the field of Science, Mathematics and Computing, all from the University of Hong Kong.

Dr. Linda Kwan joined the teacher education profession in 1990. Since then she has taught for many years in primary and secondary school contexts.  Prior to her service at the Education University of Hong Kong, she had taught at tertiary education institute, teaching education courses at undergraduate and postgraduate levels.  As a teacher educator and researcher, she worked together with teachers to improve students’ and teachers’ educational practice and career learning processes. She has conducted professional development workshops or programmes for in-service teachers in Hong Kong.  

Dr. Linda Kwan has been with the Education University of Hong Kong since 2010. Her research work investigates how to improve students’ understanding and ability in solving the mathematics word problems among school students in Hong Kong. She is currently managing various projects relating to enhancing teaching practice. Dr Kwan is also particularly interested in taking part in collaborating learning in mathematics, assessing the mathematics learning difficulties and children’s mathematical concepts, inter-relationship between procedural and conceptual knowledge in mathematics education.

 

Highest Degree Obtained  

EdD, Faculty of Education, The University of Hong Kong.

 

Honours/Awards 

Field Experience Coordinator Certificate (2014-2016), School Partnership and Field Experience Office, The Education University of Hong Kong.

 

Teaching

Working with Diverse Family and Community

Children’s Conceptual Change

Foundations and Processes of Learning

General Education Foundation

General Education Consolidation Course

Effective Teaching & Positive Classroom Learning Environment

Teaching practice supervision

 

Recent Research Grants

Project Leader

Project Title: Collaboration Platform for Field Experience cases

Specific Student Empowerment Work Scheme (Specific SEWS) 2016/17, Student Affairs Office, The Education University of Hong Kong.

 

Project Leader

Project Title: Development of apps to promote students’ skills of self-reflection and to stimulate an appreciation for the need for and dedication to the preparation of a comprehensive e-portfolio

Departmental Small Scale Teaching and Profile Development Grants (DSSTPDG) 2016-2017, The Education University of Hong Kong.

 

Consultancy in the Past 3 Years

Educational Visits and Exchange with Early childhood Institutions in Mainland

 

Membership of Professional Societies

Hong Kong Association for Mathematics Education
National Council of Teachers of Mathematics
Association of teachers of Mathematics
American Mathematical Association of Two-Year Colleges
Association of Mathematics Teacher Educators
Psychology of Mathematics Education

 

Selected Recent Publications

Kwan, Y. L. (2016). Assessment of Learning Difficulties with Arithmetic Word Problems in a Primary school: use of the Observation Method employing Video-recording. International Journal of Arts and Sciences, 9(2), 1-10.

Kwan, Y. L. (2016). Commentary: Review of Piaget and Bruner Theories on the study of difficulties with Simple Arithmetic Word Problems.  International Journal of Psychology & Behavior Analysis, IJPBA-34.

Kwan, Y. L. (2016). An exploratory study of the difficulties with simple arithmetic word problems among primary school academically low achievers. Faculty of Education, The University of Hong Kong.

Kwan, Y. L. (2005). Enhancing professional development for teachers in the uses of information technology. Faculty of Education, The University of Hong Kong.

Kwan, Y. L. (2003). Solving simple simultaneous linear equation using IT enhanced method. Faculty of Education, The University of Hong Kong.

 

Recent Conference Presentations

Kwan, Y. L. (2016, June). Assessment of the Learning Difficulties with Arithmetic Word Problems Among Academically Low Achievers. Paper presented at the International Conference for Education, Munich, Germany. 

Kwan, Y. L. (2015, June). A study of Teacher Professional Development in the Uses of Information Technology. Paper presented at the International Journal of Arts & Sciences’ International Conference, Barcelona, Spain. 

Kwan, Y. L. (2014, July). Improving Students’ capabilities in solving Word Problems of addition and subtraction with Variation Theory. Paper presented at the International Conference for Academic Disciplines, Venice, Italy.

Mr. LAM Hiu Ming, John

Lecturer II

(852) 2948 8393
jhmlam@eduhk.hk

Mr. LAM Hiu Ming, John
Lecturer II
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/John.jpg
(852) 2948 8393
D2-1/F-01
jhmlam@eduhk.hk

Introduction 

I gained my bachelor degree in psychology and master degree in statistics from The Chinese University of Hong Kong. Before joining The Education University of Hong Kong, I had accumulated research experience in Hospital Authority (HA), Census and Statistics Department (C&SD), and several local universities, in which my roles were mainly responsible for statistical analyses.

Although I studied statistics and, now, work for data science, I am also interested in other disciplines such as Chinese culture, history and social science.

 

Highest Degree Obtained 

MSc, Data Science and Business Statistics (Department of Statistics, The Chinese University of Hong Kong) 

 

Membership of Professional Societies

Full member, Hong Kong Statistical Society

 

Honours/Awards

Awarded as one of the best papers in the conference of Australasian Society for Computers in Learning in Tertiary Education (Ascilite) 2008:
Lam, P., Lam, S-L. Lam, J., & McNaught, C. (2009). Usability and usefulness of eBooks on PPCs: How students’ opinions vary over time. Australian Journal of Educational Technology, 25, 30–44.


Teaching

Basic psychology
Statistics
Research methods
General education
Effective teaching and classroom management
Undergraduate thesis supervision
BEd teaching practice supervision

 

Recent Research Grants

Role: Co-supervisor
Project Title: Development of high quality e/blended learning materials for Honours Project I for Five-year BEd programme
Granting Agency: Professional Development in e-Learning Initiatives, The Hong Kong Institute of Education
Period: 01/11/2014—30/06/2015
Fund: HK$100,200 

 

Consultancy in Past 3 Years

  1. An editorial board member of Journal of Childhood and Developmental Disorders
  2. An editorial board member of International Journal of Statistics in Medical Research
  3. Statistical consultancy for the Department of Psychological Studies in the Hong Kong Institute of Education

 

Selected Recent Publications 

Wong, W. S., Chow, Y. F., Chen, P. P., Wong, S., Lim, H. S., Lam, J. H. M., & Fielding, R. (2016). A cross-sectional analysis of the relationships of FAM components and their effects on quality of life in Chinese patients with chronic musculoskeletal pain. European Psychiatry, 33, 207–208.

Wong, W. S., Lam, J. H. M., Chen, P. P., Chow, Y. F., Lim, H. S., Wong, S., & Fielding, R. (2016). The net suppression effect of pain catastrophic cognition on anxiety sensitivity. European Psychiatry, 33, 89–90.

Cheng, S.-T., Tsui, P. K., & Lam, J. H. (2015). Improving mental health in health care practitioners: randomized controlled trial of a gratitude intervention. Journal of Consulting and Clinical Psychology83, 177–186.

Wong, W. S., Lam, H. M. J., Chen, P. P., Chow, Y. F., Wong, S., Lim, H. S., Jensen, M., & Fielding, R. (2015). The fear-avoidance model of chronic pain: Assessing the role of neuroticism and negative affect in pain catastrophizing using structural equation modeling. International Journal of Behavioral Medicine, 22, 118–131.

Cheng, S.-T., Chow, P. K., Song, Y.-Q., Yu, E. C. S., & Lam, J. H. M. (2014). Can leisure activities slow dementia progression in nursing home residents? A cluster-randomized controlled trial. International Psychogeriatrics, 26, 637–643.

Cheng, S.-T., Chow, P. K., Song, Y.-Q., Yu, E. C. S., Chan, A. C. M., Lee, T. M. C., & Lam, J. H. M. (2014). Mental and physical activities delay cognitive decline in persons with dementia. The American Journal of Geriatric Psychiatry, 22, 63–74.

Wong, W. S., Lam, H. M. J., Chow, Y. F., Chen, P. P., Lim, H. S., Wong, S., & Fielding, R. (2014). The effects of anxiety sensitivity, pain hypervigilance, and pain catastrophizing on quality of life outcomes of patients with chronic pain: A preliminary, cross-sectional analysis. Quality of Life Research, 23, 2333–2341.

Hou, W. K., & Lam, J. H. M. (2013). Resilience in the year after cancer diagnosis: A corss-lagged panel analysisi of the reciprocity between psychological distress and well-being. Journal of Behavioral Medicine, 37, 391–401.

Chan, C. M. S., & Lam, J. H. M. (2012, October). Structural relations between demographic, parenting stress and quality of life in young children's weight outcomes in Hong Kong. Paper presented at International Society of Quality of Life Research (ISOQOL) 19th Annual Conference: The Journey of Quality of Life Research: A Path Towards Personalized Medicine, Budapest, Hungary.

Chan, C. M. S., & Lam, J. H. M. (2012, October). The associations of parental feeding and child eating behaviour of Chinese young children weight outcomes in Hong Kong. Paper presented at the 4th Congress of European Academy of Paediatric Societies, Istanbul, Turkey.

Lam, P., Lam J., & McNaught, C. (2010). How usable are eBooks in an mLearning environment? International Journal of Continuing Engineering Education and Life-Long Learning, 20, 6–20.

Lam, P., Lam, S-L. Lam, J., & McNaught, C. (2009). Usability and usefulness of eBooks on PPCs: How students’ opinions vary over time. Australian Journal of Educational Technology, 25, 30–44.

 

Miss LAU Kam Mei Kammy

Lecturer II

(852) 2948 8433
kkmlau@eduhk.hk

Miss LAU Kam Mei Kammy
Lecturer II
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Kammy_1.jpg
(852) 2948 8433
D2-1/F-21
kkmlau@eduhk.hk

Introduction

Kammy obtained her psychology academic training in Aston University (U.K.) and had clinical research experiences in local hospitals. In the early stage of research life, she particularly focused on the areas of cognitive impairments in the clinical populations (e.g. HIV/ AIDS, multiple sclerosis, & Parkinson’s disease) and the needs of caregivers with family member suffered from chronic disease. Moving on with valuable opportunities, she has acquired the knowledge and skills of using QEEG in research. Since 2015, she has been fascinated by the concept of self-compassion which has become her strongest research interest nowadays. Her other research interests include spirituality and neuroscience. Besides of doing research, she has also devoted herself to teaching in tertiary education settings for several years. Due to her passion for teaching, she is eager to broaden her horizon to the realm of education with her professional psychology background. Currently, she is doing the Doctor of Education degree in University of Bristol (U.K.). Her motto is “Empowering and Inspiring People around Me”.

 

Highest Degree Obtained

MPhil (Cognitive Neuropsychology), Department of Applied Social Sciences, The Hong Kong Polytechnic University

 

Membership of Professional Societies

Registered psychologist, The Hong Kong Psychological Society

Graduate member, The Hong Kong Psychological Society

 

Teaching

Abnormal psychology
Child and adolescence development
Neuro-cognition
Work psychology

 

Selected Recent Publications

Lau, K.-K., Lau, A. Y. L., Yu, E. L. M., Lau, K.-M., Au, A., Chan, I., & …Li, P. C. K., (2016). Employment among multiple sclerosis patients in Hong Kong. Neurology Asia, 21(2), 161-167.

Au, A., Lau, K. M., Wong, A. H.-C, Lam, C., Leung, C., Lau, J., & Lee, Y. K. (2014). The Efficacy of a Group Triple P (Positive Parenting Program) for Chinese Parents with a Child Diagnosed with ADHD in Hong Kong: A Pilot Randomized Controlled Study. Australian Psychologist, 49(3), 151-162. doi: 10.1111/ap.12053

Au, A. M. L., Lam, R., Teng, Y., Lau, K. M., Lai, M.K., Chan, C. C. H., & Leung, P. (2011). The relevance of executive functioning to academic performance in Hong Kong adolescents. International Journal on Disability and Human Development, 10(3), 179-185. doi: 10.1515/ijdhd.2011.031

Au, A., Chan, I, Li, R, & Lau, K. M. (2011). Psychological distress and subjective memory complaints for Hong Kong patients recovering from severe acute respiratory syndrome. In K. K. Y. Wu, C. S. K. Tang, & E. V. S. Leung (Eds), Healing Trauma: A Professionals’ Guide in Hong Kong. Hong Kong: HKU Press.

Lau, K. M. & Au, A. (2011). Correlates of informal caregiver distress in Parkinson’s disease: A meta-analysis. Clinical Gerontologist, 34, 1-15. doi: 10.1080/07317115.2011.539521

Leung, K. C., Wong, I. L K., Lau, K. M., & Yeung, S. C. (2010). Stress, Health and Coping Resources of Chinese Pathological Gambler’s Spouses. Asian Journal of Gambling Issues and Public Health, 1, 61-74. doi: 10.1186/BF03342119

Au, A., Lau, K. M., Sit, E., Cheung, G., Lai, M. K., Wong, S. K. A, & Fok, D. (2010). The role of self-efficacy in the Alzheimer family caregiver stress process: A partial mediator between physical health and depressive symptoms. Clinical Gerontologist, 33(4), 298-315. doi: 10.1080/07317115.2010.502817

Au, A., Lai, M. K., Lau, K. M., Pan, P. C, Lam, L, Thompson, L, Gallagher-Thompson, D. (2009). Social support and well-being in dementia family caregivers: The mediating role of self-efficacy. Aging & Mental Health, 13(5), 761-768. doi: 10.1080/13607860902918223

Au, A., Lau. K. M., Koo, S., Cheung, G., Pan, P. C., & Wong, M. K. (2009). The effects of informal social support on depressive symptoms and life satisfaction in dementia caregivers in Hong Kong. Hong Kong Journal of Psychiatry, 19(2), 57-64.

Dr. LAU Esther Yuet Ying

Assistant Professor / Member of Centre for Psychosocial Health

(852) 2948 8253
laueyy@eduhk.hk

Dr. LAU Esther Yuet Ying
Assistant Professor / Member of Centre for Psychosocial Health
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Esther.jpg
(852) 2948 8253
D1-2/F-22
laueyy@eduhk.hk

Introduction

I completed my doctoral training at Dalhousie University, Vancouver Coastal Health, and the University of British Columbia, Canada, specializing in clinical psychology and clinical neuropsychology. I am a registered clinical psychologist of the Hong Kong Psychological Society and a registered psychologist of British Columbia, Canada. My clinical and research interests include the interaction between sleep and daytime functioning, neuropsychology of medical and psychiatric disorders, and spirituality and mental health. Currently, my primary line of research aims to uncover some of the complex relationships between sleep, emotional and cognitive functioning. I am also actively involved in a series of longitudinal investigations on the various psychosocial factors contributing to the formation and transformation of beliefs in Chinese.

 

Highest Degree Obtained

Ph.D. in Clinical Psychology, Dalhousie University at Halifax, Canada

 

Membership of Professional Societies

Graduate Member, Hong Kong Psychological Society
Member, Division of Clinical Psychology, Hong Kong Psychological Society
Member, Hong Kong Clinical Psychologists’ Association
Member, Canadian Psychological Association
Member, Canadian Sleep Society
Member, Sleep Research Society
Member, Society of Behavioral Sleep Medicine

 

Honorary Appointment

Honorary Assistant Professor, Department of Psychiatry, The University of Hong Kong (2015 - 2017)

 

Teaching

Basic Psychology
Child and Adolescent Psychopathology
Psychopharmacology
Cognitive Psychology

 

Consultancy in Past 3 Years

Membership Criteria Working Group Member - Division of Clinical Psychology, The Hong Kong Psychological Society (2012 – 2013)

Steering Committee Member – HKWAIS-IV Steering Committee (2013 – 2015)

Selection Panel Member - Sir Edward Youde Memorial Overseas Scholarships and Fellowships (2009, 2011, 2013)

Organizing Committee Member - The Hong Kong Outstanding Students’ Award, Youth Arch Foundation (2010, 2011)

Professional Consultant - the IDEA Design Lab (2013)

 

Recent Research Grants

Noise sensitivity and nonrestorative sleep in Chinese adults. (Co-I: HMRF#14150801,  HKD$1,200,000, 01/04/2017- 31/03/2019) [on-going]

Sleep on it: Effects of daytime naps and nighttime sleep on emotional processing in college students. (PI: GRF #18619616, HKD$ 754,606, Starting from Jan 2017) [in progress]

Sleep and risk-related decision-making in adolescents and young adults. (PI: GRF#17612015, HKD$388,990, 2015-2017) [In progress]

Cognitive Behavioral Therapy for Insomnia as a Transdiagnostic Early Intervention of Mood Disorders: A Randomized Controlled Trial (Co-I: GRF#17140916, 2016-2017) [in progress]

Emotional stability, positive worldview, forgiveness, and sleep quality: A search for causal pathways (PI: GRF#17403014)      

Effects of sleep disturbances on disrupted affective cognition in individuals with depression (PI: HMRF #12132951)

What makes poor sleepers anxious and depressed: Testing the mediating role of cognitive deficits between poor sleep and anxiety and depressive disorders (PI: HMRF #11122051)

Association between sleep/wake patterns and neurocognitive outcomes in Hong Kong Chinese preschoolers (Co-I: GRF)

The causal relationships among sleep, pessimism, and optimism (Co-I: GRF)

The role of life events in the transition of personality and values: A longitudinal investigation on the effects of bereavement and religious conversion (Co-I: GRF)

 

Selected Recent Publications

Journal Articles
(Students’ names are italicized; *corresponding author)

Wong, M. L., Cheung, G. W. L., & Lau, E. Y. Y. * (2017). Interaction of sleep and regular exercise in adolescents’ and young adults’ working memory. International Journal of Sports Psychology,48, 1-17. DOI:10.7352/IJSP 2017.48.001

Lau, E. Y. Y.*, Hui, C.H., Lam, J., & Cheung, S. F.(2017). Sleep and Optimism: A Longitudinal Study of Bidirectional Causal Relationship and its Mediating and Moderating Variables in a Chinese Student Sample. Chronobiology International, 34(3), 360-372.

Wong, M. L., Lau, K. N. T., Espie, C. A., Luik, A. I., Kyle, S. D., & Lau, E. Y. Y.* (2017). Psychometric properties of the Sleep Condition Indicator and Insomnia Severity Index in the evaluation of insomnia disorder. Sleep Medicine, 33, 76-81.

Wong, M. L., Cheung, G. W. L., & Lau, E. Y. Y. * (accepted). Interaction of sleep and regular exercise in adolescents’ and young adults’ working memory. International Journal of Sports Psychology.

Gao, Y., Cheung, T. F., Gao, J., Lau, E. Y. Y., Wan, J. H. & Mok, M.Y. (2016) Evaluation of cognitive function by electrophysiological study in systemic lupus erythematosus patients with previous neuropsychiatric involvement. Clinical EEG & Neuroscience. doi: 10.1177/1550059416660956.

Wong, M. L., Zhang, J., Wing, Y. K., & Lau, E. Y. Y.* (2017). Sleep-related daytime consequences mediated the neuroticism depression link. Sleep and Biological Rhythms, 15(1), 21-30.

Hui, C. H., Cheung, S. H., Lau, E. Y. Y., Mok, D. S. Y., Cheung, S. F., & Kwan, Y. W. (2016). Bereavement Hits Harder on Those Who Believe in Fate. Journal of Social and Clinical Psychology, 35(8), 609-628.

Hui, L. L., Lam, H. S., Lau, E. Y. Y., Nelson, E. A. S., Wong, T. W., & Fielding, R. (2016). Prenatal dioxin exposure and neurocognitive development in Hong Kong 11-year-old children. Environmental Research, 150, 205-212

Hui, C. H., Cheung, S.-H., Lam, J., Lau, E. Y. Y., Yuliawati, L., & Cheung, S.-F.(2016) In Search of the Psychological Antecedents and Consequences of Christian Conversion: A Three-Year Prospective Study. Psychology of Religion and Spirituality

Philip, L. H., Lee, P. H., Cheung, S. F., Lau, E. Y.Y., Mok, D. S., & Hui, H. C. (2016). Logit tree models for discrete choice data with application to advice-seeking preferences among Chinese Christians. Computational Statistics, 31(2), 799-827.  

Lau, W. W. F., Hui, C. H., Lam, J., Lau, E. Y. Y., Ng, D., & Cheung, S. F. (2016). Psychometric Evaluation of the Spiritual Transcendence Scale in a Chinese sample: Is there factorial invariance across gender, occupation, and religion? The International Journal of the Psychology of Religion. DOI:10.1080/10508619.2015.1021654.

Hui, C. H., Lau, E. Y. Y., Lam, J., Cheung, S. F., & Lau, W. W. F. (2016). Psychological Predictors of Chinese Christians’ Church Attendance and Religious Steadfastness: A Three-Wave Prospective Study. Psychology of Religion & Spirituality, 7, 250-264.

Lau, E. Y. Y.*, Hui, C. H., Cheung, S.-F., & Lam, J. (2015). Bidirectional relationship between sleep and optimism with depressive mood as a mediator: A longitudinal study of Chinese working adults. Journal of Psychosomatic Research, 79, 428-434. doi: 10.1016/j.jpsychores.2015.09.010.

Lau, E. Y. Y.*Choi, E. W.M., Lai, E. S. K., Lau, K.N.T., Au, C. T., Ying, W. H., & Li, A. M. (2015). Working memory impairment and its associated sleep-related respiratory parameters in children with obstructive sleep apena. Sleep Medicine, 16,1109-1115. doi:10.1016/j.sleep.2015.04.025.

Lau, E. Y. Y.*Wong, M.L., Lau, K.N.T., Hui, F.W.Y., & Tseng, C.H. (2015). Rapid-eye-movement-sleep (REM) associated enhancement of working memory performance after a daytime nap. PLoS ONE, 10, e0125752. doi: 10.1371/journal.pone.0125752.

Abraham, A.A., Chow, W.C., So, H.K., Li, A.M., Kumta, S.M., Woo, J., Chan, S.M., Lau, E. Y. Y. and Nelson, E.A.S. (2015). Lifestyle Intervention Using an Internet-based Curriculum among Obese Chinese Teens: A Randomized Controlled Pilot Study.PLoS ONE, 10, e0125673. doi: 10.1371/journal.pone.0125673.

Hui, C. H., Lau, E. Y. Y., Lam, J., Cheung, S. F., & Lau, W. W. F. (2015). Psychological Predictors of Chinese Christians’ Church Attendance and Religious Steadfastness: A Three-Wave Prospective Study. Psychology of Religion & Spirituality, 7,250-264. doi: 10.1037/a0039216.

Cheung, S-H., Hui, C. H., Lau, E.Y.Y., Cheung, S.F., & Mok, D.S.Y. (2015). Does church size matter? A cross-sectional and longitudinal study of Chinese congregants’ religious attitudes and behaviors. Review of Religious Research, 57, 63-86. doi:10.1007/s13644-013-0116-3.

Lau, W. W. F., Hui, C. H., Lam, J., Lau, E. Y. Y., Ng, D., & Cheung, S. F. (2015). Psychometric of the Spiritual Transcendence Scale in a Chinese sample: Is there factorial invariance across gender, occupation, and religion? The International Journal for the Psychology of Religion. doi:10.1080/10508619.2015.1021654.

Hui, C. H., Lau, W. W. F., Cheung, S-H., Cheung S. F., Lau, E. Y. Y., & Lam, J. (2015). Predictors and outcomes of experiences deemed religious: A longitudinal investigation. International Journal of the Psychology of Religion, 25, 107-129. doi:10.1080/10508619.2014.916588

Lau, E. Y. Y.*, Cheung, S. H., Lam, J., Hui, C. H., Cheung, S. F., & Mok, D. S. Y. (2014). Purpose-driven life: Life goals as a predictor of quality of life and psychological health. Journal of Happiness Studies. doi: 10.1007/s10902-014-9552-1

Hui, C.H., Chan, S.W.Y., Lau, E.Y.Y., Cheung, S.F., & Mok, D.S.Y. (2014). The role of religion in moderating the impact of life events on material life goals: Some evidence in support of terror management theory. Mental Health, Religion, & Culture, 17, 52-61

Lau, W. W. F., Hui, C. H., Lam, J., Lau, E. Y. Y., Cheung, S. F. (2014). The relationship between college students’ spirituality and quality of life: An autoregressive cross-lagged panel analysis. Higher Education, 69, 977-990. doi: 10.1007/s10734-014-9817-y

Lau, E. Y. Y.*Wong, M. L., Ng, E. C. W., Hui, C. H., Cheung, S. F. & Mok, D. S. Y. (2013). “Social Jetlag” in morning-type college students living on campus: Implications on physical and psychological wellbeing. Chronobiology International, 30, 910-918.

Lau, E. Y. Y.*, Eskes, G. A., Morrison, D. L., Rajda, M., Spurr, K. F. (2013). The role of daytime sleepiness in psychosocial outcomes after treatment for obstructive sleep apnea. Sleep Disorders, 2013, 140275.

Lau, E. Y. Y.*, Ip, M. S. M., Lee, T. M. C, Yeung, A. W. M., Eskes, G. A. (2013) Neurocognitive and psychosocial outcomes of obstructive sleep apnea in Hong Kong Chinese: Similar to or different from western populations? Journal of Sleep Disorders: Treatment and Care, 2:3. 

Wong, M. L.Lau, E. Y. Y.*, Wan, J. H. Y., Cheung, S. F., Hui, C. H., & Mok, D. S. Y. (2013). The interplay between sleep and mood in predicting academic functioning, physical health and psychological health: A longitudinal study. Journal of Psychosomatic Research, 74, 271-277.

Cheng, G. L. F., Tang, J. C. Y., Li, F. W. S., Lau, E. Y. Y., & Lee, T. M. C.* (2012). Schizophrenia and risk-taking: Impaired reward but preserved punishment processing. Schizophrenia Research, 136, 122-127.

Lau, E. Y. Y.*, Eskes G. A., Morrison, D. L., Rajda, M., Spurr, K. F. (2010). Executive function in patients with obstructive sleep apnea treated with continuous positive airway pressure. Journal of International Neuropsychological Society16, 1077-1088. 

Cowper-Smith, C. D.Lau, E. Y. Y., Helmick, C. A., Eskes, G. E., Westwood, D. A. (2010). Neural coding of movement direction in the healthy human brain. PLoS ONE 5(10): e13330.

 

Book Chapters

Lau, E. Y. Y.* (2014). Clinical interviewing and qualitative assessment with Asian heritage clients. In J. M. Davis & R. C. D’Amato (Eds.), Neuropsychology with Asian-Americans (pp.135-149). Macau, China: Springer.

Lau, E. Y. Y.* (2013). Executive and frontal lobe function. In C. A. Kushida (Eds.), Encyclopedia of Sleep, Vol.3 (pp.352-359). Waltham, MA: Academic Press.

Lau, E. Y. Y.* (2013). Mood and behavior. In C. A. Kushida (Eds.), Encyclopedia of Sleep, Vol.3 (pp.413-418). Waltham, MA: Academic Press.

Dr. LAW Wilbert

Assistant Professor / Associate Member of Centre for Psychosocial Health (CPH) / Member of Psychological Assessment and Clinical Research Unit (PACRU)

(852) 2948 8708
wlaw@eduhk.hk

Dr. LAW Wilbert
Assistant Professor / Associate Member of Centre for Psychosocial Health (CPH) / Member of Psychological Assessment and Clinical Research Unit (PACRU)
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Wilbert_1.jpg
(852) 2948 8708
D1-2/F-28
wlaw@eduhk.hk

Introduction

My research interests are broadly on human motivation and well-being. Currently, I am working on 1) achievement goal structure and processes, 2) the promotion of compassion, mindfulness, and empathy, and 3) how the adoption of different values and goals can affect the satisfaction of psychological needs, interpersonal relationships, and quality of life.

 

Highest Degree Obtained

PhD. in Social and Personality Psychology, Department of Clinical and Social Sciences in Psychology, University of Rochester, NY, USA 

 

Membership of Professional Societies

Member, Hong Kong Psychological Society

 

Honours/Awards

2010 Helen & Vincent Nowlis Award for Excellence in Teaching and Mentoring, University of Rochester, NY, USA

 

Teaching

Social and Personality Psychology
Human Motivation
Educational Psychology
Research Methods

 

Recent Research Grants

“Examining the Antecedents of Self-compassion in College Students” (March 2017 -  June 2018) HK$30,000 The Education University of Hong Kong Internal Research Grant. (PI: W. Law)

“Teaching mindfulness in secondary schools: The effects on stress reduction and psychological well-being” (May 2014 – December 2016) HK$ 79,780 The University of Hong Kong Internal Research Grant. PI: S-F Lam, Co-Is: W. Law, H. T. M. Chu

“Using storytelling to enhance moral development of primary students” (January 2013 – August 2014 ), HK$ 69,465, The University of Hong Kong Internal Research Grant. PI: Y. K. Law, Co-Is: S-F. Lam, W. Law

 

Consultancy in Past 3 Years

Ad-hoc reviewer: Learning and Instruction, Motivation and Emotion

 

Selected Recent Publications

i)   Articles

Lam, S.-f., Law, W., Wong, B. P. H., Chan, C.-K. & Zhang, X (in press). Will Victims Become Bullies or Vice Versa? A Cross-Lagged Analysis of Bullying in Junior Secondary Schools. Journal of Abnormal Child Psychology.

Law, Y.K., Lam, S.-f, Law, W., Tam, Z. P. Y. (in press). Enhancing peer acceptance of children with learning difficulties: Effects of a storytelling program with drama techniques. Educational Psychology.

Lam, S.-f, Law, W., Chan, C.-K., Wong, B. P. H. & Zhang, X (2015). A latent class growth analysis of school bullying and its social context: The self-determination theory perspective. School Psychology Quarterly, 30, 75 – 90.

Law, W., Elliot, A. J., & Murayama, K. (2012). Perceived Competence Moderates the Relation Between Performance-Approach and Performance-Avoidance Goals. Journal of Educational Psychology, 103, 806-819.

 

ii)   Books

Wong, B. P. H., Law, W., Lau, K. H. P., & S.-f. Lam (2014). Leadership Training Program for Secondary School Students. Hong Kong: Department of Psychology, University of Hong Kong.

Lam, S.-f., & Law, W. (2014). Engage your students in learning. Hong Kong: Department of Psychology, the University of Hong Kong.

 

Dr. LEUNG Nga Man Angel

Assistant Professor/ Member of Centre for Psychosocial Health

(852) 2948 8765
nmleung@eduhk.hk

Dr. LEUNG Nga Man Angel
Assistant Professor/ Member of Centre for Psychosocial Health
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Dr._Angel_Leung.jpg
(852) 2948 8765
D1-2/F-14
nmleung@eduhk.hk

Introduction

Dr. Angel Leung received her doctoral degree from The Chinese University of Hong Kong. Prior to joining The Education University of Hong Kong, she had worked at the Nanyang Technological University (NTU) in Singapore as a research fellow (post-doctoral fellow), and had taught various psychology courses at the Hong Kong Community College, the Hong Kong Polytechnic University.

Dr Leung’s research centers on the psychosocial well-being and development of children and adolescents. Her research interests include family relationship, parenting, filial piety, suicide, online gaming, cyberbullying, online friendship and the psychosocial development of children and adolescents.

 

Highest Degree Obtained

PhD, Department of Psychology, The Chinese University of Hong Kong

 

Teaching 

Basic Principles of Psychology for Educators
General Education Foundation Course
Interpersonal Communication skills
Effective teaching and positive classroom learning environment
General Education Consolidation Course

 

Recent Research Grants 

Cyberbullying in Hong Kong: psychosocial development and online bystander effects (2015 – 2017), HK $ 631,580, funded by the Hong Kong Research Grants Council Early Career Scheme (RGC / ECS). PI: Angel, Nga-Man Leung.

 

Consultancy in Past 3 Years

Ad Hoc Reviewer:
Developmental Psychology
Social Development
Sage Open
Invited External Reviewer for the University Grants Council of Hong Kong for proposals submitted to the RGC for funding (2011-2012)

 

Selected Recent Publications 

Leung, A. N-M., & McBride-Chang, C. (2013). Game on? Online friendship, cyberbullying, and psychosocial adjustment in Hong Kong Chinese children. Journal of Social and Clinical Psychology, 32(2), 159-185.

LeungA. N-M., Wong, S.S.F, Wong, I. W.Y. & McBride-Chang, C. (2010). Filial piety and psychosocial adjustment in Hong Kong Chinese early adolescents. Journal of Early Adolescence,30(5),651-667.

Leung, A.N-M., Fong, C.Y.C., & McBride-Chang, C. (2010). Suicidal ideation and behaviour among Asian adolescents. In U. Kumar & K. & M.K. Mandal (Eds.), Suicidal Behaviour: Assessment of People-at-Risk (pp.324-338). New Delhi, India; Thousand Oaks, Calif.: Sage Publications.

Wong, S. M., Leung, A. N-M., & McBride-Chang, C. (2010). Adolescent Filial Piety as a Moderator between Perceived Maternal Control and Mother–Adolescent Relationship Quality in Hong Kong. Social Development,19(1), 187-201.

Dr. LI Man Wai Liman

Assistant Professor

(852) 2948 8923
mwli@eduhk.hk

Dr. LI Man Wai Liman
Assistant Professor
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Liman.jpg
(852) 2948 8923
D1-1/F-12
mwli@eduhk.hk

Introduction 

Liman is particularly interested in studying decision-making processes, social relationships and well-being from a socio-ecological perspectives. Recently, she focuses on examining how mobility would affect people’s strategies used in different types of social relationship.

 

Highest Degree Obtained 

PhD, Department of Psychology, University of Alberta, Canada

 

Membership of Professional Societies

Member, International Association of Cross-Cultural Psychology (IACCP)

 

Honours/Awards

2017       
Runners up for Misumi Award by Asian Association of Social Psychology (Paper “Beware of friends: The cultural psychology of relational mobility and cautious intimacy” published in Asian Journal of Social Psychology)

 

Teaching

Cross-cultural psychology
Social psychology

 

Recent Research Grants

“The influence of holism on saving decision” (2016 – 2019), RMB$80,000, funded by the Humanities and Social Sciences Foundation of the Ministry of Education of China (16YJC190011). PI: LI Man Wai

 

Consultancy in Past 3 Years

Ad-hoc reviewer: Behavior Research Methods; Journal of Cross-Cultural Psychology; International Journal of Psychology; Asian Journal of Social Psychology; Social Science Journal; Social Indicators Research; Personality and Individual Differences; Motivation and Emotion

 

Selected Recent Publications

Publications after 2011 (# corresponding author)

Lou#, N. M., Masuda, T., & Li, L. M. W. (in press). Decremental mindsets and prevention-focused motivation: An extended framework of implicit theories of intelligence. Learning and Individual Differences. 

Li#, L. M. W., Masuda, T., & Lee, H. (in press). Low relational mobility leads to greater motivation to understand enemies but not friends and acquaintances. British Journal of Social Psychology.  

Hamamura#, T., Li, L. M. W., & Chan, D. K. C. (in press). The association between generalized trust and physical and psychological health across societies. Social Indicators Research. doi:10.1007/s11205-016-1428-9 

Chan, D. K. C., Hamamura#, T., Li, L. M. W., & Zhang, X. (2017). Is trusting others related to better health? An investigation of older adults across six non-Western countries. Journal of Cross-Cultural Psychology, 48, 1288-1301. doi:10.1177/0022022117722632   

Gu, L., Yang, X., Li, L. M. W., Zhou#, X., & Gao#, D.-G. (2017). Seeing the big picture: Broadening attention relieves sadness and depressed mood. Scandinavian Journal of Psychology, 58, 324-332. doi:10.1111/sjop.12376 

Li#, L. M. W. (2017). Social class, social capital and residential mobility in China. Social Indicators Research, 132, 1117–1129. doi:10.1007/s11205-016-1339-9 

Lou#, N. M., & Li#, L. M. W. (2017). Interpersonal relationship mindsets and rejection sensitivity across cultures: The role of relational mobility. Personality and Individual Differences, 108, 200-206. doi:10.1016/j.paid.2016.12.004

Li, L. M. W., Hamamura#, T., & Adams, G. (2016). Relational mobility increases social (but not other) risk propensity. Journal of Behavioral Decision Making, 29, 481-488. doi:10.1002/bdm.1894   

Li#, L. M. W., Masuda, T., & Jiang, F. (2016). Influence of cultural meaning system and socioeconomic change on indecisiveness in three cultures. Journal of Cross-Cultural Psychology, 47, 508-524. doi:10.1177/0022022116631824   

Li#, L. M. W., & Masuda, T. (2016). The role of regulatory focus in how much we care about enemies: Cross-cultural comparison between European Canadians and Hong Kong Chinese. Journal of Cross-Cultural Psychology, 47, 131-148. doi:10.1177/0022022115606803

Li#, L. M. W., Masuda, T., & Russell, M. J. (2015). Culture and decision making: Investigating cultural variations in the East Asian and North American online decision-making processes. Asian Journal of Social Psychology, 18, 183-191. doi:10.1111/ajsp.12099  

Li, L. M. W., Adams#, G., Kurtis, T., & Hamamura, T. (2015). Beware of friends: The cultural psychology of relational mobility and cautious intimacy. Asian Journal of Social Psychology, 18,124-133. doi:10.1111/ajsp.12091  

Rochelle#, T. L., Yeung, D. K. Y., Bond, M. H, & Li, L. M. W. (2015). Predictors of the gender gap in life expectancy across 54 nations. Psychology, Health & Medicine, 20, 129-138. doi:10.1080/13548506.2014.936884  

Zhang#, R., & Li, L. M. W. (2014). The Acculturation of relational mobility: An investigation of Asian Canadians. Journal of Cross-Cultural Psychology, 45, 1390-1410. doi:10.1177/0022022114542850  

Li#, L. M. W., Masuda, T., & Russell, M. J. (2014). The influence of cultural lay beliefs: Dialecticism and indecisiveness in European Canadians and Hong Kong Chinese. Personality and Individual Differences, 68, 6-12. doi:10.1016/j.paid.2014.03.047 

Ito#, K., Masuda, T., & Li, L. M. W. (2013). Agency and facial emotion judgment in context. Personality and Social Psychology Bulletin, 39, 763-776. doi:10.1177/0146167213481387

Hamamura#, T., & Li, L. M. W. (2012). Discerning cultural identification from a thinly sliced behavioural sample. Personality and Social Psychology Bulletin. 38, 1698-1707. doi:10.1177/0146167212459362

 

 

Dr. LI Tianyuan

Assistant Professor / Member of Centre for Psychosocial Health

(852) 2948 8605
tianyuanli@eduhk.hk

Dr. LI Tianyuan
Assistant Professor / Member of Centre for Psychosocial Health
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Tianyuan_170829.jpg
(852) 2948 8605
D1-2/F-30
tianyuanli@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=148025

Introduction 

Tianyuan Li joined the Department of Psychological Studies in 2012. She majored both biological science and psychology in her undergraduate study, and obtained her PhD degree in Psychology from the Chinese University of Hong Kong. Her research interest lies in interpersonal relationships and life span development. Her research mainly follows three themes: a) the interpersonal dynamics and how those dynamics are influenced by individual dispositions and environmental factors, b) life span development of interpersonal relationships, and c) older adults’ interpersonal relationships and how the relationships benefit older adults’ well-being.

 

Highest Degree Obtained 

PhD in Psychology, Department of Psychology, The Chinese University of Hong Kong

 

Membership of Professional Societies

Member, American Psychological Association (APA)
Member, Association for Psychological Science (APS)
Member, Gerontological Society of America (GSA)

 

Honours/Awards

2012
Emerging Scholar and Professional Organization Poster Award, Gerontological Society of America (GSA)

2012           
Lion Dr. Francis K. Pan Scholarship , Chinese University of Hong Kong

2011           
Convention Travel Award, American Psychological Association (APA)

 

Teaching

Personality Psychology
General Psychology
Social Psychology
 

Research Grants

Promotion of Volunteerism among Hong Kong Retirees: An Intervention Study (2016-18), $712,307, funded by PPR-CPU (PI: K-L Chou; Co-Is: A M-L Chong, T Li, V W Lou, & L M Warner)

How Implicit Theory of Intelligence Affects Older Adult’s Learning Motivation and Psychological Well-being (2015-16), $100,000, funded by HKIEd Internal Research Grant 2015/16 (PI: T Li)

Parents’ conflict resolution style and children’s conflict resolution style with peers (2015-16), $60,000, funded by HKIEd Family Studies in Asian Context seed money for interdepartmental research (PI: M-Y Ho; Co-I: T Li)

Dynamic Activation of Exchange and Communal Relationship Schema in Interactions with a Stranger: An Exploration with Eye-tracking Technology (2014-15), $99,980, funded by HKIEd Departmental Research Grant 2013/14 (PI: T Li)

Development and Validation of the Marital Needs Scale (2014-15), $100,000, funded by HKIEd Internal Research Grant 2013/14 (PI: T Li; CoI: W-C Wang)

The Dual Behavioral Pattern of Power Holders: Age Differences and the Role of Goal Priority (2014-17), $860,426, funded by RGC Early Career Scheme Grant 2013/14 (PI: T Li)

Paradoxical Meaning of Wealth and Potential Age Differences (2012-13), $29,977, funded by HKIEd Start-up Research Grant (PI: T Li)

Daily Marital Interaction and Older Adults’ Short-term and Long-term Well-being (2012-14), $68,000, funded by Direct Grant of The Chinese University of Hong Kong. (PI: H H-L Fung; Co-Is: T Li, M-Y Ho, D Jiang, Y-W Ho)

The Positive Side of Conflict in Close Relationship (2010-12), $50,820, funded by Direct Grant of The Chinese University of Hong Kong. (PI: H H-L Fung; Co-Is: M-Y Ho, T Li, X Zhang)

 

Consultancy in Past 3 Years

Ad hoc reviewer for journals:

Aging & Mental Health
Asian Journal of Social Psychology
Australian Journal of Psychology
BMC Geriatrics
British Journal of Psychology
Children and Youth Services Review
Ergonomics
International Journal of Aging and Human Development
International Perspectives in Psychology: Research, Practice, Consultation
Journal of Aging Research
Journal of Cross-Cultural Psychology
Journal of Family Studies
Journal of Personality
Journals of Gerontology: Psychological Sciences
Journals of Gerontology: Social Sciences
Journal of Social and Personal Relationships
Personal Relationships
Personality and Social Psychology Bulletin
PLoS One

 

Invited grant reviewer:

OPUS general research grant & Non co-financed international project, National Science Centre, Poland

 

Journal Articles 

Li, T., & Tsang, H. L. (2016). Age differences in the understanding of wealth and power: The mediating role of future time perspective. European Journal of Ageing, 13(4), 349-360.

Li, T., & Tsang, H. L. (2016). Age moderates the relationship between generativity concern and understanding of wealth. Current Aging Science, 9(3), 210-216.

Fung, H. H., Li, T., Zhang, X., Sit, I. M. I., Cheng, S.-T., & Isaacowitz, D. M. (2015). Positive portrayals of old age do not always have positive consequences. Journals of Gerontology: Psychological Sciences, 70(6), 913-924. 

Jiang, D., Li, T. (corresponding author), & Hamamura, T. (2015). Societies’ tightness moderates age differences in moral judgment. European Journal of Ageing, 12, 333-340. 

Li, T., Fung, H. H., Isaacowitz, D. M., & Lang, F. R. (2015). Attention to negative emotion is related to longitudinal social network change: The moderating effect of interdependent self-construal. Geriatrics & Gerontology International. 15, 1079-1086.

Li, T., & Fung, H. H. (2014). How avoidant attachment influences subjective well-being: An investigation about the age and gender differences. Aging & Mental Health, 18(1), 4-10.

Li, T., & Fung, H. H. (2013). Age differences in trust: An investigation across 38 countries. Journals of Gerontology: Psychological Sciences, 68(3), 347-355.

Li, T., & Fung, H. H. (2013). How negative interactions affect relationship satisfaction: The paradoxical short-term and long-term effects of commitment. Social Psychological and Personality Science, 4(3), 274-281.

Li, T., & Chan, D. K-S. (2012). How anxious and avoidant attachment affect romantic relationship quality differently: A meta-analytic review. European Journal of Social Psychology, 42(4), 406-419.

Li, T., & Fung, H. H. (2012). Partner discrepancies and age differences in marital quality: Distinguishing the ideal, expected, and perceived partner. Journals of Gerontology: Psychological Sciences, 67(4), 417-422.

Li, T., & Fung, H. H. (2011). The dynamic goal theory of marital satisfaction. Review of General Psychology, 15(3), 246-254.

Li, T., Fok, H. K., & Fung, H. H. (2011). Is reciprocity always beneficial? Age differences in the association between support balance and life satisfaction. Aging & Mental Health, 15(5), 541-547.

Li, T., Fung, H. H., & Isaacowitz, D. M. (2011). The role of dispositional reappraisal in the age-related positivity effect. Journals of Gerontology: Psychological Sciences, 66B(1), 56-60.

Fung, H. H., Isaacowitz, D. M., Lu, A. Y., & Li, T. (2010). Interdependent self-construal moderates the age-related negativity reduction effect in memory and visual attention. Psychology & Aging, 25(2), 321-329.

 

Book Chapters

Li, T. (in press). Marriage and divorce in later life. In N. A. Pachana (Ed.), Encyclopedia of Geropsychology. Singapore: Springer.

Li, T., & Cheng, S.-T. (2015). Family, friends, and subjective well-being: A comparison between the West and Asia. In M. Demir (Ed.), Friendship and Happiness. Dordrecht, Netherlands: Springer.

Cheng, S.-T., Fung, H. H., Li, L., Li, T., Woo, J., & Chi, I. (2015). Successful aging: Concepts, reflections and its relevance to Asia. In S.-T. Cheng, I. Chi, L. W. Li, J. Woo, & H. H. Fung (Eds.), Successful Aging: Asian Perspectives. Dordrecht, Netherlands: Springer.

Dr. LIN Dan

Associate Professor / Co-Director of Centre for Brain and Education

(852) 2948 8654
lindan@eduhk.hk

Dr. LIN Dan
Associate Professor / Co-Director of Centre for Brain and Education
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Dan_170809.jpg
(852) 2948 8654
D1 - 2/F - 11
lindan@eduhk.hk

Introduction

LIN Dan is a developmental psychologist with research interests mainly in cognitive development. Her research focuses on reading and writing development, language and learning, learning difficulties and interventions. She is the leader of the Language acquisition Area of Strength in the Faculty of Education and Human Development: https://www.eduhk.hk/laaos/

 

Highest Degree Obtained

PhD, Developmental Psychology, Department of Psychology, The Chinese University of Hong Kong

 

Membership of Professional Societies

Member, Society for Scientific Studies of Reading

 

Teaching

Basic Principles of Psychology
Human Development Across The Lifespan
Psychology of Language

 

Recent Research Grants

Are kindergartener’s representation of counting list directional and linear? (2016-2017). HK$75,000, funded by Internal Research Grant of EdUHK. (PI: LIN D.; Co-I: LIU Y., PAN J.)

Executive function and reading comprehension in Hong Kong Chinese kindergartners (2016-2017). HK$100,000, funded by Departmental Research Grant (PS). (PI: Lin D.; CO-I: Wong, T. T.-Y., Yeung, S. S.)

Phonological awareness and reading development in Chinese children: The approach of computer-assisted GraphoGame intervention (2015-2017). HK$ 422,100, funded by Research Grant Council General Research Fund, Grant no: 18404014. (PI:Lin, D.; Co-Is: Li, H., Lyytinen, H., Richardson, U.)

What holds children’s attention during reading? An eye-tracking study in Hong Kong Kindergarteners (2015-2016). 20,000, funded by the Departmental Research Grant. (PI: LIN, D.; Co-I: LIU Y.Y.) 

The effects of computer-assisted phonological awareness interventions on reading development in both Chinese and English and the cross-language transfer effects (2014-2015). 99,998, funded by the Departmental Research Grant. (PI: LIN Dan; Co-I: LI Hong, LYYTINEN Heikki, RICHARDSON Ulla)

Speech-print awareness in Chinese word reading development (2013-2016). $828,438, funded by Research Grants Council Early Career Scheme, Grant No. HKIEd 845812. (PI: LIN Dan; Collaborators: SHIU Ling-Po, XIANG Jinjing)

The ability to map speech to print in predicting reading development in Chinese children (2012-2013). HK$130,000, funded by Internal Research Grant of HKIEd. (Sole investigator)

Speech-print awareness in Chinese beginning readers (2011-2012). $100,000, funded by Internal Research Grant of HKIEd. (Sole investigator)

The role of sound-print awareness in young children's Chinese word reading (2010-2011). $30,000, Start-up research grant for at HKIEd. (Sole investigator)

 

Selected Recent Publications

Zhang, X. * & Lin, D. * (in press). Cognitive precursors of word reading versus arithmetic competencies in young Chinese children. Early Childhood Research Quarterly. (*corresponding author)

Lin, D., Chen, G., Liu, Y., Liu, J., Pan, J., & Mo, L.(in press). Tracking the eye movement of four years old children learning Chinese characters. Journal of Psycholinguistic Research.

Zhang, X. * & Lin, D. * (in press). Does Growth Rate in Spatial Ability Matter in Predicting Early Mathematics Competence? Learning and Instruction. (*corresponding author)

Liu. Y. Y., Yeung, S.S., Lin, D., & Wong, K.S. (in press). English Vocabulary Growth and Its Unique Role in Predicting English Word Reading: A Longitudinal Study involving Hong Kong Chinese ESL children. Contemporary Educational Psychology.

Kalindi, S., McBride, C. & Lin, D. (in press). Early literacy among Zambian second graders: The role of adult mediation of word writing in Bemba. Reading Research Quarterly.

Cho, J. –R., McBride, C., & Lin, D. (2017). The relation of maternal literate mediation strategies and socioemotional comments to Korean children’s hangul reading. Applied Psycholinguistics, 38(1), 155-179.

Lin, D., Sun, H., & Zhang, X. (2016). Bidirectional relationship between visual-spatial skills and Chinese character reading ability in Chinese kindergartners: A cross-lagged analysis. Contemporary Educational Psychology. 46, 94-100.   

Lin, D., Liu, Y.Y., Sun, H., Wong, K.S., & Yeung, S.S. (2016). The Pathway to English Word Reading in Chinese ESL Children: The Role of Spelling. Reading and Writing. doi:10.1007/s11145-016-9664-6

Liu, Y.Y., Lin, D.*, Zhang, X.* (2016). Morphological Awareness Longitudinally Predicts Counting Ability in Chinese Kindergarteners. Learning and Individual Differences47, 215-221.  (*corresponding author)

Tse, C-S., Yap, M.J., Chan, Y-L., Sze, W-P., Shaoul, C., & Lin, D. (2016). The Chinese Lexicon Project: A Megastudy of Lexical Decision Performance for 25,000+ Traditional Chinese Two-Character Compound Words. Behavior Research Methods. doi:10.3758/s13428-016-0810-5

Lin, D., Shiu, L.- P., & Liu, Y.Y. (2016). Understanding the Mapping Principle of One Syllable One Character as a Predictor of Word Reading Development in Chinese. Child Studies in Asia-Pacific Contexts, 6(2), 73-85.

Zhang, X.* & Lin, D.* (2015). Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic. Contemporary educational Psychology, 41, 188-197. (*corresponding author)

Lin, D., McBride-Chang, C., Aram, D., Shu, H., Levin, I., & Cho, J.-R. (2012). Maternal mediation of writing and kindergarteners’ literacy: A comparison between Hong Kong and Beijing. Journal of Educational Psychology, 104, 121-137. 

Lin, D., Wong, K-K., & McBride-Chang, C. (2012). Reading motivation and reading comprehension in Chinese and English among Hong Kong Chinese fifth graders. Reading and Writing: An Interdisciplinary Journal, 25, 717-737. 

McBride-Chang, C., Lin, D., Liu, P. D., Aram, D., Levin, I., Cho, J-R., Shu, H., & Zhang, Y. P. (2012). The ABC’s of Chinese: Maternal mediation of Pinyin for Chinese children's early literacy skills. Reading and Writing: An Interdisciplinary Journal, 25,283-300. 

Chiu, M. M., McBride-Chang, C., Lin. D. (2012). Ecological, Psychological, and Cognitive Components of Reading Difficulties: Testing the Component Model of Reading in Fourth Graders across 38 Countries. Journal of Learning Disabilities, 45, 391-405. 

Lin, D., McBride-Chang, C., Aram, D., & Levin, I. (2011). Mother-child joint writing in Chinese kindergarteners: Meta-linguistic awareness, maternal mediation, and literacy acquisition. Journal of Research in Reading. 34, 426-442. 

Lin, D., McBride-Chang, C., Shu, H., Zhang, Y.P., Li, H., Zhang, J., Aram, D., & Levin, I. (2010). Small wins big: Analytic Pinyin skills promote Chinese word reading. Psychological Science, 21, 1117-1122. 

Lin, D., McBride-Chang, C., Aram, D., Levin, I., Cheung, Y.M., Chow, Y.Y., & Tolchinsky, L. (2009). Maternal mediation of writing in Chinese children. Language and Cognitive Processes, 24, 1286-1311. 

Lin, D., Zhang, J., & McBride-Chang, C (2009). Literacy acquisition and impairment in young children. In Leone Colombo, et al. (Eds.), Preschool Children: Physical Activity, Behavioral Assessment and Developmental Challenges (pp. 1-25). New York: Nova Science publishers, Inc.

McBride-Chang, C., Lin, D., Fong, Y.C., & Shu, H. (2009). Language and literacy development in Chinese children. In M. H., Bond (Ed.), The Handbook of Chinese Psychology (pp. 93-108). New York: Oxford University Press.

 

Conference Presentations (Selected)

Lin, D., Sun, H., & Zhang, X. (December 2016). Bidirectional relationship between visual spatial skill and Chinese character reading in Chinese kindergartners: A cross-lagged analysis. Paper presented in the 16th International Conference on the Processing of East Asian Languages. Guangzhou, China.

Lin, D., Sun, H., & McBride, C. (July 2016). Developmental trajectory of Chinese character reading among Hong Kong Chinese kindergartners. Paper presented in the Twenty-Third Annual Meeting of Society for the Scientific Study of Reading, Porto, Portugal.

Lin, D., Pan, J., Liu, J., Chen, G., & Mo, L. (July 2015). The process of learning Chinese in kindergarteners: Evidence of eye movements. Paper presented in the Twenty-Second Annual Meeting of the Society for the Scientific Study of Reading, Hawaii, U.S.

 

Consultancy in Past 3 Years

Editorial board

01/2015 – present        
Editorial board, International Journal of Behavioral Development

04/2016 -- present        
Consulting editor, Educational Psychology

 

Ad-hoc Reviewer for Journals

Child Development
Developmental Psychology
Scientific Studies of Reading
Journal of Experimental Child Psychology
Applied Psycholinguistics
Early Childhood Research Quarterly
Journal of Research in Reading
Social Development
Educational Psychology
Journal of Learning disabilities
International Journal of Behavioral Development
Reading and Writing
Journal of Child Language
Learning and Individual Differences

 

Invited Reviewer for Grants

National Science Foundation, U.S.
Research Grants Council, Hong Kong

 

Prof. MOK Mo Ching, Magdalena

Chair Professor of Assessment and Evaluation/Director of Assessment Research Centre

(852)2948 7704
mmcmok@eduhk.hk

Prof. MOK Mo Ching, Magdalena
Chair Professor of Assessment and Evaluation/Director of Assessment Research Centre
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Prof._Mok_4.jpg
(852)2948 7704
B1 - 2/F – 15
mmcmok@eduhk.hk
http://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=14554

Introduction

Magdalena Mo Ching Mok is Chair Professor of Assessment and Evaluation. She is also Director of Assessment Research Centre at The Education University of Hong Kong. She completed her undergraduate study at The Chinese University of Hong Kong. She has MSc degree from the University of Glasgow and PhD degree from The University of Hong Kong. She is Editor of Educational Psychology: An International Journal of Experimental Educational Psychology.  She has won research grants from the Hong Kong Research Grants Council.  She works in the area of assessment and self-directed learning with a special interest in Self-directed Learning Oriented Assessment. She has published extensively in these areas. Professor Mok has undertaken numerous consultancy research projects tendered by governments and NGOs in Australia and Hong Kong.

 

Highest Degree Obtained 

Ph.D., Education, School of Education, University of Hong Kong

 

Teaching

Motivation; Quantitative Research Methods; Multilevel Modeling

 

Recent Research Grants

'Big Data" for School Improvement: Identifying and Analyzing Multiple Data Sources to Support Schools as Learning Communities (2016-2018), funded by EdUHK Central Reserve Allocation Committee and the Faculty of Education and Human Development. (PI: Mok, M. M. C.; Co-Is: Kennedy, K., Chou, K. L., & Kapur, M.)

The role of mathematics and Chinese language in driving achievement growth: What drives what? A latent growth curve study (2016-2017), funded by Research Grants Council (General Research Fund) (PI: Mok, M. M. C.; Co-Is: Law, C. L. K., & Wang, W. C.)

Kinect-Enhanced Conductor Training for Children with Special Learning Needs (2016-2017), funded by EdUHK Open Innovation Grants of FEHD. (PI: Mok, M. M. C.; Co-Is: Wong, W. Y., & Zhu, J.)

Differences in open classroom climate of European countries (2015-2016), funded by EdUHK Departmental Research Grant of PS. (PI: Mok, M. M. C.; Co-I: Hoskins, B.)

E-Leadership building in an Era of E-Learning through Cross-Departmental Collaboration (2014-2016), funded by EdUHK Teaching Development Grant. (PI: Mok, M. M. C.; Co-Is: Kong,  S. C., & Chen, S.)

Interplay of achievements in mathematics and Chinese Language: A six-year longitudinal study. Department of Psychological Studies (2013-2014), funded by EdUHK Departmental Research Grant of PS. (PI: Mok, M. M. C.; Co-I: Law, C. L. K.)

Exploring Effects of Teacher and Peer Feedback on Self-directed Learning and Mathematics Achievement of Primary Students (2012-2014), funded by Research Grants Council (General Research Fund No. 844011) (PI: Mok, M. M. C.; Co-Is: Paris, S. G., Stanley, G., & Tognolini, J. S.)

 

Seletcetd Consultancy in past 3 Years

Provision of Services for Workshop Series for School Leaders on New Academic Structure (SLW) 2013: Reforming School Assessment Culture under New Academic Structure (2013), funded by Education Bureau Hong Kong. (PI: Mok, M. M. C.)

Assessment Consultancy to Assessment Curriculum and Technology Research Centre Steering Committee (2013).

Council Member, Advisory Council, Centre for Education Statistics and Evaluation, Department of Education and Communities, NSW Australia (2012-Present).

Member, Evaluation Steering Committee, National Chengchi University (2012-2014).

 

Selected Recent Publications

i) Refereed Journal Articles

Phan, T. T. N., Mok, M. M. C., & Kuo, B.-C. (2017). Development and validation of an instrument for measuring stress in Vietnamese undergraduate students. Psychological Testing, 64(2), 75-106.

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 (SSCI journal), Online First, 1-23.

Yao, J.-J. & Mok, M. M. C. (2016). How adequate are our universities in preparing graduates for the 21st century?. Higher Education, 6(4), 159-165.

Li, L., Kennedy, K. J., & Mok, M. M. C. (2016). Establishing a Parsimonious Model through Comparing Impact of Key Student and School Factors on Secondary School Value-added Effects. International Journal of Comparative Education and Development, 18(3), 162-183.

Kuo, B. C., Chen, C. H., Yang, C. W., & Mok, M. M. C. (2016). Cognitive diagnostic models for tests with multiple-choice and constructed-response items. Educational Psychology: An international journal of experimental psychology, 36(6), 1115-1133.

Mok, M. M. C., Chin, M. K., Chen, S., Emeljanovas, A., Meizine, B., Bronikowski, M., Laudanska-Krzeminska, I., Milanovic, I., Pasic, M., Balasekaran, G., Phua, K. W., & Makaza, D. (2015). The Psychometric Properties of the Attitudes toward Physical Activity Scale: A Rasch Analysis Based on Pilot Studies in Five Locations. Journal of Applied Measurement, 16(4), 379-400.

Martin, A. J., Collie, R. J., Mok, M. M. C., & McInerney, D. M. (2015). Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese- and English-speaking background students in Australian schools. British Journal of Educational Psychology, 86(1), 75-91.

Liao, C.-H., Kuo, B.-C., Deenang, E., & Mok, M. M. C. (2015). Exploratory and confirmatory factor analyses in reading-related cognitive component among grade four students in Thailand. Educational Psychology: An International Journal of Experimental Educational Psychology, DOI: 10.1080/01443410.2015.1058342. 

Ruan, B., Edginton, C. R., & Chin, M. K., & Mok, M. M. C. (2015). Engaged scholarship: Bok’s undergraduate competency framework and the Camp AdventureTM Child and Youth Services (CACYS) Program. World Leisure Journal, 57(2), 1–21.

Korpershoek, H., Xu, J., Mok, M. M. C., McInerney, D. M., & Van der Werf, M. P. C. (2015). Testing the multidimensionality of the Inventory of School Motivation in a Dutch student sample. Journal of Applied Measurement, 16(1), 41-59.

Mok, M. M. C., McInerney, D. M., Zhu, J., & Or, A. (2014). Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress. British Journal of Educational Psychology. Article first published online: 28 Nov 2014. DOI:10.1111/bjep.12060 (ISSN: 2044-8279)

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.

Cheng, R. W., McInerney, D. M., & Mok, M. M. C. (2014). Does Big-Fish-Little-Pond effect always exist? Investigation of goal orientations as moderators in the Hong Kong context. Educational Psychology: An International Journal of Experimental Educational Psychology, 34(5), 561-580.

Mok, M. M. C., Wang, W. C., Cheng, Y. Y., Leung, S. O., & Chen, L. M*. (2014). Prevalence and behavioural ranking of bullying and victimisation among secondary students in Hong Kong, Taiwan, and Macao. Asia-Pacific Education Researcher, 23(3), 757-767.

Mok, M. M. C. & Xu, K. (2013). Using Multidimensional Rasch to enhance measurement precision: Initial results from simulation and empirical studies. Journal of Applied Measurement, 14(1), 27-43.

Cheung, H. P. & Mok, M. M. C. (2013). A study of early childhood teachers’conceptions of creativity in Hong Kong. Educational Psychology: An International Journal of Experimental Educational Psychology, 33(1), 119-133.

Ruan, B., Mok, M. M. C., Edginton, C. R., & Chin, M. K. (2012). The development and validation of the Core Competencies Scale (CCS) for the college and university students. Journal of Applied Measurement, 13(3), 215-230.

Martin, A., Liem, G. A. D., Mok, M. M. C., & Xu, J. (2012). Problem solving and immigrant student mathematics and science achievement: Multi-nation findings from the Programme for International Student Assessment (PISA). Journal of Educational Psychology104(4), 1054-1073.

Yan, Z. & Mok, M. M. C. (2012). Validating the Coping Scale for Chinese Athletes using Multidimensional Rasch Analysis. Psychology of Sport and Exercise: An Official Journal of the European Federation of Sport Psychology13(3), 271-279.

 

ii) Book

莫慕貞、顏明仁 (2014) 。二十一世紀大學生學習素養談:香港傑出人士的分享。香港:貝思出版有限公司。(ISBN: 978-988-1887-59-7) (Original in Chinese: Mok, M. M. C. &Ngan, M. Y. (2014). Literacy of university students in the twenty-first century: Sharing by Hong Kong elites.  Hong Kong: Pace Publications Ltd. (ISBN: 978-988-1887-59-7)

莫慕貞、丁彥銓、何昊璇、黃英華、謝棹南、徐坤、姚靜靜 (2011) 。優化學習導向評估之SP Xpress 2.2。Hong Kong: Pace Publications Ltd. (134 pages) (ISBN: 978-988-1887-40-5).

Mok, M. M. C. (2010). Self-directed Learning Oriented Assessment: Assessment that Informs Learning & Empowers The Learner. Hong Kong: Pace Publications Ltd.

 

iii) Book Chapters

Mok, M. M. C. & Lee, W. O. (2017). Paradigm shifts in assessment for learning: A secondary analysis of the International Civic and Citizenship Study (ICCS) 2009. In R. Maclean (Ed.).,International Handbook on Life in Schools and Classrooms: Past, present and future visions (527-552). the Netherlands: Springer.

Wu, G. K. Y. & Mok, M. M. C. (2017). Social and emotional learning and personal best goals in Hong Kong. Frydenberg, E., Martin, A., & Collie, R. (Eds.), Social emotional learning in the Australasian context (219-231). Netherlands: Springer.

Mok, M. M. C., Kennedy, K. J., & Zhu, J. (2013). Adolescents’ civic engagement: A study of five Asian societies.  In G. A. D. Liem, & A. Bernardo (Eds.), Advancing Cross-Cultural Perspectives on Educational Psychology: A Festschrift for Dennis McInerney, pp. 168-192. ‏ Charlotte, NC: Information Age Publishing.

Kennedy, K. J., Mok, M. M. C., & Wong, M. Y. W. (2011). Developing Political Trust in Adolescents: Is there a Role for Schools? In Bernadette R. Curtis (Ed.), The Psychology of Trust (pp. 137-156).  Nova Science Publishers. (ISBN: 978-1-61209-843-2)

Mok, M. M. C. (2011). The Assessment For, Of and As Learning in Mathematics: the Application of SLOA.  In B. Kaur, & K. Y. Wong (Eds.). The Association of Mathematics Educators, Yearbook 2011, pp. 187-215. Singapore: World Scientific Books.

 

iv) Edited Books

Mok, M. M. C. & Zhang, Q. (Eds.) (2015). Journal of Applied Measurement: Book of Abstracts Volume I. Maple Grove, MN: JAM Press. (ISBN: 978-1-934116-11-1)(223 pages).

Mok, M. M. C. & Zhang, Q. (Eds.) (2014). Journal of Applied Measurement: Book of Abstracts Volume II.  Maple Grove, MN: JAM Press. (ISBN: 978-1-934116-10-4)(308 pages).

Mok, M. M. C. (Ed.)(2013). Self-directed Learning Oriented Assessments in the Asia-Pacific. Dordrecht Heidelberg New York London: Springer. (427 pages). ISBN 978-94-007-4506-3 (e-book: ISBN 978-94-007-4507-0)(DOI 10.1007/978-94-007-4507-0)

 

Conference Presentations

Leung, B.W., Mok, M. M. C., Kuo, B.-C., Liu, Z. Y., Lam, S. M., Ng. C. W., & Choi, T. W. (2017, July).  Validation of The Kinetic Chain Assessment and Learning Computerised System for Cantonese Opera Movement. Paper presented to the Asia-Pacific Symposium for Music Education Research 2017, Malaysia.

Kuang, X., Kennedy, K. J., & Mok, M. M. C. (2017, June). Creating democratic classrooms in Asian contexts: The effects of open classroom climate on student learning and possible school facilitating conditions. 13th Citized International Conference 29 June - 1 July 2017, Korea National Sport University, Seoul, Korea.

Hoskins, B., & Mok, M. M. C. (2017, June). Understanding how young people learn political engagement: the relationship between political learning at home and political learning at school in Europe and Asia. Fifth annual conference on citizenship education. Political participation: Enhancing competences, 14-15 June 2017, University of Groningen, Groningen, the Netherlands.

Mok, M. M. C., Leung, B.W., Kuo, B.-C., Liu, Z. Y., Lam, S. M., Ng. C. W., & Choi, T. W. (2017, May). Kinetic Chain Assessment and Learning Computerized System for Cantonese opera: The development, validation and application. Paper presented to the 2017 IEEE ICASI Conference on Control Technology and Applications, May 13-17, 2017, Sapporo Japan.

Mok, M. M. C., Wong, W. Y. P, Kuo, B.-C., Ma, K. H. K. Liu, Z.-Y., Kwan, K. T., & Lam, S. M., (2017, May). Effect of Kinect-enhanced conductor training on social and emotional development of children with autism spectrum disorder. Paper presented to the 2017 IEEE ICASI Conference on Control Technology and Applications, May 13-17, 2017, Sapporo Japan.

Cheung, R. H. P., & Mok, M. M. C. (2016, November). Early childhood teachers’ perception of creative personality as predictors of their support of pedagogy important for fostering creativity: A Chinese perspective. Asia-Pacific Educational Research Association-Taiwan Education Research Association 2016 (APERA-TERA2016), Kaohsiung Taiwan.

Lung, C. L., & Mok, M. M. C. (2016, November). Factors contributing to secondary school teachers’ instructional use of computer. Asia-Pacific Educational Research Association-Taiwan Education Research Association 2016 (APERA-TERA2016), Kaohsiung Taiwan.

Mok, M. M. C., Cheung, H. P., Lam, S. M., & Leung, W. M. (2016, November). Personal Best: Self-directed English Learning using iPen. Asia-Pacific Educational Research Association-Taiwan Education Research Association 2016 (APERA-TERA2016), Kaohsiung Taiwan.

Mok, M. M. C., Kwok, K.W., Lam, S.M., Li, P., Chen, S., & Kong, S.C. (2016, November). E-Leadership training in higher education without direct instruction. 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, 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. & McInerney, D. M. (2016, July). School motivation in Hong Kong: Gender and year level differences. 31st International Congress of Psychology, Yokohama, Japan.

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.

Mok, M. M. C., Cheung, H. P., Lam, S. M., & Leung, W. M. (2016, May). Promoting Self-directed English Learning Using I-Pen. 20th Global Chinese Conference on Computers in Education, Hong Kong.

 

Media

莫慕貞 (2017, April 20).「後TSA」評估策略:因材施測 因材施教。 Mingpao,pp.A25 (觀點).
https://news.mingpao.com/pns/dailynews/web_tc/article/20170420/s00012/1492624675623

莫慕貞 (2017, May 12). 快樂與好成績是否互相矛盾?信報, pp.C4.

莫慕貞。(2017, May 19). 助學生脫困:測考焦慮因素與對策。信報, pp.C4.

Dr. POON Kai Tak Ivan

Assistant Professor / Member of Centre for Psychosocial Health

(852) 2948 8873
ktpoon@eduhk.hk

Dr. POON Kai Tak Ivan
Assistant Professor / Member of Centre for Psychosocial Health
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Poon_kai_tak_5.jpg
(852) 2948 8873
D1-2/F-21
ktpoon@eduhk.hk

Introduction

Kai Tak Poon obtained his doctorate degree from the University of Hong Kong. His primary research focuses on interpersonal relationships and processes, with an emphasis on the cognitive, emotional, behavioral impacts of ostracism and social rejection. Specifically, he examines when and why ostracism promotes anti-social behaviors (e.g. aggression and dishonesty), and examines how to help people better cope with the pain of ostracism. He also investigates the psychological impacts of sexual objectification and money.

 

Highest Degree Obtained

PhD, Social Psychology, Department of Psychology, The University of Hong Kong

 

Teaching

Basic principles of psychology
Cross-cultural psychology
Research methods
Social psychology

 

Recent Research Grants

The Effect of Objectification on Aggression (2017-2019), HK517788, funded by the Hong Kong Research Grants Council General Research Fund (RGC/GRF). (PI: Kai-Tak Poon, Co-Is: Zhansheng Chen and Fei Teng)

Long-term Ostracism and Depressive Symptoms: Meaningful Existence as a Mechanism (2017-2017), HK$301640, funded by the Hong Kong Research Grants Council General Research Fund (RGC/GRF). (PI: Zhansheng Chen, Co-Is: Barbara Chuen Yee Lo and Kai-Tak Poon)

Beliefs in Conspiracy Theories Following Ostracism (2016-2018), HK$798500, funded by the Hong Kong Research Grants Council Early Career Scheme (RGC/ECS). (PI: Kai-Tak Poon)

Ostracism, Entitlement, and the Objectification of Social Targets (2014-2017), HK$564678, funded by the Hong Kong Research Grants Council General Research Fund (RGC/GRF). (PI: Zhansheng Chen, Co-Is: C. Nathan DeWall and Kai-Tak Poon)

 

Selected Recent Publications

Poon, K. T., & Teng, F. (in press). Feeling unrestricted by rules: Ostracism promotes aggressive responses. Aggressive Behavior.

Chen, Z., Poon, K. T., & Cheng, C. (2017). Deficits in recognizing disgust facial expressions and Internet addiction: Perceived stress as a mediator. Psychiatry Research, 254, 211-217.

Teng, F., You, J., Poon, K. T., Yang, Y., You, J., & Jiang, Y. (2017). Materialism predicts young Chinese women’s self-objectification and body surveillance. Sex Roles, 76, 448-459

Wang, X., Chen, Z., Poon, K. T., Teng, F., & Jin, S. (2017). Self-compassion decreases acceptance of own immoral behaviors. Personality and Individual Differences, 106, 329-333.

Poon, K. T., Teng, F., Wong, W. Y., & Chen, Z. (2016). When nature heals: Nature exposure moderates the relationship between ostracism and aggression. Journal of Environmental Psychology, 48, 159-168.

Poon, K. T., & Chen, Z. (2016). Assuring a sense of growth: A cognitive strategy to weaken the effect of cyber-ostracism on aggression. Computers in Human Behavior, 57, 31-37.

Teng, F., Chen, Z., Poon, K. T., Zhang, D., & Jiang, Y. (2016). Money and relationships: When and why thinking about money leads people to approach others. Organizational Behavior and Human Decision Processes, 137, 58-70.

Teng, F., Poon, K. T., Zhang, H., Chen, Z., Yang, Y., & Wang, X. (2016). Situational cuing of materialism triggers self-objectification among women (but not men): The moderating role of self-concept clarity. Personality and Individual Differences, 97, 220-228.

Teng, F., Poon, K. T., & Yang, Y. (2016). Does social protest shake’s people’s justice beliefs? It depends on the level of group identification. Basic and Applied Social Psychology, 38, 269-275.

Poon, K. T., Teng, F., Chow, J. T., & Chen, Z. (2015). Desiring to connect to nature: Ostracism increases ecological behavior. Journal of Environmental Psychology, 42, 116-122.

Poon, K. T., & Chen, Z. (2015). How does the source of rejection perceive innocent victims? The Journal of Social Psychology, 155, 515-526.

Chen, Z., Poon, K. T., & DeWall, C. N. (2015). Cold thermal temperature threatens belonging: The moderating role of social support. Social Psychological and Personality Science, 6, 439-446.

Teng, F., Chen, Z., Poon, K. T., & Zhang. D. (2015). Sexual objectification pushes women away: The role of decreased likability. European Journal of Social Psychology, 45, 77-87.

Chen, Z., Poon, K. T., DeWall, C. N. (2015). When do socially accepted people feel ostracized? Physical pain triggers social pain. Social Influence, 10, 68-76.

Poon, K. T., & Chen, Z. (2014). When justice surrenders: The effect of just-world beliefs on aggression following ostracism. Journal of Experimental Social Psychology, 52, 101-112.

Chen, Z*., Poon, K. T*., Bernstein, M. J., & Teng, F. (2014). Rejecting another pains the self: The impact of perceived future rejection. Journal of Experimental Social Psychology, 50, 225-233.(* co-first author)

Poon, K. T., Chen, Z., & DeWall, C. N. (2013). Feeling entitled to more: Ostracism increases dishonest behavior. Personality and Social Psychology Bulletin, 39, 1227-1239.

Chen, Z., DeWall, C. N., Poon, K. T., & Chen, E. W. (2012). When destiny hurts: Implicit theory of relationships moderate aggressive responses to ostracism. Journal of Experimental Social Psychology, 48, 1029-1036.

Ms. TANG Hau Yu Christine

Lecturer I / Associate Member of Centre for Psychosocial Health (CPH) / Member of Psychological Assessment and Clinical Research Unit (PACRU)

(852) 2948 7734
tanghyc@eduhk.hk

Ms. TANG Hau Yu Christine
Lecturer I / Associate Member of Centre for Psychosocial Health (CPH) / Member of Psychological Assessment and Clinical Research Unit (PACRU)
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Christine_Tang_1.jpg
(852) 2948 7734
D2-1/F-21
tanghyc@eduhk.hk

Introduction

Ms. Tang graduated from Columbia University with Master of Arts and Master of Education in Psychological Counseling and has started practicing as a mental health counselor since then. She has worked in different settings such as community mental health centers and schools both in the United States and in Hong Kong. Ms. Tang has also taught part-time Psychology courses before joining The EdUHK. Ms. Tang has participated in research studies investigating how biculturalism affected depression in Asian Americans as well as how Chinese immigrants suffering from Schizophrenia coped with stigmas.  She is interested to continue investigating mental disorders from a multicultural perspective.

 

Highest Degree Obtained

Ed. M. and M.A. in Psychological Counseling, Columbia University

 

Membership of Professional Societies

Graduate Member, Hong Kong Psychological Society
Member, Asian American Psychological Association


Selected Publications

Conference presentations

Sia, K., Ngo, H., Tang C., Lam, K., Lam, J. & Yang, L.H. (2010). “Qualitative Analysis of Thematic Stereotypes in Interviews with Immigrants Chinese Individuals with Schizophrenia.” Poster session presented at the 118th annual American Psychological Association Convention, San Diego, CA, USA.

Sia, K., Ngo, H., Tang C., Lam, K., Lam, J. & Yang, L.H. (2010). “Qualitative Analysis of Thematic Stereotypes in Interviews with Immigrants Chinese Individuals with Schizophrenia.” Poster session presented at the Asian American Psychological Association Convention in San Diego, CA, USA.

Lin, H.J., Chung, K., Chen, C.Y., Tang, C., Lee, D. & Yang, L.H. (2009). "Internalized Stigma Among Chinese People with Severe Mental  Illness."Poster session presented at the 117th annual American Psychological Association Convention, Toronto, Canada.

Jackson V.W., Lai G., Tang C., Yang L.H. (2009). “Correlates of Stigma Emotions Experienced by Chinese Americans with Schizophrenia.”  Poster session presented at the Asian American Psychological Association Convention in Toronto, Canada.

Chung, K., Lin, H.J., Chen, C.Y., Tang, C., Lee, D. & Yang, L.H. (2009). "Internalization of Stigma in Chinese Groups with Severe Mental Illness." Poster session presented at the Asian American Psychological Association, Toronto, Canada.

Jackson V.W., Tang C., Lai G., Yang L.H. (2009). “Identifying Risks for Stigma Emotions Experienced by Chinese-Americans with Schizophrenia.”  Poster session presented at the Boston College Diversity Challenge Conference in Boston, MA, USA.

Mr. TO Hing Kwan Alastair

Lecturer I

(852) 2948 8021
hkto@eduhk.hk

Mr. TO Hing Kwan Alastair
Lecturer I
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Alastair.jpg
(852) 2948 8021
B4-1/F-09
hkto@eduhk.hk

Introduction

Alastair obtained his bachelor degree in psychology from Hong Kong Baptist University and master degree in education from the Chinese University of Hong Kong. He taught in difference setting, such as, Juvenile Home and Secondary School. He is interesting in studying filial piety, empowerment, and academic motivation.

 

Highest Degree Obtained

Master of Education, The Chinese University of Hong Kong, 2011

 

Teaching

Adolescent Development
Learning Processing
Educational Psychology
Fieldwork Practice

 

Selected Recent Publications

Conference in Chinese:

吳海雅,梅錦榮,陶慶焜 (2015)。《社會工作者的充權狀況:有關工作滿意度及心理健康的研究》,國際中華應用心理學研究會主辦,精神衛生與心理學研討會,敦煌。

 

Publications:

Ng, H. N., Boey, K. W., & To, H. K. (Accepted). Structural Empowerment among Social Workers: A Study on Job Satisfaction and Psychological Well-being. British Journal of Social Work.

Leung, C.H. & To, H.K. (2009). The relationship between stress and bullying among secondary school students. New Horizons in Education, 57(1), 32-42.

 

Electronic Book:

To, H. K. (2013). Filial piety influenced the academic self-efficacy and academic achievement motivation among the Hong Kong adolescents. Munich: GRIN, Verlag.

Dr. TSO Ricky Van Yip

Assistant Professor / Associate Member of Centre for Psychosocial Health (CPH) / Member of Psychological Assessment and Clinical Research Unit (PACRU)

(852) 2948 8950
rvytso@eduhk.hk

Dr. TSO Ricky Van Yip
Assistant Professor / Associate Member of Centre for Psychosocial Health (CPH) / Member of Psychological Assessment and Clinical Research Unit (PACRU)
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Ricky_170227.jpg
(852) 2948 8950
D1-1/F-01
rvytso@eduhk.hk

Introduction

Ricky obtained his PhD from the University of Hong Kong. Trained as an educational psychologist, his research aims at revealing the neuro-cognitive mechanisms of learning and applying his research findings into practice. He has a particular interest in research related, but not limited, to face recognition, hemispheric asymmetry, literacy and language development, developmental dyslexia and ethnic minority education. He utilizes a variety of research methods in his studies including behavioural, cognitive, and electrophysiological techniques such as EEG.

 

Highest Degree Obtained

PhD, Specialization in Educational Psychology, Department of Psychology, The University of Hong Kong

 

Membership of Professional Societies

Graduate Member, Hong Kong Psychological Society

Full Member, Division of Educational Psychology, Hong Kong Psychological Society

Member, Vision Sciences Society

Member, Cognitive Science Society

 

Honours / Awards

2016 Best Oral Presentation Award, 16th Annual Research Postgraduate Conference, Faculty of Social Sciences, HKU

2016 1st Runner-up, 3MT Research Presentation Competition, HKU

2016 Sir Edward Youde Memorial Fellowship, Sir Edward Youde Memorial Fund

2014 Reaching Out Award, HKSAR Government Scholarship Fund

2014 Student Travel Award, Asia-Pacific Conference on Vision

2014 Erik Kvan Postgraduate Scholarship, Erik Kvan Memorial Fund

2013-2015 Swire Scholarship, Swire Company,

2013 Outstanding Research Postgraduate Student Award, HKU

2013-2016 Hong Kong PhD Fellowship, Research Grants Council, HKSAR

2013 Young Scientists Award (2nd-runner up), HKPS Annual Conference

2012 Best Poster Award, Hong Kong Psychological Society Annual Conference

2012 2nd Runner-up, 3MT Research Presentation Competition, HKU

2012 Elsevier/Vision Research Travel Award, VSS12, Vision Sciences Society

2011 & 2012 Li Po Chun Postgraduate Scholarships, Li Po Chun Charitable Trust Fund

 

Teaching

Developmental Psychology
Educational Psychology
Psychopathology
Cognitive Psychology
Psycholinguistics
Psychology of Learning

 

Recent Research Grants

Hsiao, J.H., Cheung W.M., & Tso R.V.Y. (2014). Enhancing the Orthographic Awareness of Chinese Characters in Local Chinese-as-a-Second-Language (CSL) Secondary School Students. Faculty Impact Project Grant, Knowledge Exchange Fund, HKU (Co-I)

Tso, R.V.Y., Chan, W.Y., Wong, W.Y., Chung, K.S.H, & Saifullah. (2013). Inspiration Network —Mentorship Programme for Matriculation Non-Chinese Speaking Minorities. Student Knowledge Exchange Project Grant, Knowledge Exchange Fund, HKU

 

Consultancy in Past 3 Years

Conference Paper Reviewer:

The Annual Meetings of the Cognitive Science Society (CogSci)

 

Journal Paper Reviewer:

PLOS ONE

Journal of Vision

 

Selected Recent Publications

Publications in Peer-reviewed Journals

Au, T. K., Chan, S. W., Chan, W. W. L., Cheng, L., Siegel, L. L., Tso, R. V. (2015). Can Non-interactive Language Input Benefit Young Second-Language Learners? Journal of Child Language, 42(2), 323-350.

Tso, R. V., Au, T. K., & Hsiao, J. H. (2014). Perceptual Expertise: Can Sensorimotor Experience Change Holistic Processing and Left-side Bias? Psychological Science, 25(9), 1757-1767.

 

Presentations in Peer-reviewed Conference

Publications in Peer-Reviewed Conference Proceedingss:

Tso, R. V., Au, T. K., & Hsiao, J. H. (2015). How do different training tasks modulate our perception and hemispheric lateralization in the development of perceptual? In D.C. Noelle, R. Dale, A.S. Warlaumont, J. Yoshimi, T. Matlock, C.D. Jennings, C. D., & P.P. Maglio, (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 1991-1996). Austin, TX: Cognitive Science Society.

Tso, R. V., Au, T. K., & Hsiao, J. H. (2013). Expert marker of Chinese character recognition: Left-side bias versus holistic processing? In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth, (Eds), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 1492-1497). Austin, TX: Cognitive Science Society.

Tso, R. V., Au, T. K., & Hsiao, J. H. (2012). Writing facilitates learning to read in Chinese through reduction of holistic processing: A developmental study. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 2463-2468). Austin, TX: Cognitive Science Society.

Tso, R. V., Au, T. K., & Hsiao, J. H. (2011). The Influence of Writing Experiences on Holistic Processing in Chinese Character Recognition. In L. Carlson, C. Hoelscher, & T.F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1442-1447). Austin, TX: Cognitive Science Society.

 

Conference Abstracts/Poster presentations:

Tso, R. V. (2016). Reconstructing Chinese Characters without writing: Enhancing holistic processing and orthographic awareness. Paper presented in 16th Annual Research Postgraduate Conference, Faculty of Social Sciences HKU, Hong Kong, China. [Best Oral Presentation Award]

Tso, R. V., Au, T. K., & Hsiao, J. H. (2014). Holistic Processing in Visual Expertise Acquisition: An Inverted U-shape Function in the Development of Chinese Character Recognition. Vision: The Journal of the Vision Society of Japan, 26(Suppl.), 60. [Paper presented at the 10th Asia-Pacific Conference on Vision (APCV 2014), Takamatsu, Japan, 19 – 22 July, 2014. (Student Travel Award Winner)]

Tso, R. V., Leung, C. N., Au, T. K., & Hsiao, J. H. (2014). Writing reduces holistic processing but does not facilitate reading: The case in Chinese children with developmental dyslexia. Poster presented at the 14th Annual Meeting of the Vision Sciences Society (VSS 2014), St. Pete’s Beach, FL., 16 – 21 May, 2014.

Tso, R. V., Chan, S. W. Y., Tse, E. Y. C., Xu, M., Au, T. K., & Hsiao, J. H. (2013). Inverted U-shape Function of Holistic Processing in Learning to Read Chinese Characters: The Influence of Writing Experience. Paper presented at the Hong Kong Psychological Society Annual Conference 2013, Hong Kong, China. [Young Scientists Award (2nd-runner up)]

Cheung, W. M, Lam, J. W. I., & Tso, R. V. (2012). Uncovering the Modes of Hong Kong Schools Supporting Non-Chinese Speakers to Learn Chinese and their Communities of Practices. Paper presented at the Conference on Enhancing the Teaching and Learning of Chinese for Non-Chinese Speaking Students: Challenge and Breakthrough, Hong Kong, China. (Primary speaker)

Tso, R. V., Lau, T., Xu, M., Au, T. K., & Hsiao, J. H. (2012). Writing experience changes our visual perception: The case of Chinese character recognition. Poster presented at the Hong Kong Psychological Society Annual Conference 2012, Hong Kong, China. [Awarded 1st Prize (Best Poster Award)]

Tso, R. V., Au, T. K., & Hsiao, J. H. (2012). Writing facilitates learning to read in Chinese through reduction of holistic processing: A developmental study. Journal of Vision, 12, 530. (Paper presented at the 12th Annual Meeting of the Vision Sciences Society (VSS 2012), Naples, FL., 11-16 May 2012) (Elsevier/ Vision Research Travel Award Winner)

 

Invited Symposia

Hsiao, J, Tso, R., & Au, T. (2013, July). Reduced holistic processing in the development of Chinese orthographic representations. In A. Content (Chair), Structure and development of orthographic representations. Symposium conducted at the Twentieth Annual Meeting Society for the Scientific Study of Reading, Hong Kong SAR, China.

 

Dr. WAN Lai Yin, Sarah

Senior Lecturer II / Member of Centre for Psychosocial Health

(852) 2948 8105
sarahwan@eduhk.hk

Dr. WAN Lai Yin, Sarah
Senior Lecturer II / Member of Centre for Psychosocial Health
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Sarah_profile_pic.jpg
(852) 2948 8105
B4-2/F-18
sarahwan@eduhk.hk

Introduction

Dr Sarah Wan received her PhD from The Chinese University of Hong Kong. Prior to joining The Education University of Hong Kong, she had taught at The Chinese University of Hong Kong (Department of Educational Psychology) and The Open University of Hong Kong (School of Arts and Social Sciences). She now teaches Psychology and Education courses at both undergraduate and postgraduate levels. Also as a teacher educator, she provides teaching practice supervision for pre-service and in-service teachers from early childhood education, primary and secondary school contexts. 

Her research interests center on cross-cultural personality assessment, and educational and vocational development in adolescence. She is currently participating in a couple of collaborative research projects, including cross-cultural study of vocational development in American and Chinese high school students, as well as longitudinal study of vocational development in Chinese high school students and college students. Other research interests include adolescent health behavior and work-family interface among women.

 

Highest Degree Obtained

PhD in Psychology, The Chinese University of Hong Kong

 

Teaching

Learning Theories
Educational Psychology
Teaching Practice Supervision
Industrial and Organizational Psychology
Vocational Development

 

Selected Publication

Cheung, F. M., Wan, S. L. Y., Fan, W., Leong, F. T. L., & Mok, P. C. H. (2013). Collective contributions to career efficacy in adolescents: A cross-cultural study. Journal of Vocational Behavior, 83, 237-244.

 

Recent Research Grants

Wan, S. L. Y., Chan, W. Y. A., & Tang, H. Y. C. (2015-2016). Enhancing Students’ Personal and Psychosocial Development with Self-learning Kit: A Positive Education Approach. The Education University of Hong Kong Teaching Development Grants (Principal Project Supervisor).

Wan, S. L. Y. (2014-2015). Personality, Career Efficacy and Parental Influences as Predictors of Vocational Interests and Choice Goals among Hong Kong High School Students. HKIEd Departmental Grant (Principal Investigator).

Prof. WANG Wen Chung

Chair Professor of Educational & Psychological Measurement / Associate Vice President (Research and Knowledge Transfer) / Co-Director of Assessment Research Centre

(852) 2948 8073
wcwang@eduhk.hk

Prof. WANG Wen Chung
Chair Professor of Educational & Psychological Measurement / Associate Vice President (Research and Knowledge Transfer) / Co-Director of Assessment Research Centre
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Prof.Wang_2016-1_6.jpg
(852) 2948 8073
B1 - 2/F - 18
wcwang@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=103212

Introduction

Professor Wang was installed in the 2014 Class of the American Educational Research Association (AERA) Fellows. The AERA Fellows Program honors education researchers who have substantial research accomplishments, conveys the association’s commitment to excellence in research and emphasizes the importance of sustaining excellent research in the field. In addition, he received President’s Award for Outstanding Performance in Research from HKIEd in 2012, Research Excellence Awards from National Science Council(國家科學委員會)and National Chung Cheng University, and the Mu-Dou Award(木鐸獎)for his contribution to education. He was a Fulbright grantee in 2005 and visiting professor of University of California at Berkeley in 2005 and 2007.

Professor Wang has published more than 175 refereed journal articles and several books and book chapters. He is an associate editor of Applied Psychological Measurement, and editorial board member of several journals. He has been an anonymous reviewer for many journals, as well as an external proposal reviewer for National Science Foundation (USA), National Science Council (Taiwan), National Institute of Education (Singapore), and University Grants Committee (Hong Kong).

Since joining HKIEd in 2008, he has received 6 grants from the General Research Fund (GRF) (principal investigator; PI), 1 grant from the Public Policy Research Fund (PI), 1 grant from the GRF (co-investigator; Co-I) and 1 project from the Economic & Social Research Council / Research Grants Council Joint Research Scheme (Co-I). Professor Wang is Chair Professor of Educational & Psychological Measurement, concurrently Associate Vice President (Research and Knowledge Transfer), and Co-Director of the Assessment Research Centre. 

Current CV and More Information

 

Highest Degree Obtained

Ph.D., Quantitative Methods and Evaluation, University of California at Berkeley

 

Membership of Professional Societies

  1. American Educational Research Association
  2. American Psychological Association
  3. Association for Psychological Science
  4. Chinese Association of Psychological Testing
  5. National Council on Measurement in Education
  6. Pacific Rim Objective Measurement Society
  7. Psychometric Society
  8. Taiwan Education Research Association
  9. Taiwanese Psychological Association

 

Editorial Board Member

  1. Applied Psychological Measurement (associate editor)
  2. British Journal of Mathematical and Statistical Psychology (associate editor)
  3. Journal of Computerized Adaptive Testing
  4. Journal of Educational Measurement (2014-2016)
  5. Educational and Psychological Measurement (2006-2010)
  6. Journal of Educational Research and Development
  7. International Journal of Quantitative Research in Education (2013-2014)
  8. Bulletin of Educational Psychology
  9. Chinese Journal of Psychology

 

Honours/Awards

  1. 2016 President’s Award for Outstanding Performance in Research, HKIEd
  2. 2014 Fellow of American Educational Research Association
  3. 2012 President’s Award for Outstanding Performance in Research, HKIEd
  4. 2008 Distinguished Professor, National Chung Cheng University, Taiwan
  5. 2006 Excellence in Research Award, National Science Council, Taiwan
  6. 2006 Excellence in Research Award, College of Social Sciences, National Chung Cheng University, Taiwan
  7. 2005 Fellowship of Research Visit, Fulbright Foundation
  8. 2005 Fellowship of Research Visit, National Science Council, Taiwan
  9. 2005 Excellence in Research Award, National Chung Cheng University, Taiwan
  10. 2004 Excellence in Research Award, College of Social Sciences, National Chung Cheng University, Taiwan
  11. 2003 Excellence in Research Award (Mu-Dou), Groups of Educational Research Associations, Taiwan

 

Teaching

Rasch Measurement, Educational and Psychological Measurement, Psychometrics, Item Response Theory, Computerized Adaptive Testing, Advanced Statistics.

 

Recent research grants (PI)

  1. New Item Response Theory Models for Rater Errors. GRF 2016/2017 (24 months) HK$672,360
  2. Advancing Cognitive Diagnosis Models: Developing, Evaluating, and Demonstrating Novel Models and Methods. GRF 2015/2016 (36 months) HK$ 937,620
  3.  Developing a New Class of Item Response Theory Models for Ipsative Tests with Forced-Choice Items. GRF 2013/2014 (24 months) HK$ 490,800
  4. Developing a New Class of Item Response Theory Models for Examinee-Selected Items to Ensure Test Fairness. GRF 2012/2013 (24 months) HK$607,274
  5. Developing a Framework of Item Response Models for Multifaceted Data. GRF 2011/2012 (24 months) HK$646,300
  6. Building a New Methodology of Assessment of Differential Item Functioning. GRF 2010/2011 (24 months) HK$780,074
  7. An Innovative Methodology for Data with a Hierarchical Structure and Its Applications and Implications for Policy-formulation. PPRF 2010/2011 (24 months) HK$443,610
  8. Person-Item Interaction in Likert Items: Model Development and Operational Issues. GRF 2009/2010 (24 months) HK$590,640

 

Consultancy in past three years

Council member: Pacific Rim Objective Measurement Society, Chinese Association of Psychological Testing, and Taiwan Education Research Association.

Consultant: Steering Committee for the Test of Proficiency-Huayu, Taiwan (國家華語測驗推動工作委員會).

 

Selected recent publications (*corresponding author)

2017

  1. Chen, H.-F.*, & Jin, K.-Y., & Wang, W.-C. (2017). Modified logistic regression approaches to eliminating the impact of response styles on differential item functioning detection in Likert-type scales. Frontiers in Psychology. DOI: 10.3389/fpsyg.2017.01143.
  2. Jin, K.-Y.* & Wang, W.-C. (2017). Assessment of differential rater functioning in latent classes with new mixture facets models. Multivariate Behavioral Research, 52, 391-402. SSCI
  3. Liu, C.-W.* & Wang, W.-C. (2017). Nonignorable missingness item response theory models for choice effects in examinee-selected items. British Journal of Mathematical and Statistical Psychology. DOI: 10.1111/bmsp.12097. SSCI
  4. Wang, W.-C.*, Qiu, X.-L., Chen, C.-W., Ro, S., & Jin, K.-Y. (2017). Item response theory models for ipsative tests with multidimensional pairwise-comparison items. Applied Psychological Measurement. https://doi.org/10.1177/0146621617703183. SSCI

2016

  1. Bellibas, M. S.*, Bulut, O., Hallinger, P., & Wang, W.-C. (2016). Developing a validated instructional leadership profile of Turkish primary school principals. International Journal of Educational Research, 75, 115-133. SSCI
  2. Fromm, G., Hallinger, P.*, Volante, P. & Wang, W.-C. (2016). Validating a Spanish version of the PIMRS: Application in national and cross-national research on instructional leadership. Educational Management Administration and Leadership, 1-26. SSCI
  3. Hallinger, P.*, Li, D., & Wang, W.-C. (2016). Gender differences in instructional leadership: A meta-analytic review of studies using the principal instructional management rating scale. Educational Administration Quarterly, 52(4), 567-601. SSCI
  4. Liu, C.-W., & Wang, W.-C.* (2016). Unfolding IRT models for Likert-type items with a don’t know option. Applied Psychological Measurement, 40, 517-533. SSCI
  5. Wang, W.-C.*, & Wu, S.-L. (2016). Confirmatory multidimensional IRT unfolding models for graded-response items. Applied Psychological Measurement, 40, 56-72. DOI: 10.1177/0146621615602855. SSCI

2015

  1. Chen, L.-M., Cheng, Y.-Y.*, Wang, W.-C., & Hsueh, C.-W. (2015). The intersection between perceived severity and frequency of being bullied: A Rasch measurement approach. Educational Psychology: An International Journal of Experimental Educational Psychology, 35, 397-415. SSCI.
  2.  Hsu, C.-L., & Wang, W.-C.* (2015). Variable-length computerized adaptive testing using the higher order DINA model. Journal of Educational Measurement, 52, 125-143. SSCI
  3. Jin, K.-Y., & Wang, W.-C.* (2015). Item response theory models for carry-over effect across different scales. Applied Psychological Measurement, 39, 406-425. SSCI
  4.  Li, X., & Wang, W.-C.* (2015). Assessment of differential item functioning under cognitive diagnosis models: The DINAmodel example. Journal of Educational Measurement, 52, 28-54. SSCI
  5.  Wang, W.-C.*, Chen, H.-F., & Jin, K.-Y. (2015). Item response theory models for wording effects in mixed-format scales. Educational and Psychological Measurement, 75, 157-178. SSCI
  6. Zhan, P., Li, X., Wang, W.-C., Bian, Y., & Wang, L. (2015). The multidimensional testlet-effect cognitive diagnostic models. Acta Psychological Sinica, 47, 689-701. (in Chinese). CSSCI

2014     

  1.  Huang, H.-Y.*, & Wang, W.-C. (2014). Multilevel higher-order item response theory models. Educational and Psychological Measurement, 74, 495-515. SSCI
  2. Huang, H.-Y.*, & Wang, W.-C. (2014). The random-effect DINA model. Journal of Educational Measurement. SSCI.
  3. Jin, K.-Y., & Wang, W.-C.* (2014). Generalized IRT models for extreme response style. Educational and Psychological Measurement, 74, 116-138. SSCI. doi: 10.1177/0013164413498876
  4. Jin, K.-Y., & Wang, W.-C.* (2014). Item response theory models for performance decline during testing. Journal of Educational Measurement, 51, 178-200. SSCI
  5. Mok, M. M. C., Wang, W.-C., Cheng, Y. -Y., Leung, S.-O., & Chen, L.- M*. (2014). Prevalence and behavioral ranking of bullying and victimization among secondary students in Hong Kong, Taiwan, and Macao. Asia-Pacific Education Researcher, 23, 757–767. SSCI
  6. Shih, C.-L*, Liu, T.-H., & Wang, W.-C. (2014). Controlling Type I error rates in assessing DIF for logistic regression method combined with SIBTEST regression correction procedure and DIF-free-then-DIF strategy. Educational and Psychological Measurement, 74, 1018-1048. SSCI
  7. Wang, L.-J., Wang, W.-C., Gu, H.-G.*, Zhan, P.-D., Yang, X.-X., & Barnard, J. (2014). Relationships among teacher support, peer conflict resolution, and school emotional experiences in adolescents from Shanghai. Social Behavior and Personality, 42, 99-114. SSCI
  8. Wang, W.-C.*, Su, C.-M., & Qiu, X.-L. (2014). Item response models for local dependence among multiple ratings. Journal of Educational Measurement, 51, 260-280. SSCI
  9. Xie, Q.*, Zhong, X. L., Wang, W.-C., & Lim, C. P. (2014). The development of an item-bank to assess generic competence in a higher education institute: A Rasch modelling approach. Higher Education Research and Development, 33, 821-835. SSCI
  10. Zhan P.-D., Wang, W.-C., Wang, L.-J.*, & Li, X.-M. (2014). The multidimensional testlet-effect Rasch model. Acta Psychologica Sinica. (in Chinese), 8, 1208-1222.

2013

  1. Chan, C. M. S.*, & Wang, W.-C. (2013). Quality of life in overweight and obese young Chinese children: A mixed-method study. Health and Quality of Life Outcomes, 11:33. SCI.
  2. Chien, T.-W.*, Chang, Y., Chien, P.-S., & Wang, W.-C. (2013). Performance sheets provided to OSCE examinees using Rasch analysis. The Journal of Taiwan Association for Medical Informatics, 22(3), 1-12. (In Chinese)
  3. Hallinger, P.*, Wang, W.-C., & Chen, C.-W. (2013). Assessing the measurement properties of the Principal Instructional Management Rating Scale: A meta-analysis of reliability studies. Educational Administration Quarterly49, 272-309. SSCI.
  4. Hsu, C.-L., Wang, W.-C.,* & Chen, S.-Y. (2013). Variable-length computerized adaptive testing based on cognitive diagnosis models. Applied Psychological Measurement, 37, 563-582. SSCI. doi: 10.1177/0146621613488642
  5. Huang, H-Y., Wang, W.-C.*, Chen, P.-H., & Su, C.-M. (2013). Higher-order item response models for hierarchical latent traits. Applied Psychological Measurement, 37, 619-637. SSCI. DOI: 10.1177/0146621613488819
  6. Wang, W.-C.*, & Qiu, X.-L. (2013). A multidimensional and multilevel extension of a random-effect approach to subjective judgment in rating scales. Multivariate Behavioral Research, 48, 398-427. SSCI
  7. Wang, W.-C.*, Liu, C.-W., & Wu, S.-L. (2013). The random-threshold generalized unfolding model and its application of computerized adaptive testing. Applied Psychological Measurement, 37, 179-200. SSCI
  8. Weng, C.-Y.*, Denollet, J., Lin, C.-L., Lin, T.-K., Wang, W.-C., Lin, J.-J., Wong, S.-S., & Mols, F. (2013). The validity of the Type D construct and its assessment in Taiwan. BMC Psychiatry, 13:46. SCI.
  9. Zhan, P.-D., Wang, W.-C., & Wang, L.-J.* (2013). Testlet response theory: An introduction and new developments. Advances in Psychological Science, 21(12), 2265–2280. (in Chinese)

2012

  1. Chan, C. M. S.*, & Wang, W.-C. (2012). Chinese parental perceptions of weight and associated health risks of young children. Journal of Health Psychology, 18, 837-847. SSCI
  2. Chien, T.-S.*, Wang, W.-C., & Lin, W.-S., Tsai, L.-S., & Chou, M.-T.* (2012). Intraclass reliability for assessing how well Taiwan constrained hospital-provided medical services using statistical process control chart techniques. BMC Medical Research Methodology, 12: 67. SCI.
  3. Chien, T.-W.*, Wang, W.-C., Castillo, R. V., & Su, S.-B. (2012) A graphical health report constructed as a KIDMAP using Rasch analysis of IRT model. HealthMED6, 29-36. SCI.
  4. Chien, T.-W.*, Wang, W.-C., Chang, C.-C., Tseng, W.-T., Chen, C.-Y., & Liu, S.-Y. (2012). Health outcomes for quality of work life as evaluated by Rasch methods: An example using the Chinese version of the Job Content Questionnaire.HealthMED, 6, 2271-2283. SCI.
  5. Chien, T.-W.*, Wang, W.-C., Su, S.-B., & Kuo, S.-C. (2012). Comparison of hospital balanced Scorecard (BSC) performance among seven hospitals in Taiwan using the multi-faceted Rasch model: Diagnosis and prediction.HealthMED6, 395-402. SCI.
  6. Chien, T.-W., Chiu, R.-C., Wang, W.-C., Tsai, L.-S., & Lin, W.-S., (2012). Using intraclass correlation coefficient to assess effect on hospital global budgeting implement in Taiwan. Journal of Health Insurance, 7(2), 39-52. (in Chinese)
  7. Chien, T.-W., Wang, W.-C., & Chou, M.-T*. (2012). Dimension coefficient yielded by Rasch model to measure scale validity: An example using the patient experience diagnostic tool for England hospitals. HealthMED6, 1512-1522. SCI.
  8. Chien, T.-W., Wang, W.-C., Chou, M.-T., & Chang, C.-C.*, (2012). Measurement of hospital workers' job strain using the Chinese version of the Job Content Questionnaire. Journal of Healthcare Management, 13(2), 79-94. (in Chinese)
  9. Huang, H.-Y., & Wang, W.-C.* (2012). Higher-order testlet response models for hierarchical latent traits and testlet-based items. Educational and Psychological Measurement73, 491–511. SSCI.
  10. Huang, H.-Y., Chen, P.-H., & Wang, W.-C.* (2012). Computerized adaptive testing using a class of high-order item response theory models. Applied Psychological Measurement36, 689-706. SSCI
  11. Hung, L.-F.*, & Wang, W.-C. (2012). The generalized multilevel facets model for longitudinal data. Journal of Educational and Behavioral Statistics, 37, 231-255. SSCI.
  12. Wang, W.-C.*, Jin, K.-Y., Qiu, X.-L., & Wang, L. (2012). Item response models for examinee-selected items. Journal of Educational Measurement, 49, 419-445. SSCI.
  13. Wang, W.-C.*, Shih, C.-L., & Sun, G.-W. (2012). The DIF-free-then-DIF strategy for the assessment of differential item functioning. Educational and Psychological Measurement, 72, 687-708. SSCI.

2011

  1. Chien, T,-W., Wang, W.-C., & Wu, C.-W. (2011). Prediction of DRGs for reimbursement assessment in Taiwan: Application of Rasch Analysis. Hospital, 44, 27-38. (in Chinese)
  2. Chien, T.-W., Chou, J.-C., Wang, W.-C., & Tsai, L.-S. (2011). Using control charts to assess reimbursement of medical fees and visit counts among hospitals in Taiwan. Journal of Health Insurance, 6(2), 19-32. (in Chinese)
  3. Chien, T.-W., Lai, W.-P., Lu, C.W., Wang, W.-C., Chen, S.-C., Wang, H.-Y., & Su, S.-B.* (2011). Web-based computer adaptive assessment of individual perceptions of job satisfaction for hospital workplace employees. BMC Medical Research Methodology, 11:47. SCI.
  4. Chien, T.-W., Wang, W.-C., & Lai, W.-P. (2011). Using time-series analysis to assess medical quality indicators in different level of hospitals. Journal of Healthcare Management, 12, 5-30. (in Chinese)
  5. Chien, T.-W., Wang, W.-C., Chien, C.-C., & Hwang, W.-S.* (2011). Rasch analysis of positive changes following adversity in cancer patients attending community support groups. Psycho-Oncology, 20, 98-105. SSCI.
  6. Chien, T.-W., Wang, W.-C., Huang, S.-Y., Lai, W.-P., & Chou, J. C.* (2011). A web-based computerized adaptive testing (CAT) to assess patient perception in hospitalization. Journal of Medical Internet Research, 13(3), e61. SCI.
  7. Wang, W.-C.*, & Huang, S-Y. (2011). Computerized classification testing under the one-parameter logistic response model with ability-based guessing. Educational and Psychological Measurement, 71, 925-941. SSCI.
  8. Wang, W.-C.*, & Liu, C.-W. (2011). Computerized classification testing under the generalized graded unfolding model. Educational and Psychological Measurement71, 114-128. SSCI.
  9. Wang, W.-C.*, & Wu, S-L. (2011). The random-effect generalized rating scale model. Journal of Educational Measurement, 48, 441-456. SSCI.

2010

  1. Cheng, Y.-Y.*, Wang, W. C., Liu, K. S., & Chen, Y. L. (2010). Effects of association instruction on fourth graders’ poetry creativity in Taiwan. Creativity Research Journal22, 228-235. SSCI.
  2. Chien, T.-W., Lin, S.-J., Wang, W.-C., Leung, H.-W., Lai, W.-P., & Chan, A.-L.* (2010). Reliability of 95% confidence interval revealed by expected quality-of-life scores: an example of nasopharyngeal carcinoma patients after radiotherapy using EORTC QLQ-C 30. Health and Quality of Life Outcomes, 8:68. SCI.
  3. Chou, Y.-T., & Wang, W.-C.* (2010). Checking dimensionality in item response models with principal component analysis on standardized residuals. Educational and Psychological Measurement70, 717-731. SSCI.
  4. Hsueh, I.-P., Chen, J.-H., Wang, C.-H., Chen, C.-T., Sheu, C.-F., Wang, W.-C., Hou, W.-H., & Hsieh, C.-L.* (2010). Development of a computerized adaptive test for assessing balance function in patients with stroke. Physical Therapy, 90, 1336-44. SCI.
  5. Liu, K.-S., Cheng, Y.-Y.*, & Wang, W.-C. (2010). Consensual assessment for creative products: A review of reliability and validity. Psychological Testing57, 59-84. (in Chinese)
  6. Su, C.-M., & Wang, W.-C. (2010). Nonlinear structural equation models: An item response modeling approach to categorical response variables. Journal of Educational Research and Development, 6(4), 1-45. (in Chinese)
  7. Wang, W.-C.*, & Jin, K.-U. (2010). A generalized model with internal restrictions on item difficulty for polytomous items. Educational and Psychological Measurement, 70, 181-198. SSCI.
  8. Wang, W.-C.*, & Jin. K.-Y. (2010). Multilevel, two-parameter, and random-weights generalizations of the model with internal restrictions on item difficulty. Applied Psychological Measurement34, 46-65. SSCI.
  9. Wang, W.-C.*, & Shih, C.-L. (2010). MIMIC methods for assessing differential item functioning in polytomous items. Applied Psychological Measurement34, 166-180. SSCI.

Dr. WANG Zhenlin

Assistant Professor

(852) 2948 8795
zlwang@eduhk.hk

Dr. WANG Zhenlin
Assistant Professor
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Zhenlin.jpg
(852) 2948 8795
D1 - 2/F - 29
zlwang@eduhk.hk

Introduction 

Zhenlin Wang’s primary research interests focus on children’s theory of mind development, and its implication in children’s social functioning as well as early childhood teaching and learning.

Her ongoing research includes four areas:

  1. Theory of mind and epistemological beliefs development: Understanding how mind works helps children to understand how knowledge is generated, and how learning occurs. Hence children’s theory of mind ability is closely related to how they understand teaching and learning, and eventually affects their learning outcome.
  2. Distributive justice and perspective taking: This line of research is about the social consequence of emotional perspective taking (empathy) and cognitive perspective taking (theory of mind). When children see things from other people’s perspective, will they be more prosocial and altruistic? Economic games such as the ultimatum game are used to examine children’s distributive justice, and its relationship with theory of mind and empathy.
  3. Theory of mind development in cultural context: Even though people from all cultures eventually develop a normal functional theory of mind (with the exception of those with autistic spectrum disorder), the developmental process differs from culture to culture. It has to do with the socialization process within the specific culture.
  4. Developmental changes of theory of mind, implicit or explicit: This line of research focuses on different paradigms of theory of mind study from early childhood to adolescence to examine the development from implicit /on-line theory of mind to explicit/off-line theory of mind.

 

Highest Degree Obtained 

Ph.D., Developmental and Educational Psychology, Institute of Psychology, Chinese Academy of Sciences, 2000
Ph.D., Applied Psychology in Human Development, Graduate School of Education, University of Pennsylvania, 2010

 

Membership of Professional Societies

Member, Jean Piaget Society
Member, Society for Research in Child Development
Member, International Society for the Study of Behavioural Development

 

Teaching

Developmental Psychology
Research Methods

 

Consultancy

Ad Hoc Reviewer:
Philosophical Psychology
Developmental psychology
British Journal of Developmental Psychology
The International Journal of Learning
Hong Kong Journal of Early Childhood

 

Recent Research Grants

Police Officers and Cheerleaders: The Emergence of Strong Reciprocity in Children, WANG, Zhenlin (PI), University Grants Committee General Research Fund, HKD 776,400, Jan 2016-Dec 2017.

Theory of mind development and use in children from Hong Kong and the UK - A latent variable study, WANG, Zhenlin (PI), Chung Kien Hoa Kevin, Wang Wen Chung, Cheng Pui Wah Doris, Economic & Social Research Council / Research Grants Council Joint Research Scheme, HKD387,444, Oct 2012-Oct 2013.

The Heart and Mind of the Social Child: Development of Distributive Justice through Empathy and Theory of mind, Wang, Zhenlin (PI), Su Yanjie, Zhu Liqi, University Grants Committee General Research Fund, HKD 665,988, Jun 2012-Jun 2014.

Scaling Young Children's Understanding of Teaching and Learning-WANG, Zhenlin (PI), Wang Xiaohui Christine, Chiu Ming Ming, The Hong Kong Institute of Education Internal Research Grant, HKD99,984, June 2011 to Sep 2012.

Hong Kong Tertiary Student Conceptions of Assessment: Understanding the Impact of Contextual and Cultural Factors on Beliefs about Assessment, BROWN, Gavin Thomas Lumsden, PETERSON, Elizabeth, Wang Zhenlin (Co-I), The Hong Kong Institute of Education Internal Research Grant, HKD120,000, Jun 2010-May 2011.

Hong Kong Preschoolers’ theory of mind and their social strategies in play, Cheng Pui Wah Doris, Wang Zhenlin (Co-PI), Ho Fuk Chuen, The Hong Kong Institute of Education, Strategic Centre Research Grant, HKD 110,692.5, Oct 2010- Apr 2011.

 

Selected Recent Publications

Refereed journal articles

Wang, L., Zhu, L., & Wang, Z. (2017). Parental mind-mindedness but not false-belief understanding predicts Hong Kong children's lie-telling behavior in a temptation-resistance task. Journal of Experimental Child Psychology, 162, 89-100. https://doi.org/10.1016/j.jecp.2017.04.023

Wang, Z., Wang, X.C., & Chui, W.Y. (2017). Young children’s understanding of teaching and learning and their theory of mind development: A causal analysis from a cross-cultural perspective. Frontiers in Psychology. doi: 10.3389/fpsyg.2017.00725. journal.frontiersin.org/article/10.3389/fpsyg.2017.00725/pdf 

Hughes, C., Devine, R. T., & Wang, Z. (2017). Theory of Mind in Preschoolers from Hong Kong and the United Kingdom: Do Contrasts Reflect Differences in Parental Mind-Mindedness? Child Development. doi:10.1111/cdev.12746. http://onlinelibrary.wiley.com/doi/10.1111/cdev.12746/full

Wang, Z., Wong, R.K.S., Wong, P.Y.H., Ho, F.Q., & Cheng, D.P.W. (2016), Play and theory of mind in early childhood: a Hong Kong perspective, Early Child Development and Care, 1-14. doi: 10.1080/03004430.2016.1146261. http://www.tandfonline.com/doi/abs/10.1080/03004430.2016.1146261

Wang, Z., Devine, R. T., Wong, K. K., & Hughes, C. (2016). Theory of mind and executive function in middle childhood across cultures. Journal of Experimental Child Psychology. 149, 6-22. DOI: 10.1016/j.jecp.2015.09.028.
http://www.sciencedirect.com/science/article/pii/S0022096515002325

Wang, Z. & Wang, L. (2015). The mind and heart of the social child: Developing the empathy and theory of mind scale. Child Development Research, 2015, Article ID 171304, 8 pages. doi:10.1155/2015/171304. 
http://www.hindawi.com/journals/cdr/aip/171304/

Brown, G. T., & Wang, Z. (2015). Understanding Chinese university student conceptions of assessment: cultural similarities and jurisdictional differences between Hong Kong and China. Social Psychology of Education,(2015)1-23.DOI:10.1007/s11218-015-9322-x http://link.springer.com/article/10.1007/s11218-015-9322-x/fulltext.html

Wang, Z. (2015). Theory of mind and children's understanding of teaching and learning during early childhood. Cogent Education. 2(1). DOI: 10.1080/2331186X.2015.1011973 
http://dx.doi.org/10.1080/2331186X.2015.1011973

Wang, Z., & Brown, G. T. L.(2014). Hong Kong tertiary students' conceptions of assessment of academic ability. Higher Education Research & Development, 33 (5), 1063-1077.  DOI: 10.1080/07294360.2014.890565 
http://www.tandfonline.com/doi/pdf/10.1080/07294360.2014.890565

Brown, G. T. L., & Wang, Z. (2013). Illustrating assessment: How Hong Kong university students conceive of the purposes of assessment. Studies in Higher Education, 38(7), 1037-1057. doi:10.1080/03075079.2011.616955 
http://www.tandfonline.com/doi/pdf/10.1080/03075079.2011.616955

Wang, Z. (2010). Children’s picture book and theory of mind development: From McDull to the True Story of the Three Little Pigs. Hong Kong Journal of Early Childhood, 9(2), 44-51.

Wong, S. M., Wang, Z., & Cheng, D. (2010). A play-based curriculum: Hong Kong children’s perception of play and non-play.The International Journal of Learning, 17(10), 165-180.

Wang, Z., & Hung, L. M. (2010). Kindergarten children’s number sense development through board games. The International Journal of Learning, 17(8), 19-31.

Wang, Z. (2009). To teach or not to teach: Controversy surrounding constructivism in early childhood education. Hong Kong Journal of Early Childhood, 8(1), 56-65.

 

Book chapters

Wang, Z., & Wang, L., (2015). Cognitive Development: Child Education. In J. D. Wright (editor-in-chief), International Encyclopedia of the Social & Behavioral Sciences (2nd edition), Vol 4. pp. 38–42. Oxford: Elsevier. 

Slaughter-Defoe, T. D., & Wang, Z. (2009). From “ego” to “social comparison”: Cultural transmission and child protection policies and laws in a digital age. In A. M. Matwyshyn (Ed.), Harboring Data: Information Security, Law, and the Corporation(pp. 145-157). Stanford, CA: Stanford University Press.

Frye, D., & Wang, Z. (2008). Theory of mind, understanding teaching, and early childhood education. In S. K. Thurman & C. A. Fiorello (Eds.), Applied Cognitive Research in K-3 Classrooms (pp.85-105). New York, USA: Routledge.

Dr. WONG Tin Yau Terry

Assistant Professor / Associate Member of Centre for Psychosocial Health (CPH) / Project Supervisor of Psychological Assessment and Clinical Research Unit (PACRU)

(852) 2948 8829
tinyau@eduhk.hk

Dr. WONG Tin Yau Terry
Assistant Professor / Associate Member of Centre for Psychosocial Health (CPH) / Project Supervisor of Psychological Assessment and Clinical Research Unit (PACRU)
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/WONG_Tin_Yau.jpg
(852) 2948 8829
D1-2/F-24
tinyau@eduhk.hk

Introduction

Terry obtained his Ph.D. in Educational Psychology in the University of Hong Kong. He is also a registered educational psychologist. Before joining EdUHK, Terry has been teaching developmental psychology in the Open University of Hong Kong.

Terry mainly studies mathematical cognition. In particular, he is interested in the process in which children learn about numbers and the cognitive profiles of children with developmental dyscalculia (or mathematics learning disabilities). He is also interested in the relations between mathematical skills and other aspects of people’s life (e.g., decision making, psychological well-being).

Terry is currently managing various research projects related to children’s and adults’ mathematical cognition. The topics include: rational number processing, arithmetic word problems solving, comorbidity between reading and mathematics disabilities, arithmetic principle understanding, as well as the relation between logical reasoning and mathematical problem solving.

 

Highest Degree Obtained

Ph.D. in Educational Psychology, Department of Psychology, The University of Hong Kong, 2014

 

Membership of Professional Societies

Graduate member, The Hong Kong Psychological Society

Full Member, Division of Educational Psychology, Hong Kong Psychological Society 

Member, The Association of Psychological Science

 

Teaching

Developmental psychology
Educational Psychology
Learning
Research method

 

Consultancy 

Curriculum consultant, Youth College, Vocational Training Council

 

Research Grants

Comorbidity between reading and mathematics difficulties: Prevalence and nature of comorbidity (2016-2018), $898,094, funded by Research Grant Council Early Career Scheme. (PI: Wong Tin Yau Terry; Collaborator: Ho Suk Han, Connie).

Early predictors of children’s fraction knowledge (2015-2016), $99,807, funded by HKIEd Internal Research Grant. (PI: Wong Tin Yau Terry)

Working memory demand in fraction processing (2015-2016), $29,900, funded by HKIEd Start-up Research Grant. (PI: Wong Tin Yau Terry)

The role of numeracy on our psychological well-being (2015-2016), $20,000, funded by HKIEd, Departmental Research Grant from the Department of Psychological Studies. (PI: Wong Tin Yau Terry).

 

Selected Recent Publications

Wong, T. T.-Y., Ho, C. S.-H. (Accepted). Component processes in arithmetic word problem solving and their correlates. Journal of Educational Psychology.

Wong, T. T.-Y., Ho, C. S.-H., & Tang, J. (In press). Defective number sense or impaired access? Differential impairment in different subgroups of children with mathematics difficulties. Journal of Learning Disabilities.

Wong, T. T.-Y., Ho, C. S.-H., & Tang, J. (2016). The relations between ANS and arithmetic achievement: The mediating role of number-numerosity mappings. Contemporary Educational Psychology, 46, 208-217.

Chan, W. W. L., & Wong, T. T.-Y. (2016). The underlying number-space mapping among kindergarteners and its relation with early numerical abilities. Journal of Experimental Child Psychology, 148, 35-50.

Wong, T. T.-Y., Ho, C. S.-H., & Tang, J. (2016). The common and unique features of different estimation tasks. Journal of Cognition and Development, 17, 526-547.

Wong, T. T.-Y., Ho, C. S.-H., & Tang, J. (2014). Identification of children with mathematics learning disabilities (MLD) using latent class growth analysis. Research in Developmental Disabilities, 35, 2906-2920.

McBride-Chang, C., Shu, H., Chan, W., Wong, T., Wong, A. M. -Y., Zhang, Y., Pan, J., & Chan, P. (2013). Poor readers of Chinese and English: Overlap, stability, and longitudinal correlates. Scientific Studies of Reading, 17, 57-70.

Liu, P. D., McBride-Chang, C., Wong, T. T.-Y., Shu, H., & Wong, A. M.-Y. (2013). Morphological awareness in Chinese: unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children. Applied Psycholinguistics, 34, 755-775.

McBride-Chang, C., Liu, P. D. Wong, T., Wong, A., & Shu, H., (2012). Specific Reading Difficulties in Chinese, English, or Both: Longitudinal Markers of Phonological Awareness, Morphological Awareness, and RAN in Hong Kong Chinese Children. Journal of Learning Disabilities, 45, 503-514.

Zhou, Y.-L., McBride-Chang, C., Fong, C. Y.-C., Wong, T. T.-Y., & Cheung, S.-K. (2012). A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergarteners. Early Education and Development, 23, 475-492.

McBride-Chang, C., Lam, F., Lam, C., Chan, B., Fong, C. Y.-C., Wong, T. T.-Y., & Wong, S. Y.-L. (2011). Early predictors of dyslexia in Chinese children: Familial history of dyslexia, language delay, and cognitive profiles. Journal of Child Psychology and Psychiatry, 52, 204-211.

Dr. YEE Ting Sum, Lydia

Assistant Professor of Teaching / Member of Centre for Psychosocial Health

(852) 2948 8046
ltsyee@eduhk.hk

Dr. YEE Ting Sum, Lydia
Assistant Professor of Teaching / Member of Centre for Psychosocial Health
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Lydia_Yee.jpg
(852) 2948 8046
D1-2/F-03
ltsyee@eduhk.hk

Introduction

Lydia T.S. Yee obtained her Ph.D. from the Department of Psychology at the University of Illinois at Urbana-Champaign and completed her postdoctoral training at the Institute of Cognitive Neurology and Dementia Research in Magdeburg, Germany, before joining HKIEd as an Assistant Professor in 2014. Her research focuses on the cognitive neuroscience of human memory. Specifically, she uses behavioral and brain-imaging techniques (e.g., fMRI) to study declarative memory and its changes across the lifespan. Her current projects include functional interactions between the medial temporal lobe and the frontoparietal network in relational memory under short temporal delays.  

 

Highest Degree Obtained

PhD, Department of Psychology, University of Illinois at Urbana-Champaign, 2012

 

Membership of Professional Societies

Member, Society for Neuroscience

 

Teaching

Cognitive neuroscience of human memory
Cognitive Psychology
Biological Psychology

 

Recent Research Grants

Teaching Development Grant: An adaptive online quiz system to enhance learning of research ethics among students completing honors projects (March 2017). $265,200. (PI: Yee, L.T.S.)

 

Selected Recent Publications

Yee, L.T.S. (2017). Valence, arousal, familiarity, concreteness, and imageability ratings for 292 two-character Chinese nouns in Cantonese speakers in Hong Kong. PloS one, 12(3), e0174569. 

Yee, L.T.S., Hannula, D.E., Tranel, D., & Cohen, N.J. (2014). Short-term retention of relational memory in amnesia revisited: accurate performance depends on hippocampal integrity. Frontiers in Human Neuroscience, 8:16. doi: 10.3389/fnhum.2014.00016

Yee, L.T.S., Warren, D.E., Voss, J.L., Duff, M.C., Tranel, D., & Cohen, N.J. (2014).  The hippocampus uses information just encountered to guide efficient ongoing behavior. Hippocampus, 24: 154-164.

Yee, L.T.S., Roe, K., & Courtney, S.M. (2010).  Selective involvement of superior frontal cortex during working memory for shapes. Journal of Neurophysiology, 103:553-63.

Rämä, P., Poremba, A., Sala, J.B., Yee, L.T.S., Malloy, M., Mishkin, M., & Courtney, S.M. (2004).  Dissociable functional cortical topographies for working memory maintenance of voice identity and location. Cerebral Cortex, 14:768-80.

Lee, T.M.C., Lam, P.-K., Yee, L.T.S., & Chan, C.C.H. (2003).  The effect of the duration of exposure to the electromagnetic field emitted by mobile phones on human attention. Neuroreport, 14:1361-64. 

Dr. YEUNG Siu Sze, Susanna

Assistant Professor

(852) 2948 8283
siusze@eduhk.hk

Dr. YEUNG Siu Sze, Susanna
Assistant Professor
http://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Susanna.jpg
(852) 2948 8283
D1 - 2/F - 07
siusze@eduhk.hk

Introduction

Dr. Susanna Yeung has been with the Education University of Hong Kong (formerly as The Hong Kong Institute of Education) since 2004. She has taught at the university level in the areas of educational psychology, developmental psychology, cognitive psychology and young children with special needs. She completed her doctorate in 2012 at The University of Hong Kong. Her dissertation focused on the relationship between phonological awareness and reading among young children who learn English as a second language. Her research interests revolve around young children’s language and reading development. Other research foci include affective and cognitive factors associated with language and reading development and effects of reading intervention.

 

Highest Degree Obtained 

EdD, The University of Hong Kong, 2012

 

Honours/Awards

Knowledge Transfer Award (2014) given to the QEF project “Effects of a language-rich phonological awareness intervention on English language and literacy among Hong Kong Chinese kindergarteners” by HKIEd

Early Stage Career Research Prize (2013) given to the paper “Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong” by British Journal of Educational Psychology.

Knowledge Transfer Publication Award (2013) given to the paper “Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children” by FEHD, HKIEd.

 

Teaching

Cognitive Psychology
Developmental Psychology
Brain Science in Education

 

Recent Research Grants

External Competitive Grants

  1. Teaching approaches and early literacy skills: An investigation into Chinese ESL children (2016-2018). HK$1,421,800, funded by Standing Committee on Language Education and Research. (PI: S. S. Yeung, Co-I: M. L. Ng)
  2. Effects of a language-rich phonological awareness intervention on English language and literacy among Hong Kong Chinese kindergarteners (2013-2014), HK$608,200, funded by Quality Education Fund, Government of Hong Kong SAR (PI:  S. S. Yeung, Co-Is: M. L., Ng and R. B. King).
  3. Effects of oral language progammes for kindergarteners who learn English-as-a-foreign-language (2012-2013), HK$32,000, funded by the HKIEd HSBC Early Childhood Learning Centre (PI: S. S. Yeung, Co-Is: M. L., Ng and R. B. King).
  4. Zippy’s Friends Programme in Kindergarten and Primary Schools in Hong Kong (2005-2009), $2,885,000, funded by Hong Kong Bank Foundation (PI: M. Wong, Co-Is: P. L. Bailey-Lau, R. Chan, P. S. Ching, P. Y. Lai, G. Y. Lam,  Y. L. Leung, W. C. Lau, W. P. Mou, M. L. Ng, S. N. Ng, L. F. Wong, K. Y. Wong-Tsui, Y. S. Woo, S. S. Yueng)

Internal Grants

  1. Home literacy environment and dual language learning (2017-2018). $100,000, funded by Internal Research Grant, EdUHK (PI: S. S. Yeung).
  2. English language intervention for new arrivals from Mainland in Hong Kong: A pilot intervention study (2017-2018). $100,000, funded by Departmental Research Grant, EdUHK (PI: S. S. Yeung, D. Lin, & T. Y. Wong)
  3. Enhancing Students' Learning through Team-based Learning (TBL) (2016-2017). $174,200, funded by Teaching Development Grant EdUHK (PI: S. S. Yeung, L. Yang, L. P. Hui)
  4. English language teaching for Chinese ESL kindergarteners: Sharing of evidenced-based practices (2016). $130,000, funded by RDO, EdUHK (PI: S. S. Yeung).
  5. Cognitive-linguistic skills and English word reading accuracy and fluency of Chinese ESL children with L2 reading difficulties (2015-2016). $100,000, funded by IRG , HKIEd (PI: S. S. Yeung)
  6. The relationship between rapid automatized naming and reading among Chinese children learning English as a second language (2015-2016). $30,000, funded by Start Up Grant, HKIEd (PI: S. S. Yeung)
  7. Positive emotions catalyze motivation and engagement: A diary study (2015-2016). HK$99,000, funded by Internal Research Grant, HKIEd (PI: King, R. B., Co-Is: H., Du, and S. S. Yeung).
  8. Parental teaching through play and emergent literacy skills in English among Hong Kong Chinese ESL children: A pilot study (2014-2015). HK$99600, funded by Departmental Research Grant, Department of Psychological Studies, HKIEd (PI: S. S. Yeung, Co-Is: M. L., Ng).
  9. English spelling development of Chinese ESL children (2014-2015), HK$99185, funded by Internal Research Grant, HKIEd (PI:  S. S. Yeung, Co-Is: F. A. Ganotice).
  10. Cognitive deficits and pretend play in young children with autism (2008-2009), HK$165,110, funded by Internal Research Grant, HKIED (PI: Y. Lam, Co-I: S. S. Yeung)
  11. The effectiveness of phonological awareness intervention for young poor readers learning English as a second language (ESL) (2007-2008), HK$13,200, funded by Small Scale Research Fund, HKIED (PI: S. S. Yeung)
  12. An overall evaluation of piloting Zippy’s Friends Programme in kindergartens and primary schools of Hong Kong (2004-2005). HK$197,600, funded by Internal Research Grant, HKIED. (PI: Lam, Y., Co-Is: Chiang, N. T., Ho, B. L., Hui, L. P., Kwok, W. T., Lam-Lam, M. Y., and Leung, Y. L., S., & Yeung, S. S.)


Selected Recent Publications

  1. Yeung, W. L. V., Loughnan, S., Kashima, Y., Lun, V., Yeung, S. (in press). When my object becomes me: The mere ownership of an object elevates domain-specific perceived self-efficacy. Applied Psychology: An International Review.
  2. Liu, Y., Yeung, S. S.*, Lin, D., & Wong, K. S. W. (2017). English expressive vocabulary growth and its unique role in predicting English word reading: A longitudinal study involving Hong Kong Chinese ESL children. Contemporary Educational Psychology, 49, 195-202.
  3. Bernardo, A. B. I.*, Wang, T. Y., Pesigan, I. J. A., & Yeung, S. S. (2017). Pathways from collectivist coping to life satisfaction among Chinese: The roles of locus-of-hope. Personality and Individual Differences, 106, 253-256.
  4. Lin, D., Liu, Y., Sun, H., Wong, R. K. S. & Yeung, S. S. *(2017). The pathway to English word reading in Chinese ESL children: The role of spelling. Reading and Writing, 30, 87-103.
  5. Yeung, S. S.* (2016). Cognitive mechanism underlying the relationship between rapid automatized naming and reading: A longitudinal study on bilingual children. Reading Psychology, 37, 1119-1148.
  6. Bernardo, A. B. I.*, Salanga, M. G. C., Tjipto, S., Hutapea, B., Yeung, S. S., & Khan, A. (2016). Contrasting lay theories of polyculturalism and multiculturalism: Associations with essentialist beliefs of race in six Asian cultural groups. Cross Cultural Research, 50, 231-250.
  7. Ganotice, F. A.*, Yeung, S. S., Beguina, L. A., & Villarosa, J. (2016). In search for H.E.R.O among Filipino teachers: The relationship of positive psychological capital and work-related outcomes. Special Issue on “Positive Education in Asia”. The Asia Pacific Education Researcher, 25(3), 407-414.
  8. Bernardo, A. B. I.*, Salanga, M. G. C., Khan, A., & Yeung, S. S. (2016). Internal and external loci-of-hope predict use of individual and collaborative learning strategies: Evidence from university learners in four Asian cities. The Asia-Pacific Education Researcher, 25(3), 367-376.
  9. Yeung, S. S.*, Ng, M. L., & King, R. B. (2016). English vocabulary instruction through storybook reading for Chinese EFL Kindergarteners: Comparing rich, embedded, and incidental approaches. Asian EFL Journal, 18(2), 89-112.
  10. Du, H.*, Bernado, A. I. B., & Yeung, S. S. (2015). Locus-of-hope and life satisfaction: The mediating roles of personal self-esteem and relational self-esteem. Personality and Individual Differences, 83, 228-233.
  11. Yeung, S. S.*, & King, R. B. (2015). Home literacy environment and English language and literacy skills among Chinese young children who learn English as a second language. Reading Psychology, 37, 92-120.
  12. Pfundmair, M.*, Aydin, N., Du, H., Yeung, S., Frey, D., & Graupmann, V. (2015). Exclude me if you can – Cultural effects on the outcomes of social exclusion. Journal of Cross-cultural Psychology, 46, 579-596.
  13. Yeung, S. S.*, & Ganotice, F. A. (2014). The role of phonological awareness in biliteracy acquisition among Hong Kong Chinese kindergarteners who learn English-as-a-second-language (ESL). The Asia-Pacific Education Researcher, 23, 333-343. 
  14. Yeung, S. S.*, & Chan, C. K. K. (2013). Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong. British Journal of Educational Psychology. 83, 550-568.
  15. Yeung, S. S.*, Siegel, L. S., Chan, C. K. K. (2013). Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children. Reading and Writing, 26, 681-704.
  16. Lam, G. Y.*, & Yeung, S. S. (2012). Towards a convergent account of pragmatic deficits in children with high-functioning autism: Depicting the phenotype using the Pragmatic Rating Scale. Research in Autism Spectrum Disorders, 6, 792-797.
  17. Lam, G. Y.*, & Yeung, S. S. (2012). Cognitive deficits and symbolic play in preschoolers with autism. Research in Autism Spectrum Disorders, 6, 560-564.

*corresponding author

Honorary Appointment

Name Title Phone Email
Prof. CHANG Lei Honorary Professor (Appointment Period: 01/04/2016-31/03/2019) chang@umac.mo
Prof. Rhonda CRAVEN Honorary Professor (Appointment Period: 01/04/2017-31/03/2019) rhonda.craven@acu.edu.au
Prof. Steven Warren GANGESTAD Honorary Professor (Appointment Period: 01/04/2017-31/03/2019) sgangest@unm.edu
Prof. Irini MOUSTAKI Honorary Professor (Appointment Period: 01/07/2015-30/06/2018) i.moustaki@lse.ac.uk
Prof. Robert SAVAGE Honorary Professor (Appointment Period: 01/06/2017-31/05/2020) robert.savage@ucl.ac.uk
Prof. Linda SIEGEL Honorary Professor (Appointment Period: 01/01/2016-31/12/2018) linda.siegel@ubc.ca
Prof. SHIH Ching-Lin Honorary Associate Professor (Appointment Period: 01/07/2015-30/06/2018) educls@mail.nsysu.edu.tw

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