Department of Psychology
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Associate Dean (International Engagement) of FEHD / Head / Professor / Co-Director of Centre for Psychosocial Health
(852) 2948 8936
wingwong@eduhk.hk
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 Head (Academic Affairs) / Associate Professor / Member of Centre for Psychosocial Health
(852) 2948 8747
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, Cheung RYM, Lam CB. (2018-2020). Experiencing stigma when parenting children with autism spectrum disorder: A longitudinal study. Research Grants Council General Research Fund (PI).
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).
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).
Consultancy in Past 3 Years
Journal Reviewer: Schizophrenia Research, Journal of Autism and Developmental Disorders, Mindfulness, Quality of Life Research
Representative Publications
Chan KKS, Lee CWL, Mak WWS. (in press). Mindfulness model of stigma resistance among individuals with psychiatric disorders. Mindfulness.
Chan KKS, Lam CB. (in press). The impact of familial expressed emotion on clinical and personal recovery among patients with psychiatric disorders: The mediating roles of self-stigma content and process. American Journal of Orthopsychiatry.
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, Lam CB, Law NCW, Cheung RYM. (2018). From child autistic symptoms to parental affective symptoms: A family process model. Research in Developmental Disabilities, 75, 22-31.
Chan KKS, Lam CB. (2018). Self-stigma among parents of children with autism spectrum disorder. Research in Autism Spectrum Disorders, 48, 44-52.
Lau EYH, Chan KKS, Lam CB. (2018). Social support and adjustment outcomes of first-year university students in Hong Kong: Self-esteem as a mediator. Journal of College Student Development, 59, 1411-1416.
Chan KKS, Lam CB. (2017). Trait mindfulness attenuates the adverse psychological impact of stigma on parents of children with autism spectrum disorder. Mindfulness, 8, 984-994.
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 Research, 23, 2559-2568.
Davidson L, Chan KKS. (2014). Evidence-based practice, common factors, and recovery. Psychiatric Services, 65, 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 Research, 216, 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 Review, 32, 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 Research, 135, 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 Research, 135, 40-45.
Chan KKS, Chen EYH. (2011). Theory of mind and paranoia in schizophrenia: A game theoretical investigation framework.Cognitive Neuropsychiatry, 16, 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 Psychiatry, 5, 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 Skills, 112, 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 Research, 126, 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 Medicine, 41, 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 Psychiatry, 20, 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 Psychology, 96, 155-169.
Associate Head (Learning & Teaching) / Assistant Professor of Teaching / Member of Centre for Psychosocial Health
(852) 2948 8046
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.
Associate Head (Programmes) / Assistant Professor
(852) 2948 8283
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
Internal Grants
Selected Recent Publications
*corresponding author
Assistant Professor
(852) 2948 8756
buchtel@eduhk.hk
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.
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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)
Hong Kong Regional Representative, 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
2018
President’s Award for Outstanding Administrative Services (Team Award)
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)
Teaching
Cross-cultural Psychology
Social and Personality Psychology
Recent Research Grants
“Filial values and “unhealthy practices:” When is corruption increased by Confucian virtues? The roles of moral conflict and societal transparency.” (January 2018 – June 2020), HK$664,052, funded by the Hong Kong Research Grant Council General Research Fund (RGC / GRF). PI: Emma E. Buchtel. Co-I’s: Yanjun Guan, Xiao-xiao Liu, Hagop Sarkissian.
“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.
Consultancy in Past 3 Years
Ad-hoc reviewer: Asian Journal of Social Psychology, European Journal of Social Psychology, 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, Personality and Social Psychology Bulletin.
Selected Recent Publications
i) Articles:
Buchtel, E. E., Ng, L. C. Y., Norenzayan, A., Heine, S. J., Biesanz, J. C., Chen, S. X., Bond, M. H., Peng, Q., & Su, Y. (in press). A sense of obligation: Cultural differences in the experience of obligation. Personality and Social Psychology Bulletin. https://doi.org/10.1177/0146167218769610
Magee, C., Buchtel, E. E., Human, L. J., Murray, D. R., & Biesanz, J. C. (2018). Is personality variability associated with adjustment? Journal of Research in Personality, 72, 22-43. https://doi.org/10.1016/j.jrp.2016.08.005
Chen, S. X., Ng, J. C. K., Buchtel, E. E., Guan, Y., Deng, H., & Bond, M. H. (2017). The added value of worldviews over self-views: Predicting modest behavior in Eastern and Western cultures. British Journal of Social Psychology, 56(4), 723-749. doi: 10.1111/bjso.12196
Gervais, W. M., Xygalatas, D., McKay, R. T., van Elk, M., Buchtel, E. E., Aveyard, M., Schiavone, S., Dar-Nimrod, I., Svedholm-Häkkinen, A. M., Riekki, T., Kundtová Klocová, E., Ramsay, J. E., Bulbulia, J. (2017). Global evidence of extreme intuitive moral prejudice against atheists. Nature Human Behavior (1). doi:10.1038/s41562-017-0151
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
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., 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.
Senior Lecturer II
(852) 2948 8929
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.
Assistant Professor of Teaching
(852) 2948 8787
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 Science, 37, 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 Psychology, 78, 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.
Lecturer I
(852) 2948 8609
andycho@eduhk.hk
Introduction
Andy has studied in Canada since primary school. After graduating with a Bachelor of Arts degree in Psychology from University of Alberta, Canada, he furthered his studies with a Master of Social Sciences degree in Psychology of Education in City University of Hong Kong.
With over 10 years of teaching experiences in secondary schools and tertiary institution, he is experienced in teaching various ethnicity, handling diversity of students’ levels and proficiency, pedagogical strategies including teaching, learning and assessments, education program management including planning, staffing, analysis, course revamps, and execution, quality assurance in education, and coaching teachers.
Andy strongly believes that everyone can be empowered with maximized intellectual, creativity and personal advancement through proper guidance. He is interested in understanding the prospect of creating more effective teaching and learning environments, motivation in teachers and students and education for ethnic minorities. Besides educational settings, he is also interested in understanding the behaviors of human nature and empowering self-efficacy of individuals.
Highest Degree Obtained
Master of Social Science, Psychology of Education, City University of Hong Kong
Teaching
Foundation Psychology
Behavioral Psychology / Learning Processing
Cognitive Psychology
Educational Psychology
General Education
Effective Teaching
Classroom Management
Teaching Practicum Supervision
Lecturer I
(852) 2948 8160
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 Education: An 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.
Assistant Professor / Member of Centre for Psychosocial Health
(852) 2948 8729
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, Association for Psychological Science, International Positive Psychology Association (Work & Organizations Division), and the International Association of Conflict Management. His current research interests include psychological capital, organizational behavior, work performance, satisfaction and stress, interpersonal and intergroup conflict, and positive psychology. His research aims to examine how psychological capital, 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 questionnaire surveys, randomized controlled trials, and focus group interviews.
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)
Research Tuition Scholarship (2012-2014)
Outstanding Academic Performance Award, City University of Hong Kong (2012-2014)
Teaching
Industrial and organizational psychology
Personnel Psychology
Social psychology
Health psychology
Developmental psychology
Recent Research Grants
Ho, H. C. Y. (2018-2019). Work-related Well-being of Social Workers in Hong Kong. Promoting Psychological Research in Community Grant (PI)
Ho, H. C. Y. (2018-2019). Validation of the Problem-solving Strategies Scale in Handling Everyday Problems. EdUHK Start-up Research Grant (PI)
Ho, H. C. Y. (2017-2018). Employee Well-being in Hong Kong: The Role of Psychological Capital. EdUHK Internal Research Grant (PI)
Consultancy in Past 3 years
Honorary Research Associate: School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong
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, Implementation Science, BMC Geriatrics, Heart Foundation Research Grant
Selected Recent Publications
Journal Articles:
Chu, J. T. W., Ho, H. C. Y., Mui, M., Wan, A., Stewart, S. M., Lam, T. H., & Chan, S. S. (2018). Happy Family Kitchen II: Participants’ perspectives of a community-based family intervention. Journal of Child and Family Studies. Advance online publication.
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, 26, 2852-2864.
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.
Lecturer I
(852) 2948 8029
kattyho@eduhk.hk
Introduction
Dr. Ho is 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 become aware of their need for psychological well-being and how to achieve that.
Her training includes 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 The Hay Group/McBer & Company, 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, she began to work at CityU-HK as Demonstrator/Instructor I of Psychology and Learning Enhancement and Course Examiner for Professional Internship, and at CUHK as Part-Time Lecturer (for the PGDE program) and Research Assistant at its Educational Psychology Department, and then as Postdoctoral Fellow at CityU’s City-Youth Empowerment Project, before joining Education University in 2017.
Her eclectic teaching, research, work, life, and educational experiences in the USA and Hong Kong have equipped her with a rather broad knowledge base on many topics in psychology, education, applied research, and practice. Her 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. Her other research interests include service/experiential learning and the relation between diet and well-being.
Web Site: https://hoideology.wordpress.com/
Web Site: https://rockamama.wordpress.com/
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
Basic Psychology
Career Psychology
Educational Psychology
I/O Psychology
Personality Psychology & Assessment
Research Methods & Data Analysis
Recent Research Grants
Investigating the Impact of Various Kinds of Experiential Learning on Student Outcomes and Establishing a “FEHD Experiential Learning Platform” for Sharing Information. EdUHK FEHD Cluster Grants 2017/18 (24 months), HK$76,800. Project Leader: Katty P. Ho. Team Members: Y. B. Chung; Stephen Yip; Emily Chow.
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.
Assistant Professor / Director of Centre for Psychosocial Health
(852) 2948 8841
wkhou@eduhk.hk
Introduction
Dr Hou Wai Kai’s work seeks to integrate multiple levels of analyses for explicating the psychology and ecology of stress. His current research focuses on understanding everyday processes and mechanisms pertinent to adaptation and resilience. Other topics of interest include emotional processes and flexibility, social determinants of mental health, and psychological and social adaptation among people with chronic medical conditions and their caregivers.
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
† = Student/mentored author; * = Corresponding author
Hou, W. K.*, Lau, K. M.† (Joint first author), Cheng, A. C. K., Shum, T. C. Y., & Lee, T. M. C. (in press). Do concordances of social support and relationship quality predict psychological distress and well-being of cancer patients and caregivers? European Journal of Cancer Care.
Ho, J., Ngai, S. P. C., Wu, W. K. K., & Hou, W. K.* (in press). Association between daily life experience and psychological well-being in people living with non-psychotic mental disorders: Protocol for a systematic review and meta-analysis. Medicine.
Hou, W. K.*, Canetti, D., Ma, T. W.†, Hall, B. J., Lau, K. M.†, Ng, S. M.†, & Hobfoll, S. E. (in press). What predicts threat perceptions toward people opposing to the government? A population-based study following the Umbrella Movement, Hong Kong. Journal of Social and Political Psychology.
Hou, W. K.*, & Bonanno, G. A. (2018). Emotions in everyday life during social movements: Prospective predictions of mental health. Journal of Counseling Psychology, 65, 120-131.
Hall, B. J., Lam, A. I. F., Wu, T. L., Hou, W. K., Latkin, C., & Galea, S. (2017). The epidemiology of current depression in Macau, China: Towards a plan for mental health action. Social Psychiatry and Psychiatric Epidemiology.
Hou, W. K.*, Lau, K. M.†, Ng, S. M.†, Cheng, S. T., Shum, T. C. Y., Cheng, A. C. K., & Cheung, H. Y. S. (2017). Savoring moderates the association between cancer-specific physical symptoms and depressive symptoms. Psycho-Oncology, 26, 231-238.
Ng, S. M.†, & Hou, W. K.* (2017). Contentment duration mediates the associations between anxious attachment style and psychological distress. Frontiers in Psychology, 8, 258.
Hou, W. K.*, Lau, K. M.†, Ng, S. M.†, Lee, T. M. C., Cheung H. Y. S., Shum, T. C. Y., & Cheng, A. C. K. (2016). Psychological detachment and savoring in adaptation to cancer caregiving. Psycho-Oncology, 25, 839-847.
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.*, Hall, B. J., Canetti, D., 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.*, Ng, S. M.†, & Wan, J. H. Y.† (2015). Changes in positive affect and mindfulness predict changes in cortisol secretion and psychiatric symptoms: A latent change score modeling approach. Psychology and Health, 30, 551-567.
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.*, & Ng, S. M.† (2014). Emotion-focused positive rumination and relationship satisfaction as the underlying mechanisms between resilience and psychiatric symptoms. Personality and Individual Differences, 71, 159-164.
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.
Lee, T. M. C., Leung, M. K., Hou, W. K., Tang, J., Jing Yin, So, K. F., Lee, C. F., & Chan, C. C. H. (2012). Distinct neural activity associated with focused-attention meditation and loving-kindness meditation. PLoS One, 7(8), e40054.
Hou, W. K.* (2010). Intrapersonal and interpersonal dimensions of cancer perception: A confirmatory factor analysis of the Cancer Experience and Efficacy Scale (CEES). Supportive Care in Cancer, 18, 561-571.
Hou, W. K.*, Law, C. C., & Fu, Y. T. (2010). Does change in positive affect mediate and/or moderate the impact of symptom distress on psychological adjustment after cancer diagnosis? A prospective analysis. Psychology and Health, 25, 417-431.
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.
Ma, T. M. K.†, Hou, W. K., Hung, A., & Lee, T. M. C. (2010). Personality traits and social behaviors predict the psychological adjustment of Chinese people with epilepsy. Seizure–European Journal of Epilepsy, 19, 493-500.
Hou, W. K., Lam, W. W. T., & Fielding, R. (2009). Adaptation process and psychosocial resources of Chinese colorectal cancer patients undergoing adjuvant treatment: A qualitative analysis. Psycho-Oncology, 18, 936-944.
Hou, W. K., Lam, W. W. T., Law, C. C., Fu, Y. T., & Fielding, R. (2009). Measuring social relational quality in colorectal cancer: The Social Relational Quality Scale (SRQS). Psycho-Oncology, 18, 1097-1105.
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.
Assistant Professor/Associate Director of Assessment Research Centre
(852) 2948 7787
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
Lecturer I
(852) 2948 8099
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.
Lecturer II
(852) 2948 8393
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
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 Psychology, 83, 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.
Lecturer II
(852) 2948 8433
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.
Assistant Professor / Member of Centre for Psychosocial Health
(852) 2948 8253
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
The Impact of Sleep Deprivation on Emotional Functioning and Its Electroencephalographic (EEG) Correlates ((PI: GRF #18611717, HKD$810,168, 01/01/2018-30/12/2019)
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)
Zhang, J., Lau, E.Y. Y.*, Hsiao, J. H. (2018). Sleep Deprivation Compromises Resting-State Emotional Regulatory Processes: An EEG Study. Journal of Sleep Research. DOI: 10.1111/jsr.12671.
Hui C. H., Cheung, S.-H., Lam, J., Lau, E. Y. Y., Cheung, S.-F., & Yuliawati, L. (accepted). Psychological changes during religious deconversion: A three-year prospective study. Psychology of Religion and Spirituality.
Chan, S. W. Y., Lau, W. W. F., Hui, C. H., Lau, E. Y. Y., & Cheung, S-F. (accepted). Causal relationship between religiosity and value priorities: Cross-sectional and longitudinal investigations. Psychology of Religion and Spirituality.
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 Society, 16, 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.
Assistant Professor / Associate Member of Centre for Psychosocial Health / Member of Psychological Assessment and Clinical Research Unit (PACRU)
(852) 2948 8708
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.
Assistant Professor/ Member of Centre for Psychosocial Health
(852) 2948 8765
nmleung@eduhk.hk
Introduction
Dr. Angel, Nga Man Leung received her doctoral degree from The Chinese University of Hong Kong. She then completed her postdoctoral training at the Nanyang Technological University (NTU) in Singapore as a research fellow. Dr Leung’s research centers on the psychosocial well-being and development of children and adolescents. Her research interests include cyberbullying, online social interaction, E-learning education, family relationship, parenting, filial piety and suicide.
Highest Degree Obtained
PhD, Department of Psychology, The Chinese University of Hong Kong
Teaching
Basic Principles of Psychology for Educators
Interpersonal Communication skills
Effective teaching and positive classroom learning environment
General Education Foundation Course
General Education Consolidation Course
Recent Research Grants
Leung, A. N.M. To help or not to help: Investigating the intervening behavior of online witnesses of cyberbullying (Jan, 2018 – Dec, 2020), HK $728,152. Research Grants Council General Research Fund (PI).
Leung, A. N.M. Cyberbullying in Hong Kong: Psychosocial development and online bystander effects (Jan, 2015 – June, 2018), HK $ 631,580. Research Grants Council Early Career Scheme (PI).
Leung, A. N.M. Mobilizing Future Educators to Combat Cyberbullying (Apr, 2017 to Apr, 2018), HK$299,600. EdUHK Teaching Development Grants (PI).
Leung, A. N.M. Cyberbullying, Online Activities, and the Psychosocial Development of Hong Kong Late Adolescents (Mar, 2014 to Aug, 2015), $100,000. EdUHK Internal Research Grant (PI).
Leung, A. N.M. An Anti-Cyberbullying Programme Among College Students (Apr, 2014 to Aug, 2015), $ 99,999. EdUHK Departmental Research Grant (PI).
Consultancy in Past 3 Years
Ad Hoc Reviewer:
Social Development
Educational Research
Sage Open
Hong Kong Journal of Social Work
Selected Recent Publications
Leung, A. N. M.*, Wong, N., & Farver, J. M. (2017). Cyberbullying in Hong Kong Chinese students: Life satisfaction, and the moderating role of friendship qualities on cyberbullying victimization and perpetration. Personality and Individual Differences. https://doi.org/10.1016/j.paid.2017.07.016
Leung, A. N. M.*, Fung, C.L. & Farver, J. M. (2017). A Cyberbullying Intervention for Hong Kong Chinese College Students. Applied Research in Quality of Life. https://link.springer.com/article/10.1007/s11482-017-9572-1
Leung, A. N-M.*, & Ng, H.K.S. (2015). Sex role development and education. In J. Wright (Ed.), International Encyclopedia of the Social and Behavioral Sciences (pp. 678-685). Oxford: Elsevier Ltd.
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.
Leung, A. 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.
Assistant Professor / Member of Centre for Psychosocial Health
(852) 2948 8923
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
Assistant Professor / Member of Centre for Psychosocial Health
(852) 2948 8605
tianyuanli@eduhk.hk
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.
Associate Professor / Co-Director of Centre for Brain and Education
(852) 2948 8654
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
Liu, Y., Sun, H., Lin, D.*, Li, H., Yeung, S.S., & Wong, T. T.-Y. (in press). The Unique Role of Executive Function Skills in Predicting Hong Kong Kindergarteners’ Reading Comprehension. British Journal of Educational Psychology. (*corresponding author)
Yeung, S.S., Liu, Y., & Lin, D. (in press). Growth of phonemic awareness and spelling in a second language. International Journal of Bilingual Education and Bilingualism.
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 Differences, 47, 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
Chair Professor of Assessment and Evaluation/Director of Assessment Research Centre
(852)2948 7704
mmcmok@eduhk.hk
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 Psychology, 104(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 Psychology, 13(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.
Assistant Professor
(852) 2948 8876
jpan@eduhk.hk
Introduction
Dr. Pan Jinger received her Ph.D from the Beijing Normal University in 2012. Prior to joining The Education University of Hong Kong, she worked as a staff scientist at the University of Potsdam in Germany. Her research covers two main topics, including (1) early prediction of reading development and impairment, and (2) eye movements in reading and reading-like tasks among readers of different reading abilities.
Highest Degree Obtained
PhD, Basic Psychology, College of Brain and Cognitive Sciences, Beijing Normal University
Honours/Awards
Early Research Career Award from Ministry of Education of P. R. China
Teaching
Human development across the lifespan
Cognitive learning theories
Recent Research Grants
Effects of aging on reading Chinese text: Evidence from eye movements (2018-2019). HK$54,545 funded by Promoting Psychological Research in Community Grant from the Centre for Psychosocial Health (CPH) and Department of Psychology (PS) at the EdUHK (PI)
An investigation of reading direction on eye movements: Evidence from the rapid automatized naming task (2018-2019). $30,000, Start-up research grant from EdUHK (PI)
Consultancy in Past 3 years
Ad-hoc Reviewer for Journals:
Applied Neuropsychology: Child; Applied Psycholinguistics; Cognitive Processing; International Journal of Behavioral Development; Journal of Experimental Child Psychology; Journal of Learning Disabilities; Learning and Individual Differences; PLoS One; Psychonomic Bulletin & Review; Reading and Writing; Research in Developmental Disabilities; Scientific Studies of Reading
Conference program reviewer:
18th European Conference on Eye Movement (Vienna, Austria, Aug 2015)
19th European Conference on Eye Movement (Wuppertal, Germany, Aug 2017)
Selected Recent Publications
Pan, J., Yan, M., & Laubrock, J. (2017). Perceptual span in oral reading: The case of Chinese. Scientific Studies of Reading, 21, 254-263. doi: 10.1080/10888438.2017.1283694
Pan, J.*, Kong, Y., Song, S., McBride, C., Liu, H., & Shu. H*. (2017). Socioeconomic status, parent report of children’s early language skills, and late literacy skills: A long term follow-up study among Chinese children. Reading & Writing, 30, 401-416. doi: 10.1007/s11145-016-9682-4
Pan, J.*, Laubrock, J., & Yan, M*. (2016). Parafoveal processing in silent and oral reading: Reading mode influences the relative weighting of phonological and semantic information in Chinese. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 1257-1273. doi: 10.1037/xlm0000242
Pan, J.*, Song, S. , Su, M., McBride, C., Liu, H., Zhang, Y., Li, H., & Shu, H.* (2016). On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: Evidence from an 8-year longitudinal study. Developmental Science, 19, 982-991. doi: 10.1111/desc.12356
Pan, J.*, Shu, H., Wang, Y., & Yan, M.* (2015). Parafoveal activation of sign translation previews among deaf readers during the reading of Chinese sentences. Memory & Cognition, 43, 964-972. doi: 10.3758/s13421-015-0511-9
Pan, J.*, Yan, M., Laubrock, J., Shu, H., & Kliegl, R.* (2013). Eye-voice span during rapid automatized naming of digits and dice in Chinese normal and dyslexic children. Developmental Science, 16, 967-979. doi: 10.1111/desc.12075
* Corresponding Author
Assistant Professor / Co-Director of Centre for Psychosocial Health
(852) 2948 8873
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.
Assistant Professor
(852) 2948 8892
unsio@eduhk.hk
Introduction
I completed my PhD and a one-year postdoctoral training at Lancaster University, UK, in 2010. Before joining the Education University of Hong Kong, I was a research scientist in the Department of Psychology at Carnegie Mellon University, US. My program of research focuses on identifying the cognitive factors that influence individual and group problem solving, particularly for problems requiring creativity and innovation. I also examine how solutions to these problems can be facilitated through the use of different approaches, e.g., incubation, sleep, and task-switching. To address my research questions, I conduct both behavioral studies and meta-analytic reviews.
Highest Degree Obtained
PhD, Cognitive Psychology, Department of Psychology, Lancaster University, UK, 2010
Teaching
Cognitive Psychology
Statistics & Research Methods
Thinking and Reasoning
Selected Recent Publications
Sio, U. N., Kotovsky, K., & Cagan, J. (in press). Silence is golden: The effect of verbalization on group performance. Journal of Experimental Psychology: General.
Sio, U. N., Kotovsky, K., & Cagan, J. (2017). The facilitating role of task alternation on group idea generation. Journal of Applied Research in Memory and Cognition, 6(4), 486-495.
Sio, U. N., Kotovsky, K., & Cagan, J. (2017). Interrupted: the roles of distributed effort and incubation in preventing fixation and generating problem solutions. Memory and Cognition. 45(4), 553-565.
Sio, U. N., Kotovsky, K., & Cagan, J. (2015). Fixation or Inspiration? A meta-analytic review of the role of examples on design processes. Design Studies, 39, 70-99.
Monaghan, P., Sio, U. N., Lau, S. W., Woo, H. K., Linkenauger, S., & Ormerod, T. C. (2015). Sleep promotes analogical transfer in problem solving. Cognition, 143, 25-30.
Sio, U. N. & Ormerod, T. C. (2014). Incubation and cueing effects in problem-solving: Set aside the difficult problems but focus on the easy ones. Thinking and Reasoning, 21(1), 113-129. DOI: 10.1080/13546783.2014.886626.
Sio, U. N., Monaghan, P., & Ormerod, T. C. (2013). Sleep on a problem, but only if it’s difficult: Effects of sleep on problem solving. Memory and Cognition, 41(2), 159-166.
Sio, U. N. & Ormerod, T. C. (2009). Does incubation enhance problem solving? A meta-analytic review. Psychological Bulletin, 135, 94-120.
Sio, U. N. & Rudowicz, E. (2007). The role of an incubation period in creative problem solving. Creativity Research Journal, 19(2-3), 307-318.
Lecturer I / Associate Member of Centre for Psychosocial Health / Member of Psychological Assessment and Clinical Research Unit (PACRU)
(852) 2948 7734
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.
Lecturer I
(852) 2948 8021
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.
Assistant Professor
(852) 2948 7882
xhtong@eduhk.hk
Introduction
Dr. Tong received her Ph.D. in Psychology from The Chinese University of Hong Kong (CUHK). She then completed her postdoctoral training at CUHK. She worked as a research professor at Hangzhou Normal University before joining The Education University of Hong Kong. Her main research interests focus on language learning and reading development and difficulties with multiple approaches.
Highest Degree Obtained
Ph.D., Developmental Psychology, Department of Psychology, The Chinese University of Hong Kong
Membership of Professional Societies
Voting Member, Society for Scientific Studies of Reading
Teaching
Child Development
Developmental Psychology
Cognitive Psychology
Recent Research Grants
Orthographic Statistical Learning, Neural Activities in Orthographic Processing and Literacy Development in Chinese Children: A Longitudinal Study, $200,000 RMB, funded by National Natural Science Foundation of China (2017-2019), (PI: Xiuhong Tong. CI: Xinjie He, Jing Zhao, Kai Wang);
Orthographic Statistical Learning Difficulties in Chinese Developmental Dyslexia: The Neural Mechanism; 60,000 RMB, funded by Hangzhou Municipal Government Grant (2018-2019). (PI: Xiuhong Tong);
Billboards and Commodity Packing: The Impact of Environmental Prints on Early Reading Development, $100,000 RMB, funded by Zhejiang National Natural Science Foundation (2017-2019). Grant No: LY17C090008 (PI: Jing Zhao; CI: Zhiguo Wang, Xiuhong Tong).
Consultancy in Past 3 Years
Ad-hoc Reviewer for Journals: Child Development; Neuropsychologia; Journal of Educational Psychology; Journal of Bilingualism: Brain and Cognition; Journal of Learning Disabilities; Journal of Psychonomic Bulletin & Review; Applied Psycholinguistics; Reading and Writing; International Journal of Psychophiology; International Journal of Bilingual Education and Bilingualism; Plos One; Journal of Research in Reading
Selected Recent Publications
Shen, W., Qu, Q., & Tong*, X (2018). Visual Attention Shift to Printed Words during Spoken Word Recognition in Chinese: The Role of Phonological Information. Memory & Cognition,1-13.
Tong, X., McBride, C., Shu, H., & Ho, C. S. H. (2018). Reading Comprehension Difficulties in Chinese–English Bilingual Children. Dyslexia, 24(1), 59-83.
Tong, X., McBride, C., Ho, C. S. H., Waye, M. M. Y., Chung, K. K. H., Wong, S. W. L., & Chow, B. W. Y. (2017). Within-And Cross-Language Contributions of Morphological Awareness to Word Reading and Vocabulary in Chinese–English Bilingual Learners. Reading and Writing, 1-22.
Tong, X., McBride, C., Lo, J. C. M., & Shu, H. (2017). A Three‐Year Longitudinal Study of Reading and Spelling Difficulty in Chinese Developmental Dyslexia: The Matter of Morphological Awareness. Dyslexia, 23(4), 372-386.
Tong, X., Tong, X., & King Yiu, F. (2017). Beyond Auditory Sensory Processing Deficits: Lexical Tone Perception Deficits in Chinese Children With Developmental Dyslexia. Journal of Learning Disabilities, 0022219417712018.
Tong*, X., & McBride, C. (2017). A Reciprocal Relationship between Syntactic Awareness and Reading Comprehension. Learning and Individual Differences, 57, 33-44.
Tong, X. & McBride, C. (2017). English Word Reading Difficulties and Orthographic Pattern Recognition Weaknesses in Chinese –English Bilingual Adolescents with Dyslexia. Topics in Language Disorders.
Tong*, X., Tong*, X., & McBride, C. (2017). Unpacking the Relation between Morphological Awareness and Chinese Word Reading: Levels of Morphological Awareness and Vocabulary. Contemporary Educational Psychology, 48, 167-178.
Tong*, X., Tong, X., & McBride, C. (2017). Radical Sensitivity is the Key to Understanding Chinese Character Acquisition in Children. Reading and Writing. 1-15.
Tong, X., Lo, J. C. M., McBride, C., Ho, C. S. H., Waye, M. M. Y., Chung, K. K. H., & Chow, B. W. Y. (2016). Coarse And Fine N1 Tuning For Print In Younger And Older Chinese Children: Orthography, Phonology, Or Semantics Driven?. Neuropsychologia, 91, 109-119.
Tong, X., Maurer, U; Chung, K., & McBride, C. (2016). Neurophysiological Specialization for Print in Chinese-English Bilingual Children. Journal of Neurolinguistics.
Tong*, X., & McBride, C. (2015). Reading Comprehension Mediates The Relationship Between Syntactic Awareness And Writing Composition In Children: A Longitudinal Study. Journal of Psycholinguistics.
Tong, X., McBride, C., Zhang, J., Chung, K. K., Lee, C. Y., Shuai, L., & Tong, X. (2014). Neural Correlates of Acoustic Cues of English Lexical Stress in Cantonese-Speaking Children. Brain and language, 138, 61-70.
Tong, X., McBride, C., Lee, C. Y., Zhang, J., Shuai, L., Maurer, U., & Chung, K. K. (2014). Segmental and Suprasegmental Features In Speech Perception in Cantonese‐Speaking Second Graders: An ERP Study. Psychophysiology, 51(11), 1158-1168.
Tong, X., Chung, K., & McBride, C. (2014). Two-Character Chinese Compound Word Processing In Chinese Children with and Without Dyslexia: ERP Evidence. Developmental neuropsychology, 39(4), 285-301.
Tong, X., Tong, X., Shu, H., Chan, S., & McBride‐Chang, C. (2014). Discourse‐Level Reading Comprehension In Chinese Children: What Is The Role Of Syntactic Awareness?. Journal of Research in Reading, 37(S1), S48-S70.
Selected Recent Conference Presentations
Tong, X., Tong, X., & Yiu, F, King. (2017). Tone and Auditory Perception Deficit in Chinese Developmental Dyslexia. Poster presented at the 1st Annual Meeting of the Association for Reading and Writing in Asia, Hong Kong, China.
Tong, X., Tong, X., & McBride, C. (2016). Unpack the Relations among Sublexical and Lexical Morphological Awareness, Vocabulary Knowledge and Word Reading in Children Knowledge. Poster presented in the 16th International Conference on the Processing of East Asian Languages, Guangzhou, China.
Tong, X., McBride, C., & Muarer, U. (2015). Neural specialization for print in Chinese-English language learners. Paper presented at Society for the Scientific Study of Reading. (July, Hawaii, U.S.A.).
Assistant Professor / Associate Member of Centre for Psychosocial Health / Member of Psychological Assessment and Clinical Research Unit (PACRU)
(852) 2948 8950
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.
Senior Lecturer II / Member of Centre for Psychosocial Health
(852) 2948 8105
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. As Lead Developer of e-learning and blended learning in a multitude of courses, she is keen on innovations in teaching, and advancement of teaching methodologies and curriculum development. In addition, Dr Sarah Wan is a teacher educator who 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 use of positive education approaches in enhancing individual and psychosocial development of secondary school students and college students, cross-cultural study of vocational development in American and Chinese high school students, as well as longitudinal study of vocational development in 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
Membership of Professional Societies
Member, Association for Psychological Science
Member, Society for the Teaching of Psychology
Teaching
Learning Theories
Educational Psychology
Teaching Practice Supervision
Industrial and Organizational Psychology
Vocational Development
Recent Research Grants
Tang, C. H., Wan, S. L., & Chan, A. W. (2018-2019). Positive and Caring Campus @ Jockey Club Ti-I College under the 'Joyful@School' Campaign - related to the 'Joyful@School Campaign'. Quality Education Fund (Co-Investigator).
Lau, K. K., Yee, L., T., Wan, S. L., Han, C. C., Hu, A. X., Lam, J. P. (2017-2019). Digital Pedagogy: Exploring the Effectiveness of Social Media in Teaching and Learning. Leaders of Learning Cluster Grants, Faculty of Education and Human Development, The Education University of Hong Kong (Project Member).
Wan, S. L., Chan, A. W., & Tang, C. H. (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. (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).
Selected Publication
溫麗妍、陳詠欣和鄧巧孺 (2017)：《愉快實習 : 自我裝備天書》，香港，香港教育大學。(English Title: Wan, S. L., Chan, A. W., & Tang, C. H. (2017). The Ultimate Handbook for Internship Students. Hong Kong: The Education University of Hong Kong. )
Fong, D. Y., Takemura, N., Chau, P. H., Wan, S. L., & Wong, J. Y. (2017). Measurement properties of the chinese weinstein noise sensitivity scale. Noise and Health, 19(89), 193.
Cheung, F. M., Wan, S. L., Fan, W., Leong, F., & Mok, P. C. (2013). Collective contributions to career efficacy in adolescents: A cross-cultural study. Journal of Vocational Behavior, 83, 237-244.
Assistant Professor
(852) 2948 8673
jwang@eduhk.hk
Introduction
Dr. Wang Jie worked in the Cognitive Psychology Laboratory, CUHK during her Ph.D. studies. She is broadly interested in human cognition, especially human language. Her research work mainly focuses on cognitive mechanisms underlying Chinese speech production. She also took part in a training project for dyslexic children in the Cognitive Neuroscience of Language Laboratory, CUHK, where she worked as a postdoctoral fellow.
Highest Degree Obtained
Ph.D., Psychology, The Chinese University of Hong Kong
Teaching
Cognitive psychology
Psycholinguistics
Selected Recent Publications
Wang, J., Wong, A. W. K., & Chen, H.-C.* (2017). Time course of syllabic and sub-syllabic processing in Mandarin word production: Evidence from the picture-word interference paradigm. Psychonomic Bulletin & Review, 1-6. SSCI. http://doi.org/10.3758/s13423-017-1325-5
Wang, J., Wong, A. W. K., Wang, S., & Chen, H.-C.* (2017). Primary phonological planning units in spoken word production are language-specific: Evidence from an ERP study. Scientific Reports, 7, 5815. SCI. http://doi.org/10.1038/s41598-017-06186-z
Assistant Professor
(852) 2948 8795
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:
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. & Wang, Z. (2018). The modified temptation resistance task: A paradigm to elicit children's strategic lie-telling. Journal of Visualized Experiment (JoVE), 134, e57189, doi:10.3791/57189. http://www.jove.com/video/57189.
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.
Assistant Professor
(852) 2948 8528
akywong@eduhk.hk
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 Teaching, 38(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.
Assistant Professor / Associate Member of Centre for Psychosocial Health / Project Supervisor of Psychological Assessment and Clinical Research Unit (PACRU)
(852) 2948 8829
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 processes involved in solving mathematical problems as well as the cognitive profiles of children with developmental dyscalculia (or mathematics learning disabilities). He is also interested in the relations between mathematical skills and other cognitive abilities (e.g., spatial reasoning, logical reasoning), as well as the use of creative methods (e.g., music, block play) for improving children’s mathematical skills.
Terry is currently managing various research projects related to children’s and adults’ mathematical cognition. The topics include: comorbidity between reading and mathematics disabilities, arithmetic principle understanding, the relation between logical reasoning and mathematical problem solving, as well as the use of music as a mean for improving students’ math performance.
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
Recent Research Grants
How classical music helps boost the exam performance (2017-2018), $100,000, funded by EdUHK Internal Research Grant. (PI: Wong Tin Yau Terry).
The relation between adolescents’ logical reasoning and their mathematics achievement (2017-2018), $50,000, funded by EdUHK Departmental Research Grant. (PI: Wong Tin Yau Terry)
Children’s understanding of arithmetic principles and its relation with mathematics learning (2016-2017), $80,000, funded by EdUHK Internal Research Grant. (PI: Wong Tin Yau Terry)
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 EdUHK Internal Research Grant. (PI: Wong Tin Yau Terry)
Working memory demand in fraction processing (2015-2016), $29,900, funded by EdUHK Start-up Research Grant. (PI: Wong Tin Yau Terry)
The role of numeracy on our psychological well-being (2015-2016), $20,000, funded by EdUHK, Departmental Research Grant from the Department of Psychological Studies. (PI: Wong Tin Yau Terry).
Selected Recent Publications
Wong, T. T.-Y. (In press). Is conditional reasoning related to mathematical problem solving? Developmental Science. (Impact factor = 4.604, Q1 in Psychology, Developmental; Q1 in Psychology, Experimental).
Liu, Y., Sun, H., Lin, D., Li, H., Yeung, S.-S., & Wong, T.-Y. (Accepted for publication). The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension. British Journal of Educational Psychology. (Impact factor = 2.895, Q1 in Psychology, Educational).
Wong, T. T.-Y. (2017). The unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children’s mathematics achievement. Journal of Experimental Child Psychology, 164, 68-86. (Impact factor = 2.602; Q2 in Psychology, Developmental; Q2 in Psychology, Experimental).
Wong, T. T.-Y., Ho, C. S.-H. (2017). Component processes in arithmetic word problem solving and their correlates. Journal of Educational Psychology, 109, 520-531. (Impact factor = 3.459; Q1 in Psychology, Educational)
Wong, T. T.-Y., Ho, C. S.-H., & Tang, J. (2017). Defective number sense or impaired access? Differential impairment in different subgroups of children with mathematics difficulties. Journal of Learning Disabilities, 50, 49-61. (Impact factor = 1.494; Q2 in Education, Special; Q2 in Rehabilitation).
Wong, T. T.-Y., Ho, C. S.-H., & Tang, J. (2016). The relation between ANS and symbolic arithmetic skills: The mediating role of number-numerosity mappings. Contemporary Educational Psychology, 46, 208-217. (Impact factor = 2.877; Q1 in Psychology, Educational).
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. (Impact factor = 2.602; Q2 in Psychology, Developmental; Q2 in Psychology, Experimental
Wong, T. T.-Y., Ho, C. S.-H., & Tang, J. (2016). Consistency of Response Patterns in Different Estimation Tasks. Journal of Cognition and Development, 17, 526-547. (Impact factor = 1.621; Q3 in Psychology, Developmental; Q3 in Psychology, Experimental)
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. (Impact factor = 1.630; Q1 in Education, Special; Q2 in Rehabilitation).
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. (Impact factor = 3.056; Q1 in Education and Educational Research; Q1 in Psychology, Education).
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. (Impact factor = 1.970; Q1 in Linguistics; Q3 in Psychology, Experimental)
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. (Impact factor = 1.494; Q2 in Education, Special; Q1 in Rehabilitation).
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. (Impact factor = 1.279; Q2 in Education and Educational Research; Q3 in Psychology, Educational; Q4 in Psychology, Developmental).
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. (Impact factor = 6.226; Q1 journal in Psychiatry; Q1 journal in Psychology).
Associate Professor
(852) 2948 8992
mcwyip@eduhk.hk
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.
| Name | Title | Phone | |
|---|---|---|---|
| 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 |
| Name | Title | Phone | |
|---|---|---|---|
| Ms. LAI Pui Shan, Debby | Executive Officer II | (852) 2948 8962 | debbylai@eduhk.hk |
| Ms. LAM Wing Yan, Zita | Executive Assistant | (852) 2948 8165 | zwylam@eduhk.hk |
| Ms. LAW On Wan, Vivi | Executive Assistant | (852) 2948 8544 | vivilaw@eduhk.hk |
| Miss TSANG Hing Ni, Helena | Assistant Project Manager | (852) 2948 8199 | htsang@eduhk.hk |
| Miss LAU Hiu Tung, Jennifer | Project Officer | (852) 2948 8927 | jhtlau@eduhk.hk |
| Miss AN Ying, Rachel | Project Assistant | (852) 2948 8704 | yan@eduhk.hk |
| Miss CHAN Wai Man | Clerk | (852) 2948 8192 | waimanchan@eduhk.hk |