Academic Emotions, Social-emotional Health, Self-regulated Learning and Sense of School Membership: Teacher and Student perspectives
Date
1 April 2018 - 31 March 2020

Principle Investigator

Prof. Lee Chi-Kin John
Vice President (Academic) and Provost, Director of CRSE and UNESCO Chair in Regional Education Development and Lifelong Learning

Objectives

  • To validate the scales of achievement emotions questionnaire as well as positive psychology related concepts and social and emotional health in Hong Kong school/educational settings;
  • To establish some baseline data and profile of primary and secondary students’ positive psychology related concepts and social and emotional health in Hong Kong school/educational settings; 
  • To explore the predictive relationships between primary and secondary students’ academic emotions, their emotional regulation and motivated strategies for learning;
  • To explore the predictive relationships between primary and secondary students’ perceptions of school-level variables, their socio-emotional health and motivated strategies for learning; 
  • To explore the predictive relationships between primary and secondary students’ sleep and background variables, their cognitive emotional regulation, subjective well-being and children’s behavior; and
  • To explore the predictive relationships between teachers’ personal variables (e.g., subjective well-being, gratitude, etc), perceived socio-emotional guidance and other school-level enabling variables and perceived sense of school membership and students’ socio-emotional competence.