Our Staff

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 has three intersecting lines of research. The first is on public and internalized stigma of mental disorders. The second is on clinical and personal recovery of mental disorders. The third is on caregiving for individuals with mental disorders.

 

Highest Degree Obtained 

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

 

Honours/Awards

2019 Faculty "Top 10%" Teaching Award, The Education University of Hong Kong

2018 Rising Star Designation, Association for Psychological Science

2018 Faculty Teaching Award, The Education University of Hong Kong

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 in Current Academic Year 

Abnormal Psychology

 

Current External Competitive Grants

Tse CYA, Anderson DI, Chan KKS, Lai WHE, Lakes KD, Lee H. (2019-2020). Improving cognitive function in children with autism via physical activity. Research Grants Council General Research Fund (Co-I).

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

Academic Editor, PLoS ONE

Review Editor, Frontiers in Psychology

 

Selected Recent Publications

Chan KKS, Yung CSW, Nie GM. (in press). Self-compassion buffers the negative psychological impact of stigma stress on sexual minorities. Mindfulness.

Chan KKS, Leung DCK. (in press). The impact of child autistic symptoms on parental marital relationship: Parenting and coparenting processes as mediating mechanisms. Autism Research.

Chan KKS, Leung DCK. (in press). Linking child autism to parental depression and anxiety: The mediating roles of enacted and felt stigma. Journal of Autism and Developmental Disorders.

Yao S, Lam CB, Chan KKS, Li JB, Chung KKH. (2020). Trait mindfulness moderates the longitudinal association of family financial strain with cognitive function difficulties. Mindfulness, 11, 1267-1274.

Chan KKS, Fung WTW. (2019). The impact of experienced discrimination and self-stigma on sleep and health-related quality of life among individuals with mental disorders in Hong Kong. Quality of Life Research, 28, 2171-2182.

Tse ACY, Lee PH, Chan KKS, Edgar VB, Wilkinson-Smith A, Lai EWH. (2019). Examining the impact of physical activity on sleep quality and executive functions in children with autism spectrum disorder: A randomized controlled trial. Autism, 23, 1699-1710.

Cheung RYM, Leung MC, Chan KKS, Lam CB. (2019). Effects of mother-offspring and father-offspring dynamics on emerging adults’ adjustment: The mediating role of emotion regulation. PLoS ONE, 14, e0212331.

Chan KKS, Lee CWL, Mak WWS. (2018). Mindfulness model of stigma resistance among individuals with psychiatric disorders. Mindfulness, 9, 1433-1442.

Chan KKS, Lam CB. (2018). 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, 88, 626-635.

Li T, Lam CB, Chan KKS. (2018). Grandparental involvement and young adults’ cognitive and social adjustment: The moderating role of filial piety in Hong Kong. Journal of Social and Personal Relationships, 35, 999-1018.

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.

Introduction

Dr. Buchtel received her PhD in cultural psychology (social/personality area; quantitative minor) from the University of British Columbia in 2009, and her B.A. from Yale University in 1999. In between, she spent four years in Changsha and Beijing, teaching English at the high school and university levels and learning Mandarin Chinese.

My research seeks to explore and deepen our understanding of Chinese cultural influences on psychology, including moral concepts, values, motivation and reasoning styles, and their implications for Western theories. I use interdisciplinary approaches, multiple/mixed methods with cross-cultural data (e.g. psychophysiological data, qualitative data, quantitative surveys and experiments) and adopt open-science practices.

https://repository.eduhk.hk/en/persons/emma-ellen-kathrina-buchtel

In my teaching, I aim to cultivate positive attitudes towards diversity, curiosity and excitement about new ideas, and to teach skills that help my students learn and benefit from different perspectives. Please take a look at our pedagogical project on teaching discussion skills in the Hong Kong context (https://eduhk-pt.wixsite.com/ptindiscussion) and my TEDx talk, “Culture, Morality and Connecting Across Differences” (https://youtu.be/LToLDHWKGBE).

 

Highest Degree Obtained

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

 

Membership of Professional Societies

Member, American Psychological Society (APS)

Member and 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) (EdUHK)

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

2010                  
Harry and Pola Triandis Doctoral Thesis Award (IACCP)

  

Teaching in Current Academic Year

PSY2007 Social Psychology

PSY4028 Multicultural Minds in Communication  

 

Current External Competitive Grants

“Filial values and “unhealthy practices:” When is corruption increased by Confucian virtues? The roles of moral conflict and societal transparency.” (2018 – 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.

“Understanding China’s Changing Moral Psychology” (2019 - 2023), USD$217,817 [HK$1,709,721], funded by the Templeton World Charities Foundation. PI: Ryan Nichols (Philosophy, Fullerton CSU). Team members: Emma E. Buchtel & 14 other cross-disciplinary collaborators.

 

Selected Recent Publications

 i) Refereed Journal Articles

Buchtel, E. E., Ng, L. C. Y., Bidwell, A., & Cannon, P. R. (in press). Moral expressions in Hong Kong, New Zealand, and the U.K.: Cultural similarities and differences in how affective facial muscle activity predicts judgments. Emotion.

Buchtel, E. E. (in press). The joy of obligation: Human cultural worldviews can enhance the rewards of meeting obligations. Behavioral and Brain Sciences.

Buchtel, E. E., Ma, P. P. L, & Guan, Y. (2019). Assessing the similarity of injunctive norm profiles across different social roles: The effect of closeness and status in the United States and China. Journal of Cross-Cultural Psychology, 50(10), 1140-1160. doi:10.1177/0022022119871357

Yang, X., Guan, Y., Zhang, Y., She, Z., Buchtel, E. E., Mak, M. C. K., & Hu, H. (2019). A relational model of career adaptability and career prospects: The roles of leader–member exchange and agreeableness. Journal of Occupational and Organizational Psychology. https://doi.org/10.1111/joop.12301

Hannikainen, I. R., Machery, E., Rose, D., Stich, S., Olivola, C. Y., Sousa, P., Cova, F., Buchtel, E. E. …Zhu, J. (2019). For whom does determinism undermine moral responsibility? Surveying the conditions for free will across cultures. Frontiers in Psychology, 10, p. 2428. https://doi.org/10.3389/fpsyg.2019.02428

Zhu, F., Cai, Z., Buchtel, E. E., & Guan, Y. (2019). Career construction in social exchange: a dual-path model linking career adaptability to turnover intention. Journal of Vocational Behavior, 112, 282–293. https://doi.org/10.1016/j.jvb.2019.04.003

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. (2018). A sense of obligation: Cultural differences in the experience of obligation. Personality and Social Psychology Bulletin, 44(11), 1545-1566. 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) Book 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.

 

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

Faculty’s “Top 10%” Teaching Award 2018/19 , Faculty of Education and Human Development, EdUHK

Quality Journal Article Award 2018, Faculty of Education and Human Development, the Education University of Hong Kong

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

 

Teaching in Current Academic Year

Statistical Methods in Psychology 

Quantitative Research Methods

 

Current External Competitive Grants

Comparing Mediated Moderation Effects Using Structural Equation Modeling (2020-2021), HK$ 554,042, funded by the Hong Kong Research Grants Council, General Research Fund. (PI: Kwan, J. L.-Y; Co-I: Chan, W).

Relationships among Parental Beliefs, Home Numeracy Activities, Young Children’s Numeracy Skills and Interest (2020-2022), HK$ 679,150, funded by the Hong Kong Research Grants Council, General Research Fund. (PI: Cheung, S. K; Co-I: Kwan, J. L.-Y., & McBride, C.A.)

Latent Growth Curve Analysis with Time-dependent Observations (2015-2017), HK$392,000, funded by the Hong Kong Research Grants Council, Early Career Scheme. (PI: Kwan, J. L.-Y)

The Analysis of Mediated Moderation and Moderated Mediation with Latent Variables (2013-2016), HK$359,500, funded by the Hong Kong Research Grants Council, General Research Fund. (PI: Chan, W.; Co-I: Kwan, J. L.-Y.)

 

Consultancy in Past 3 Years

Ad-hoc reviewer:

Addictive Behavior

Frontier in Psychology

Journal of Cross-Cultural Psychology

Personality and Individual Difference

Psychology and Aging

The Internet and Higher Education

 

Selected Recent Publications

Cheung, R. Y. M., Leung, M. C., Chiu, H. T., Kwan, J. L. Y., Yee, T. S., & Hou, W. K. (2019). Family functioning and psychological outcomes at emerging adulthood: Savoring positive experiences as a mediating mechanism. Journal of Social and Personal Relationships, 36, 2693-2713.

Chiu, H. T., Yee, L. T. S., Kwan, J. L. Y., Cheung, R. Y. M., & Hou, W. K. (2019). Interactive association between negative emotion regulation and savoring is linked to anxiety symptoms among college students. Journal of American College Health. Advance online publication. https://doi.org/10.1080/07448481.2019.1580712

Ng, J. C.-K., Chan, W., Kwan, J. L.-Y., & Chen, S. X. (2019). Unpacking structure-oriented cultural differences through a mediated moderation model: a tutorial with an empirical illustration. Journal of Cross-Cultural Psychology, 50, 358-380. https://doi.org/10.1177/0022022118821183.

Tong, X., Wong, R. W.-Y., Kwan, J. L.-Y. & Arciuli, J. (2019). Theory of mind as a mediator of reading comprehension differences between Chinese school-age children with autism and typically developing peers. Scientific Studies of Reading. Advance online publication. https://doi.org/10.1080/10888438.2019.1666133 

Kwan, J. L.-Y. & Chan, W. (2018). Variable System: An alternative approach for the analysis of mediated moderation. Psychological Methods, 23, 262-277. http://dx.doi.org/10.1037/met0000160

Lai, F. T.-T., & Kwan, J. L.-Y. (2018) Socioeconomic determinants of Internet addiction: A scoping review. In B. Bozoglan (Ed.), Psychological, Social, and Cultural Aspects of Internet Addiction (pp.127-145). Pennsylvania: IGI Global.

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. http://dx.doi.org/10.1016/j.chb.2016.11.021

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. http://dx.doi.org/10.1016/j.childyouth.2016.12.00

Lai, F. T.-T., Wong, W. W.-K. & Kwan, J. L.-Y. (2017). Socioeconomic moderators of the relationship between different quitting motives and smoking cessation in Hong Kong Men. Asia-Pacific Journal of Public Health, 29(6), 516-525. http://dx.doi.org/10.1177/1010539517731361

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. http://dx.doi.org/10.1037/edu0000083

Kwan J. L.-Y, & Chan, W. (2014). Comparing squared multiple correlation coefficients using structural equation modeling. Structural Equation Modeling, 21, 225-238. http://dx.doi.org/10.1080/10705511.2014.882673

Kwan, J. L.-Y, & Chan, W. (2011). Comparing standardized coefficients in structural equation modeling: a model reparameterization approach. Behavior Research Methods, 43, 730-745. http://dx.doi.org/10.3758/s13428-011-0088-6

 

Statistical Software Program

 

Variable System (VS) Program for the analysis of conditional path model (http://www.psy.cuhk.edu.hk/vs/)

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. 

 

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

Member, Association for Reading and Writing in Asia

 

Teaching in Current Academic Year

Basic Principles of Psychology

Human Development Across The Lifespan

 

Current External Competitive Grants

Executive functioning in reading comprehension in Chinese with and without dialect speaking (2020-2021). HK$600,441, funded by Hong Kong Research Grant Council, General Research Fund. (PI: Lin D. Co-I: Savage, R.)

Phonological awareness and reading development in Chinese children: The approach of computer-assisted GraphoGame intervention (2015-2017). HK$422,100, funded by Hong Kong Research Grant Council General Research Fund. (PI: Lin, D.; Co-Is: Li, H., Lyytinen, H., Richardson, U.)

Speech-print awareness in Chinese word reading development (2013-2016). $828,438, funded by Hong Kong Research Grants Council Early Career Scheme. (PI: Lin D. Collaborators: Siu L.-P., Xiang J.)

 

Consultancy in Past 3 Years

Editorial board

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

04/2016 -- 03/2018         
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

06/2018 - 06/2021, Specialist, Hong Kong Council for Accreditation of Academic & Vocational Qualifications

 

Selected Recent Publications

Lin, D., Mo., J., Liu, Y., & Li, H. (2019). Developmental changes in the relationship between character reading ability and orthographic awareness in Chinese. Frontiers in Psychology, 10, 2397.

Lin, D., Sun. H., & McBride. C. (2019). Morphological awareness predicts the growth rate of Chinese character reading. Developmental Science, 22, e12793.

Gao, Q., Chen, W., Wang, Z., & Lin, D. (2019). Secret of the masters: Young chess players show advanced visual perspective taking. Frontiers in Psychology, 10, 2407.

Liu, Y., Sun, H., Lin, D.*, Li, H., Yeung, S.S., & Wong, T. T.-Y. (2018). The Unique Role of Executive Function Skills in Predicting Hong Kong Kindergarteners’ Reading Comprehension. British Journal of Educational Psychology, 88, 628-644. (*corresponding author)

Lin, D., Chen, G., Liu, Y., Liu, J., Pan, J., & Mo, L. (2018). Tracking the eye movement of four years old children learning Chinese characters. Journal of Psycholinguistic Research. 47, 79-93.

Zhang, X.^* & Lin, D.^* (2018). Cognitive precursors of word reading versus arithmetic competencies in young Chinese children. Early Childhood Research Quarterly, 42, 55-65. (^*corresponding author)

Yeung, S.S., Liu, Y., & Lin, D. (2017). Growth of phonemic awareness and spelling in a second language. International Journal of Bilingual Education and Bilingualism, 1-15.

Zhang, X.* & Lin, D.* (2017). Does Growth Rate in Spatial Ability Matter in Predicting Early Mathematics Competence? Learning and Instruction, 49, 232-241. (*corresponding author)

Liu, Y., Yeung, S. S.*, Lin, D., & Wong, K. S. W. (2017). English expressive vocabulary growth and its unique role in predicting English word reading: A longitudinal study involving Hong Kong Chinese ESL children. Contemporary Educational Psychology, 49, 195-202.

Kalindi, S., McBride, C. & Lin, D. (March 2017). Early literacy among Zambian second graders: The role of adult mediation of word writing in Bemba. Reading Research Quarterly. Published online. doi: 10.1002/rrq.180

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., Mo, J., Liu, Y., & Li, H. (February 2018). Six-year developmental changes in the relationship between character reading ability and orthographic awareness in Chinese. Paper presented at the 2^ndAnnual Association for Reading and Writing in Asia conference. Tsukuba, Japan.

Lin, D., Liu, Y., & Sun, H (February 2017). Phonological Processing Skills Predicting Word reading and Oral Vocabulary in Chinese. Paper presented at 1^st Annual Association for Reading and Writing in Asia conference. Hong Kong.

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.

 

 

Introduction

Lydia T.S. Yee obtained her Ph.D. degree from the Department of Psychology at the University of Illinois at Urbana-Champaign. Before joining EdUHK, she completed her postdoctoral training at the Institute of Cognitive Neurology and Dementia Research in Magdeburg, Germany. Her research focuses on the cognitive mechanisms of human memory, with particular interests in long-term declarative memory and working memory.

 

Highest Degree Obtained

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

 

Honours/Awards

Certificate of Merit, FEHD Leaders of Learning Award Scheme 2017/18

Certificate of Merit, Faculty Teaching Award Scheme 2016/17

 

Teaching in Current Academic Year

Cognitive neuroscience of human memory

Cognitive Psychology

Biological Psychology

 

Selected Recent Publications

Cheung, R. Y. M.*, Leung, M. C., Chiu, H. T., Kwan, J. L. Y., Yee, L. T. S.*, & Hou, W. K. (2018). Family functioning and psychological outcomes in emerging adulthood: Savoring positive experiences as a mediating mechanism. Journal of Social and Personal Relationships, doi: 10.1177/0265407518798499.

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.

 

Introduction

Dr. Arita Chan obtained her MEd from McGill University and her EdD in educational psychology from the Chinese University of Hong Kong. She teaches courses in psychology and education. As a teacher trainer, she also conducts professional development workshops for in-service teachers. Prior to joining the Education University of Hong Kong, she had taught in other local universities and worked as a counselor at community centers and primary schools. 

Dr. Chan’s research interests center on child counseling and positive development in students. Her current projects mainly focus on promoting students’ psychosocial development. She is the principal investigator of “Enhancing students’ personal and psychosocial development with self-learning kit: A Positive Education approach”, which was funded by the Teaching Development Grants (2016-17) and the project leader of “Enhancing students’ capacity to cope with challenges by using strength-based approach”, which is funded by the FEHD Leaders of Learning Cluster Grants. (2017-19). She is also a co-investigator in a QEF project which aims to promote mental health in high school students.

 

Highest Degree Obtained

EdD, Educational Psychology, The Chinese University of Hong Kong

 

Membership of Professional Societies

Professional Member of American Counseling Association

Full Member of American Psychological Association

 

Honours/Awards

Certificate of Merit for Faculty Teaching Award, Faculty of Education and Human Development, The Education University of Hong Kong (2017-18)

Top 10% Teaching Award, Faculty of Education and Human Development, The Education University of Hong Kong (2017-18)

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

 

Teaching in Current Academic Year

Developmental psychology

Educational Psychology

Guidance and Counseling

Internship and Teaching Practice Supervision

 

Current External Competitive Grants

Positive and Caring Campus@Jockey Club Ti-I College (2018-19), $169700, funded by Quality Education Fund, Government of Hong Kong SAR. (PI: Tang, H.Y.C. Co-Is: Chan, W.Y.A., Wan, L.Y.S.)

 

Consultancy in Past 3 Years 

Ad-hoc reviewer: International Journal of Transpersonal Studies; 2017 International Conference on Education and Training Technologies (Singapore)

 

Selected Recent Publications

Chan, A. (2017). Mental Health Care for Children. Journal of Childhood and Developmental Disorder, 3(3), 1-3.

溫麗妍、陳詠欣及鄧巧孺 (2017)：《愉快實習：自我裝備天書》，香港，香港教育大學。

Chan, W.Y.A., & Siu, F.Y.A. (2016). Application of the Spiritual Intelligence Self-reported Inventory (SIRI-24) among Hong Kong university student. International Journal of Transpersonal Studies, 35(1), 1-12.

Introduction

Rebecca obtained her PhD at the University of Hong Kong. Her research is focused on educational psychology, specifically on student achievement motivation and positive education. 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

FEHD Leaders of Learning Award, Faculty of Education and Human Development, The Education University of Hong Kong (2017-2018)

President’s Award for Outstanding Performance in Administrative Services (Team Award), The Education University of Hong Kong (2017-2018)

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 in Current Academic Year

Educational Psychology

Research Methods

 

Current External Competitive Grants

The predictor and outcome of social support giving – A self-determination theory perspective (Jan 2021 - 31 Aug 2022), HK$559,820, funded by Research Grants Council General Research Fund. (PI: Lam Bick Har; Co-Is: Cheng Rebecca Wing-yi, Yang Lan, Cheng Chi Keung Eric). 

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)

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)

 

Consultancy in Past 3 Years

School Supervisor, the School Management Committee of EdUHK Early Childhood Learning Centre

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

Mentor, Mentorship Programme in HKU SPACE Community College

 

Selected Recent Publications

Tang, E., Cheng, R. W. Y., & Fung, W. K. (in press). Perceived parental stress in face of kindergarten children’s academic setback: Roles of parents’ goals and education. European Journal of Psychology of Education.

鄭穎怡(2019)：〈自主學習〉，輯於石美寶、李子建和姚偉梅(編)，《迎接未來的四大能力―家長與孩子一起踏上成功之路》，（頁19-27），香港，中華書局(香港)有限公司。

鄭穎怡(2019)：〈目標訂定〉，輯於石美寶、李子建和姚偉梅(編)，《迎接未來的四大能力―家長與孩子一起踏上成功之路》，（頁28-35），香港，中華書局(香港)有限公司。

Cheng, R. W. Y., Leung, B. F. H., & McInerney, D. M. (2019). Social goal orientation, behavioral engagement and coping of Hong Kong Chinese students. In G. A. D. Liem, & S. H. Tan (Eds.), Asian education miracles: In search of sociocultural and psychological explanations (pp. 29-44). New York: Routledge.

Fung, W. K., Chung, K. K. H., & Cheng, R. W. Y. (2019). Gender differences in social mastery motivation and its relationships to vocabulary knowledge, behavioral self-regulation, and socioemotional skills. Early Education and Development, 30, 280-293.

Wong, S. W. L., Cheng, R. W. Y., Chow, B. W. Y., & Chung, S. M. C. (2019). The link between a set a tangram-based tasks and Chinese and English reading and related skills among Chinese kindergarteners. AERA Open, 5, 1-14.

Cheng, R. W. Y., & Fung, W. K. (2017). Academic achievement of Hong Kong Chinese students: Motivational perspective. In M. C. W. Yip (Ed.), Cognition, metacognition and academic performance: An East Asian perspective (pp.40-52). London: Routledge.

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.

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: Overcoming Learning Difficulties, 33, 412-427.

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 (2^nd 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 (3^rd ed., Vol. 2, pp. 1055-1057). Hoboken, NJ: John Wiley & Sons.

Introduction

Cheung Him is interested in infants’ and young children’s mentalising development in relation to lying, decision making, and reading. He also examines the ontology of mentalising and some cognitive biases in adults.

 

Highest Degree Obtained 

PhD, Experimental Psychology, Dept of Psychology, University of Kansas

 

Membership of Professional Societies

Fellow, Association for Psychological Science

 

Teaching in Current Academic Year

Conditioning and learning

 

Selected Recent Publications

Xie, J., Cheung, H.*, Shen, M., & Wang, R. (2018). Mental rotation in false belief understanding. Cognitive Science. Doi 10.1111/cogs.12594

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 PGDE in Chinese University of Hong Kong and 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

Postgraduate Diploma in Education (Secondary), Chinese University of Hong Kong

 

Honours/Awards

Certificate of Merit under Faculty Teaching Award Scheme (2019-2020)

The Top 10% Teaching Award, Faculty of Education and Human Development, The Education University of Hong Kong (2019-2020)

 

Teaching in Current Academic Year

Foundations and Processes of Learning

Basic Psychology for Educators: Useful Concepts from Educational and Positive Psychology

Effective Teaching and Positive Classroom Learning Environment

Processes of Negotiation and Conflicts Management

Teaching Practicum / Field Experience Supervision

Industrial Attachment Supervision

 

Consultancy in Past 3 Years 

Examination Moderator for Practical Psychology Certificate and Diploma Programs of the Hong Kong Baptist University School of Continuing Education

Examination Examiner for Basic Psychology, Growth and Developmental Psychology and Introduction to Counselling Studies courses of the Lingnan Institute of Further Education

 

Selected Recent Publications

Chan, W.Y.A, Cho, H.O.A., Kwok, Y.T.E, Tai, Y.Y.T, & Tang, H.Y.C. (2019). Developing Individual Strengths at Internships. Hong Kong: The Education University of Hong Kong.

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. 

 

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

“Top 10%” Teaching Award, 2020, Faculty of Education and Human Development, EdUHK

“Top 10%” Teaching Award, 2018, Faculty of Education and Human Development, EdUHK

Certificate Merit under the FEHD Teaching Staff Award Scheme, 2017, Faculty of Education and Human Development, EdUHK

“Top 10%” Teaching Award, 2017, Faculty of Education and Human Development, EdUHK

Outstanding Dissertation Award, 2013, International Alliance for Invitational Education

 

Teaching in Current Academic Year

Children and adolescent development

Positive Education 

Effective Teaching 

Educational Psychology 

Foundations of Learning

 

Consultancy in Past 3 Years

Consultant of the JC CLAP project 2.0

Consultant of the Supporting Schools and Universities for 21 st Century Learning: Partnerships for the Future

Consultant of the Mobile Schooling Limited (A non-profit making charitable organization)

School Manager of the Kowloon City Baptist Church Kindergarten

 

Selected Recent Publications

Chung, Y. B., & Yuen, M. (2020). Views of parents on a career and life planning program for junior secondary students with special educational needs: A qualitative study in Hong Kong. In M. Yuen, W. Beamish, & S.V. H. Solberg (Eds). Career for Students with Special Educational Needs: Perspectives on Development and Transitions from the Asia-Pacific Region. (pp.161-176). Singapore: Springer.

Yuen, M., Chung, Y.B., Lee, Q.A.Y., Lau, P. S. Y., Chan, R. M. C., Gysbers, N. C., & Shea, P. M. K. (2020). Meaning in life and school guidance programs: Adolescents’ voices from Hong Kong. International Journal for Educational and Vocational Guidance. https://doi.org/10.1007/s10775-020-09423-6

Yuen, M., Lee, Q.A.Y.& Chung, Y. B. (2020). Meaning in life, connectedness, and life skills development in junior secondary school students: teachers’ perspectives in Hong Kong. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development. https://doi.org/10.1080/02643944.2020.1774634

Yuen, M., Chung, Y. B., & Lee, Q. A. Y. (2019). Research study to develop and evaluate a model for life planning for SEN students in Form 1–Form 3: final report. The University of Hong Kong Faculty of Education Centre for Advancement in Inclusive and Special Education, Hong Kong, China.

鍾耀斌 (2019)。<關懷別人>，載於石美寶、李子健、姚偉梅(編)，《迎接未來的四大能力——家長與孩子一起踏上成功之路》，(頁108 - 116)，中華書局(香港)有限公司。

Chung, Y.B., Yuen, M., Ho, J., & Leung, J.Y.C. (2016). Useful information from the students with visual impairment in Hong Kong mainstream schools who participated in outdoor learning opportunities. CAISE Review 2016, Special Section: Collaborative Innovations Supporting Improved Educational Outcomes for Students with Special Educational Needs (SEN), 4, 5-41. doi:10.12796/caise-review.2016V4.002

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.

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, and International Positive Psychology Association (Work & Organizations Division). His current research interests include psychological capital, organizational behavior, job performance, job 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 investigate their impact on employee performance and well-being. He uses a variety of methods in his research, including randomized controlled trials, questionnaire surveys, and focus group/in depth interviews.

 

Highest Degree Obtained

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

 

Membership of Professional Societies

Registered Psychologist (RP), Hong Kong Psychological Society

Chartered Psychologist (CPsychol), British Psychological Society

 

Honours/Awards

Rising Star Designation, Association for Psychological Science (2019)

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

Young Investigator Award, The University of Hong Kong (2017)

Best Poster Award, Hong Kong Psychological Society (2013)

Outstanding Academic Performance Award, City University of Hong Kong (2013, 2014)

 

Teaching in Current Academic Year

Positive psychology interventions

Professional issues in psychology

 

Current External Competitive Grants

^#Principal Investigator; *Study Director; ^※Budget Holder

External Research Projects

Ho, H. C. Y. ^{# ※} (2020-2021). A mixed-methods investigation of family-friendly employment practices: From work-family conflict to enrichment. Equal Opportunities Commission’s Funding Programme of Research Projects on Equal Opportunities 2020/21, 12 months, HK$50,000.

Yeung, D. Y., Chen, Y. F., Li, K.-K., Zhang, Z., & Ho, H. C. Y., & Cheong, A. M. (2020-2022). Development of a longitudinal database on adult development and aging. Public Policy Research (PPR) Funding Scheme, 24 months, HK$1,146,550.

Ho, H. C. Y. ^{# ※}, Chan, K. K. S., & Chiu, M. M. (2019-2020). Study on perceptions of stigmatization and discrimination of persons with mental illness in the workplace. The Equal Opportunities Commission, 12 months, HK$599,830.

Ho, H. C. Y. ^# *, Mui, M., Wan, A., Yew, C., & Lam, T. H. ^※ (2014-2017). Happy family kitchen movement project and Training program for happy family kitchen movement project. The Hong Kong Jockey Club Charities Trust, 33 months, HK$4,270,000.

Ho, H. C. Y. ^{# ※} (2012-2014). Intergenerational conflict in the workplace: An integration of dual concern model and social identity theory. CityU Research Expenses Grant, 18 months.

Internal Research Projects

Ho, H. C. Y. ^{# ※} (2020-2021). Psychosocial determinants of work-related outcomes: A one-year three-wave longitudinal study in Hong Kong. EdUHK Departmental Research Grant, 12 months, HK$50,000.

Ho, H. C. Y. ^#, Hou, W. K., Poon, K. T., Leung, A. N. M., & Kwan, J. L. Y. (2019-2021). Behavioral and emotional coregulation among colleagues: A longitudinal study of primary and secondary school teachers in Hong Kong. EdUHK Block Grant Faculty Fund, 28 months, HK$180,000.

Li, J-B., Lam, C. B. I., Cheung, Y. M. R., Datu, J. A. D., & Ho, H. C. Y. (2019-2020). Hong Kong adolescents’ well-being: An ecological perspective. EdUHK Block Grant Faculty Fund, 28 months, HK$180,000.

Poon, K. T., Chan, K. K. S., Leung, A. N. M., Buchtel, E. E., Ho, H. C. Y., & Kwan, J. L. Y. (2019-2020). The relationships between parental interpersonal maltreatments and children’s adjustments in SEN and non-SEN samples. EdUHK Departmental Research Cluster Fund, 28 months, HK$180,000.

Ho, H. C. Y. ^{# ※} (2019-2020). The impact of psychological capital on job performance of Hong Kong workers over time. EdUHK Departmental Research Grant, 12 months, HK$50,000.

Ho, H. C. Y. ^{# ※} (2018-2019). Psychological capital: A longitudinal study on the protective factors for work-related well-being in Hong Kong. EdUHK Internal Research Grant for ECS Proposal Rated 3.5 by RGC, 12 months, HK$80,000.

Ho, H. C. Y. ^{# ※} (2018-2019). Work-related well-being of social workers in Hong Kong. EdUHK Departmental Research Grant, 12 months, HK$54,545.

Ho, H. C. Y. ^{# ※} (2018-2019). Validation of the problem-solving strategies scale in handling everyday Problems. EdUHK Start-up Grant, 12 months, HK$30,000.

Ho, H. C. Y. ^{# ※} (2017-2018). Employee well-being in Hong Kong: The role of psychological capital. EdUHK Internal Research Grant, 12 months, HK$100,000.

 

Consultancy in Past 3 years

Honorary Assistant Professor: School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong

Research and Awareness Sub-Committee: HK.WeCARE of Wofoo Social Enterprises

Ad-hoc Journal Reviewer: Journal of Aging and Mental Health; Journal of Happiness Studies; International Journal of Conflict Management; Journal of Child and Family Studies; Implementation Science; BMC Geriatrics; Journal of Family Studies; Health Psychology, Frontiers in Public Health

 

Selected Recent Publications

Journal Articles:

Ho, H. C. Y., & Chan, Y. C. (In Press). The impact of psychological capital on well-being of social workers: A mixed-methods investigation. Social Work.

Ho, H. C. Y. & Yeung, D. Y. (2020). Conflict between younger and older workers: An identity-based approach. International Journal of Conflict Management. Advance online publication.

Ho, H. C. Y., Mui, M., Wan, A., Yew, C., & Lam, T. H. (2020). A cluster randomized controlled trial of a positive physical activity intervention. Health Psychology, 39, 667-678.

Ho, H. C. Y., Mui, M., Wan, A., Yew, C., & Lam, T. H. (2020). Happy Family Kitchen Movement: A Cluster Randomized Controlled Trial of a Community-based Family Holistic Health Intervention in Hong Kong. Journal of Happiness Studies, 21, 15-36.

Shen, C., Wang, M. P., Ho, H. C. Y., Wan, A., Stewart, S. M., Viswanath, K., Chan, S. S., & Lam, T. H. (2019). Test-retest reliability and validity of a single-item Self-reported Family Happiness Scale in Hong Kong Chinese adults: Findings from Hong Kong Jockey Club FAMILY Project. Quality of Life Research, 28(2), 535-543.

Ho, H. C. Y., & Yeung, D. Y. (2019). Effects of social identity salience on motivational orientation and conflict strategies in intergenerational conflict. International Journal of Psychology, 54(1), 108-116.

Ho, H. C. Y., Mui, M., Wan, A., Yew, C., Lam, T. H., Chan, S. S., Stewart, S. M. (2018). Family meal practices and well-being in Hong Kong: The mediating effect of family communication. Journal of Family Issues, 39(16), 3835-3856.

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, 27(5), 1629-1639.

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.

Community Reports:

Ho, H. C. Y. (2019). Work-related well-being of social workers in Hong Kong: Final report. Hong Kong SAR: The Education University of Hong Kong.

Ho, H. C. Y., Lam, T. H., & Lai, Y. K. A. (2017). Happy Family Kitchen Movement project. Hong Kong SAR: The University of Hong Kong.

 

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.

 

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 in Current Academic Year

Basic Psychology

Career Psychology

Educational Psychology

I/O Psychology

Personality Psychology & Assessment

Research Methods & Data Analysis

 

Current External Competitive 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.

 

 

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 

2020 to present                 Associate Editor, Frontiers in Psychology (Health Psychology section)

2020 to present                 Guest Associate Editor, Frontiers in Psychology (Organizational Psychology section)

2020 to present                 Editorial Board Member, Stress and Health

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

2017 to present                 Member, Association for Psychological Science

2015 to present                 Member and National Representative (Hong Kong SAR, China), Stress and Anxiety Research Society

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

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

 

Honours/Awards

2017-2018            President’s Award for Outstanding Performance in Research, The Education University of Hong Kong

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

2012                     Outstanding Assistant Professor Award, Strategic Recruitment Scheme, The Hong Kong Institute of Education

 

Teaching in Current Academic Year

Biological Psychology

Emotion

Health Psychology

Neuropsychology

Stress and Coping

 

Current External Competitive Grants

2021-2023
Adaptation to Financial Strain: A Prospective Study of Everyday Processes and Mechanisms and Mental Health. General Research Fund, Research Grants Council, University Grants Committee, Hong Kong SAR, HK$654,420 (Co-Is: Annis Lai-Chu Fung and Tatia Mei-Chun Lee).

2020-2023
Psychological Resilience and Mental Wellness: Effects of Internal Neurobiological Affective and External Social Support Systems, Collaborative Research Fund. Research Grants Council, University Grants Committee, Hong Kong SAR, HK$5,023,374 (PC: Tatia Mei-Chun Lee; Co-PIs: Wai-Kai Hou, Fiona Yan Liu, Yun-Kwok Wing, Suk-Yu Yau).

2020-2020
The Mental Health Impact of the Social Movements in Hong Kong: A Chance to Build Back Better Daily Life. Public Policy Research (PPR) Funding Scheme (Special Round), Policy Innovation and Co-ordination Office, Hong Kong SAR Government, Hong Kong SAR, HK$330,000.

2016-2017
Drive to Thrive Theory: Processes and Outcomes from a Flexibility Perspective. Fulbright-RGC Hong Kong Senior Research Scholar Award, Research Grants Council, University Grants Committee, Hong Kong SAR, HK$430,000 (Co-I: George A. Bonanno).

2014-2016
Age Differences in Cognitive Control and Daily Control Strategies and Emotional Experiences: Implications on Physical and Emotional Health. Early Career Scheme, Research Grants Council, University Grants Committee, Hong Kong SAR, HK$765,748.

2012-2015
The Role of Social Cognition in Support Provision and Adjustment in Cancer Caregiving: A Longitudinal Analysis. General Research Fund, Research Grants Council, University Grants Committee, Hong Kong SAR, HK$1,122,109 (Co-Is: Sheung-tak Cheng, Tatia Mei-Chun Lee, and Gregory E. Miller).

 

Selected Recent Publications

i)   Refereed journal articles

^† = Student/mentored author; * = Corresponding author

2020

Ben-Ezra, M., Hou, W. K., & Goodwin, R. (in press). COVID-19 related stressful events as associated with Distress and ICD-11 adjustment disorder: Two cross-sectional studies. BJPsych Open.

Ben-Ezra, M., Sun, S., Hou, W. K., & Goodwin, R. (2020). The association of being in quarantine and related COVID-19 recommended and non-recommended behaviors with psychological distress in Chinese population. Journal of Affective Disorders.

Bonanno, G. A., Maccallum, F., Malgaroli, M. Hou, W. K. (2020). The Context Sensitivity Index (CSI): Measuring the ability to identify the presence and absence of stressor context cues. Assessment, 27, 261-273.

Chiu, H. T.^†, Yee, L. T. S., Cheung, R. Y. M., Kwan, J. L. Y., & Hou, W. K.* (2020). Interactive association between negative emotion regulation and savoring is linked to anxiety symptoms among college students. Journal of American College Health, 68, 494-501.

Goodwin, R., Hou, W. K., Sun, S., & Ben-Ezra, M. Culture and psychological and behavioural responses to COVID-19: A China-Britain comparison. Journal of Epidemiology and Community Health.

Goodwin, R., Hou, W. K., Sun, S., & Ben-Ezra, M. Quarantine, distress and interpersonal relationships during COVID-19. General Psychiatry.

Hou, W. K.*, Hall, B. J., Li, T. W.^†, Liang, L.^†, Liu, H.^†, & Galea, S. Depression and suicidal ideation in Hong Kong amid massive civil unrest. Annals of Epidemiology.

Hou, W. K.*, Lai, F. T. T., Ben-Ezra, M., & Goodwin, R. (2020). Regularizing daily routines for mental health during and after the COVID-19 pandemic. Journal of Global Health, 10(2), 020315.

Hou, W. K.*, Lee, T. M. C.*, Liang, L.^†, Li, T. W.^†, Liu, H.^†, Tong, H.^†, Ben-Ezra, M., & Goodwin, R. (in press). Mental health and behavioral adjustment during the Covid-19 pandemic: Evidence from two population-representative cohorts. Translational Psychiatry.

Hou, W. K.*, Liu, H.^†, Liang, L.^†, Ho, J., Kim, H.^†, Seong, E.^†, Bonanno, G. A., Hobfoll, S. E., & Hall, B. J. (2020). Everyday life experiences and mental health among conflict-affected forced migrants: A meta-analysis. Journal of Affective Disorders, 264, 50-68.

Lai, F. T. T.^†, Hall, B. J., Liang, L.^†, Liu, H.^†, Galea, S., & Hou, W. K.* (2020). Socioeconomic gradient of mental health amid the anti-extradition bill protests in Hong Kong: The mediating role of daily routine disruptions. Journal of Epidemiology and Community Health.

Lai, F. T. T.^†, Ma, T. W.^†, & Hou, W. K.* (2020). Multi-morbidity and disrupted daily routines: An ecological momentary assessment study of community-dwelling Chinese adults in Hong Kong. Journal of Community Psychology, 48, 2326-2348.

Li, T. W.^†, Lee, T. M. C.*, Goodwin, R., Ben-Ezra, M., Liang, L.^†, Liu, H.^†, & Hou, W. K.* (2020). Social capital, income change, and psychobehavioral responses amid COVID-19: A population-based analysis. International Journal of Environmental Research and Public Health, 17(23), 8888.

Liang, L.^†, Ma, T. W.^†, & Hou, W. K.* (2020). Subjective power and emotions in everyday interpersonal interactions: Counterparts’ postural expansion and constriction as moderators. International Journal of Psychology.

Ma, T. W.^†, Bryant, F. B., & Hou, W. K.* (2020). The associations of positive emotion regulation with everyday emotions: An experience sampling approach. International Journal of Psychology.

Smith, L. G. E., Wakeford, L., Cribbin, T., Barnett, J., & Hou, W. K. (2020). Detecting psychological change through mobilizing interactions and changes in extremist linguistic style. Computers in Human Behavior, 108, 106298.

2019
Hou, W. K., & Hall, B. J. (2019). The mental health impact of the pro-democracy movement in Hong Kong. Lancet Psychiatry, 6(12), 982.

Hou, W. K.*, Lai, F. T. T.^†, Hougen, C.^†, Hall, B. J., & Hobfoll, S. E. (2019). Measuring everyday processes and mechanisms of stress resilience: Development and initial validation of the Sustainability of Living Inventory (SOLI). Psychological Assessment, 31, 715-729.

Hou, W. K.*, Liang, L.^†, Lau K. M.^†, & Hall, M.^† (2019). Savouring and psychological well-being in family dyads coping with cancer: An Actor-Partner Interdependence Model. European Journal of Cancer Care, 28, e13047.

Cheung, R. Y. M., Leung, M. C.^†, Chiu, H. T.^†, Yee, L. T. S., Kwan, J. L. Y., & Hou, W. K. (2019). Family functioning and psychological outcomes at emerging adulthood: Savoring positive experiences as a mediating mechanism. Journal of Social and Personal Relationships, 36, 2693-2713.

Lai, F. T. T.^†, Ma, T. W.^†, & Hou, W. K.* (2019). Multimorbidity and depressive symptoms at three-month follow-up: A prospective study of community-dwelling Chinese adults in Hong Kong. International Psychogeriatrics, 31, 1367-1371.

2018
Ho, J.^†, Ngai, S. P., Wu, W. K., & Hou, W. K.* (2018). Association between daily life experience and psychological well-being in people living with nonpsychotic mental disorders: Protocol for a systematic review and meta-analysis. Medicine, 97, e9733.

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.

Hou, W. K.*, Canetti, D., Ma, T. W.^†, Hall, B. J., Lau, K. M.^†, Ng, S. M.^†, & Hobfoll, S. E. (2018). 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, 6, 383-400.

Hou, W. K.*, Lau, K. M.^†, Cheng, A. C. K., Shum, T. C. Y., & Lee, T. M. C. (2018). Do concordances of social support and relationship quality predict psychological distress and well-being of cancer patients and caregivers? European Journal of Cancer Care, 27, e12857.

2017
Hall, B. J., Lam, A. I. F., Wu, T. L., Hou, W. K., Latkin, C., & Galea, S. (2017). The epidemiology of depression in Macau, China: Towards a plan for mental health action. Social Psychiatry and Psychiatric Epidemiology, 52, 1227-1235.

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.

2016
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.

2015
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.

2014
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.

2012
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.

2010
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.

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.

Ma, T. M. K.^†, Hou, W. K. (joint first author), 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.

2009
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.

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.

 

ii)   Book chapters

Hobfoll, S. E., Hall, B. J., & Hou, W. K. (2020). Addressing the immediate aftermath of mass casualty: Focusing on long term history and vulnerability. In E. Vermetten, I. Frankova, L. Carmi, O. Chaban, & J. Zohar (Eds.), Risk management of terrorism induced stress (pp. 145-151). IOS Press.

Hou, W. K.*, Hall, B. J., & Hobfoll, S. E. (2018). Drive to thrive: A theory of resilience following loss. In N. Morina & A. Nickerson (Eds.), Mental Health of Refugee and Conflict-Affected Populations (pp. 111-133). Cham, Switzerland: Springer.

Hou, W. K.* (2010). Distinct and common issues in the psychosocial adaptation to cancer across cultures. In J. E. Jenkins (Ed.), Colorectal Cancer: Risk, Diagnosis and Treatments. New York: Nova Science Publishers.

 

 

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 and Universities, 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.

 

Membership of Professional Societies

Association for Learning Technology

Association for Psychological Science 

Australian Association of Psychologists Incorporated

American Psychological Association

Psychology of Mathematics Education

 

Honours/Awards 

Certificate of Merit under Faculty Teaching Award, Faculty of Education and Human Development, The Education University of Hong Kong (2018-2019)

Field Experience Coordinator Appreciation Award, School Partnership and Field Experience Office, The Education University of Hong Kong (2014-2019)

 

Teaching in Current Academic Year

Teaching Practice Supervision

Educational Psychology

Human development

Learning theories

 

Consultancy in the Past 3 Years

Editorial Board Member, Journal of Psychology & Behavior Analysis

Peer reviewer, Scientific Research Publishing

Editorial Board Member, Science Research Association

Editorial Board Member, International Journal of Elementary Education

Reviewer, Frontiers in Psychiatry Journal

 

Selected Recent Publications

Research Output- Refereed Publications

Kwan, Y. L. (2018). The interplay between Conceptual and Procedural Knowledge in the Learning of Mathematics: A Symbiotic Relationship between Theory and Practice. Journal of Teaching and Education, 8(2), 1-12

Kwan, Y. L. (2018). Investigating the Reason for Low Achievement amongst Early Learners of Mathematics: Counting Assessment. International Journal of Research in Teaching, Learning, Creativity & Technology, 1(1), 1-8

Kwan, Y. L. (2017). Assessment of Difficulties of Low Achievers in Solving Combine Problems Involving Subset Equivalents and the Part-whole Relationship. Journal of Teaching and Education, 7(1).

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.

 

Books and Monographs

Kwan, Y. L. (2017). 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, 232 pp.

Kwan, Y. L. (2005). Enhancing professional development for teachers in the uses of information technology. Faculty of Education, The University of Hong Kong. 125 pp.

Kwan, Y. L. (2003). Solving simple simultaneous linear equation using IT enhanced method. Faculty of Education, The University of Hong Kong. 120 pp.

 

Refereed Conference Proceedings

Kwan, Y. L. (2019, Oct). Assessing Understanding through the Language of Mathematics. In Proceedings of at the International Conference on Language Education and Culture, Istanbul, Turkey.

Kwan, Y. L. (2019, Oct). Information-Technology, e-learning and Schoolteachers: Perceptions and Effectiveness of Creative Programme Initiatives. In Proceedings of the International Conference on Language Education and Culture, Istanbul, Turkey.

Kwan, Y. L. (2019, July) Assessment of Low Achievers in Solving 'Guessing Game' Combine Problems. In Proceedings of the International Conference on Mathematics: An Istanbul Meeting for World Mathematicians, pp.556-561. Kenan Yildirim, Istanbul, Turkey

Kwan, Y. L., Ki, W. W. & Wong, K. L. (2017, July) A Study of Difficulties with Simple Arithmetic Word Problems. Proceedings of the International Group for the Psychology of Mathematics Education 41st Conference, Singapore

 

Conference Presentations

Kwan, Y. L. (2019, June). Assessing Understanding through the Language of Mathematics. Paper presented at the International Conference on Language Education and Culture, Istanbul, Turkey

Kwan, Y. L. (2019, June). Information-Technology, e-learning and Schoolteachers: Perceptions and Effectiveness of Creative Programme Initiatives. Paper presented at the International Conference on Language Education and Culture, Istanbul, Turkey.

Kwan, Y. L. (2018, July). Investigating the reason for low achievement amongst early learners of mathematics: Counting Assessment. Paper presented at the International Conference for Multiple Academic Disciplines, Geneva, Switzerland.

Kwan, Y. L. (2018, June). The Interplay between Conceptual and Procedural Knowledge in the Learning of Mathematics - A Symbiotic Relationship between Theory and practice. Paper presented at the International Journal of Arts & Sciences’ International Conference, Florence, Italy.

Kwan, Y. L. (2018, Feb). A Study on the Impact of Using Text-Mining Software to Improve the Quality of Teaching and Learning. Paper resented at the Technology Enhanced Assessment (TEA) Conference, Hong Kong.

Kwan, Y. L. (2018, Feb). Using Virtual Technology to enhance Pre-service teachers’ confidence in managing classroom problems. Paper resented at the Technology Enhanced Assessment (TEA) Conference, Hong Kong.

Kwan, Y. L. (2017, July). A study of difficulties with simple arithmetic word problems. Paper presented at the International Group for the Psychology of Mathematics Education, Singapore.

Kwan, Y. L. (2017, June). Assessment of Difficulties of Low Achievers in Solving Combine Problems Involving Subset Equivalents and the Part-whole Relationship. Paper presented at the International Conference for Education, Vienna, Austria.

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.

 

 

Introduction

Kammy has received academic and professional training from local and U.K. universities. Currently, she has been pursuing a doctorate degree in Education in University of Bristol. She has strong passion for teaching. Psychology is her favourite subject in which she has been impressed by theories and knowledge to understand human beings and explain their minds, behaviours, and feelings in a deeper sense. The motivation of leading the next generation of students to the next level – being their “better me” has driven her to educate and care about them whole-heartedly. Her research interests lie in self-compassion (in the area of psychology) as well as digital technology-mediated teaching and learning in higher education (in the area of education). She has devoted to doing research on teaching and learning. She is the Principal Investigator of “Digital Pedagogy: Exploring the Effectiveness of Social Media in Teaching and Learning”, which is funded by the Leaders of Learning Cluster Grants (2017/18). She is also funded by Student Affairs Office to organize workshops and activities to promote positive development of mental health in the university community.  

 

Highest Degree Obtained

MPhil, 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)

 

Honours/Awards

The Top 10% Teaching Award, Faculty of Education and Human Development, The Education University of Hong Kong (2017-18)

 

Teaching in Current Academic Year

Introduction to Psychology

Abnormal Psychology

Stress and Coping

Positive Communication in Educational Settings

 

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.

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, Sleep Research Society

 

Honorary Appointment

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

 

Teaching in Current Academic Year

(on sabbatical)

 

Current External Competitive Grants

Flourishing outcomes and psychosocial predictors of 10-year trajectories of sleep quality in emerging adults. (2020 – 2022), HK$862,050, funded by the Hong Kong Research Grant Council, General Research Fund. (PI: Lau, E. Y. Y. Co-I: Cheung, S. H.)

The Impact of Sleep Deprivation on Emotional Functioning and Its Electroencephalographic (EEG) Correlates. (2018 – 2020), HK$810,168, funded by the Hong Kong Research Grant Council, General Research Fund. (PI: Lau, E. Y. Y. Co-Is: Hsiao, J. H., Zhang, J., Rusak, B., Yee, T. S. L., Zhang, J., Li, C.)

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

Sleep on it: Effects of daytime naps and nighttime sleep on emotional processing in college students. (PI: GRF #18619616, HKD$ 754,606, 01/01/2017 – 30/6/2019)

Sleep and risk-related decision-making in adolescents and young adults. (PI: GRF#17612015, HKD$388,990, 1/11/2015 – 30/4/2018)

Cognitive Behavioral Therapy for Insomnia as a Transdiagnostic Early Intervention of Mood Disorders: A Randomized Controlled Trial (Co-I: GRF#17140916, HKD$696,124, 1/1/2017 – 31/12/2019)

Emotional stability, positive worldview, forgiveness, and sleep quality: A search for causal pathways (PI: GRF#17403014, HKD$178,748, 1/5/2014 – 31/10/2017)     

Effects of sleep disturbances on disrupted affective cognition in individuals with depression (PI: HMRF #12132951, HKD$526,856, 30/4/2015 – 31/10/2017)

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, HKD$80,000, 1/1/2013 – 31/12/2015)

Association between sleep/wake patterns and neurocognitive outcomes in Hong Kong Chinese preschoolers (Co-I: GRF #14108114, HKD$404,444, 1/11/2014 – 31/1/2017)

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#17604915, HKD$650,660, 1/7/2015 – 31/12/2017)

 

Consultancy in Past 3 Years

HKSAR Government Mental Health Review Tribunal, Member (2019 - 2021)

Psychological Services Group, Hong Kong Police (2018 – present)

Neighbourhood Advice-Action Council Nga Yin Association Neighbourhood Elderly Centre (2018 – present)

Hong Kong Outstanding Students’ Award, Assessor (2019)

 

Selected Recent Publications

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

Chan, S. W. Y.*, Lau, W. W. F., Hui, C. H., Lau, E. Y. Y., & Cheung, S-F. (2020). Causal relationship between religiosity and value priorities: Cross-sectional and longitudinal investigations. Psychology of Religion and Spirituality. Advance online publication. doi: 10.1037/rel0000175

Li, S., Fong, D. Y. T.*, Wong, J. Y. H., Wilkinson, K., Shapiro, C., Choi, E. P. H., McPherson, B., Lau, E. Y. Y., Lam, C. L. K., Huang, L. X., Ip, M. S.M. (2020). Nonrestorative Sleep Scale: A Reliable and Valid Short Form of the Traditional Chinese Version. Quality of Life Research. doi: 10.1007/s11136-020-02523-4

Lau, E. Y. Y.*, Lau, K. N. T., Chan, C. S., Tseng, C. H., Lam, Y. C., Tse, D. M. S., Cheng, W. Y., Chung, K.-F. & Wing, Y. K. (2020). Effects of REM sleep during a daytime nap on emotional perception in individuals with and without depression. Journal of Affective Disorders, 260, 687-694. doi: 10.1016/j.jad.2019.09.058

Liang, R., Chan, S. H. S., Ho, F. K. W., Tang, O. C., Cherk, S. W. W., Ip, P., & Lau, E. Y. Y.* (2019). Health-related quality of life in Chinese boys with Duchenne muscular dystrophy and their families. Journal of Child Health Care, 23(3), 495–506. doi: 10.1177/1367493519857423

Li, C, Hsiao, J.H.W, Zhang, J, Lam, Y.C., Zhang, J, Rusak, B, . . . Lau, E.Y.Y.* (2019). 24 Hours of sleep deprivation does not show significant impact on social decision making among Hong Kong young adults. Sleep Medicine, 64, S224. doi: 10.1016/j.sleep.2019.11.625

Lau, E. Y. Y.*, Wong, M. L., Rusak, B., Lam, Y. C., Wing, Y. K., Tseng, C., & Lee, T. M. C. (2019). The coupling of short sleep duration and high sleep need predicts riskier decision making. Psychology & Health, DOI: 10.1080/08870446.2019.1594807

Zhang, J.*, Lau, E.Y.Y., Hsiao, J. H. (2018). Using emotion regulation strategies after sleep deprivation: ERP and behavioral findings. Cognitive, Affective, and Behavioral Neuroscience, 1-13. https://doi.org/10.3758/s13415-018-00667-y

Zhang, J.*, Chan, A. B., Lau, E.Y.Y., Hsiao, J. H. (2018). Individuals with Insomnia Misrecognize Angry Faces as Fearful Faces While Missing the Eyes: An Eye-Tracking Study. Sleep, zsy220, https://doi.org/10.1093/sleep/zsy220

Lau, E.Y.Y.*, McAteer, S., Leung, C. N. W., Tucker. M. A., Li, C.(2018)  Beneficial effects of a daytime nap on verbal memory in Adolescents. Journal of Adolescence, 67, 77-84.

Chan, C. S., Poon, C. Y.S., Leung, J. C.Y., Lau, K. N.T., & Lau, E. Y.Y. (2018). Delayed school start time is associated with better sleep, daytime functioning, and life satisfaction in residential high-school students. Journal of Adolescence, 66, 49-54.

Chan, S. W. Y., Lau, W. W. F., Hui, C. H., Lau, E. Y. Y., & Cheung S. F. (2018). Causal relationship between religiosity and value priorities: Cross-sectional and longitudinal investigations. Psychology of Religion and Spirituality. http://dx.doi.org/10.1037/rel0000175

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, e12671. DOI: 10.1111/jsr.12671.

Hui C. H., Cheung, S.-H., Lam, J., Lau, E. Y. Y., Cheung, S.-F., & Yuliawati, L. (2018). Psychological changes during religious deconversion: A three-year prospective study. Psychology of Religion and Spirituality, 10(2), 103-118.

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., 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.

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., 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.

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.

Gao, Y., Cheung, T. F., Gao, J., Lau, E. Y. Y., Wan, J. H. & Mok, M.Y. (2016) Electrophysiological Study on Cognitive Function in Systemic Lupus Erythematosus Patients With Previous Neuropsychiatric Involvement. Clinical EEG and Neuroscience, 1550059416660956.

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, 9(2), 220.

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, 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.

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

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.

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.

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.

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. (2015). 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

Lau, E. Y. Y., Choi, E. W.M., Lai, E. S. K., Lau, K.N.T., Au, C. T., Yung, W. H., & Li, A. M. (2015). Working memory impairment and its associated sleep-related respiratory parameters in children with obstructive sleep apnea. Sleep Medicine, 16, 1109-1115.

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., 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.

Lau, W. W. F., Hui, C. H., Lam, J., Lau, E. Y. Y., Cheung, S. F. (2015). The relationship between spirituality and quality of life among university students: An autoregressive cross-lagged panel analysis. Higher Education, 69, 977-990.

Philip, L. H., Lee, P. H., Cheung, S. F., Lau, E. Y.Y., Mok, D. S., & Hui, H. C. (2015). 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. (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, 26(2), 136-151.doi:10.1080/10508619.2015.1021654.

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.

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.

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, E. Y. Y.*, Ip, M. S. M., Lee, T. M. C, Yeung, A. W. M., Eskes, G. A. (2014) 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.

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

Zhang, K. C., Hui, C. H., Lam, J., Lau, E. Y. Y., Cheung, S. F., & Mok, D. S. Y. (2014). Personal spiritual values and quality of life: Evidence from Chinese college students. Journal of Religion and Health, 53, 986-1002.

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.*, 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.

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.

Hui, C. H., Ng, E. C. W., Mok, D. S. Y., Lau, E. Y. Y., & Cheung, S. F. (2011). "Faith Maturity Scale" for Chinese: A revision and construct validation. International Journal for the Psychology of Religion, 21, 308-322.

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.

Introduction

My research interests are broadly on topics of human motivation and well-being. Currently, I am working on 1) the promotion of compassion (toward self and other), and mindfulness, 2) how the adoption of different values and goals can affect the satisfaction of psychological needs, learning, interpersonal relationships, and quality of life, 3) the impact of social media on cognitive functioning and well-being, and 4) the development of brief psychological interventions.

 

Highest Degree Obtained

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

M. Soc. Sc. in Educational Psychology, University of Hong Kong, Hong Kong

 

Membership of Professional Societies

Convener, Continuing Education Subcommittee, Hong Kong Psychological Society, Division of Educational Psychology

Continuing Education Committee member, Hong Kong Psychological Society, Division of Educational Psychology

 

Honours/Awards

2019 Faculty of Education and Human Development “Top 10%” Teaching Award

2019 Education And Social Entrepreneurs “EASE” Fund winner, The Education University of Hong Kong
Awarded $120,000 for the project entitled “A synergistic solution to the issue of surplus teachers and evening school students” (Co-leader)

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

 

Teaching in Current Academic Year

Stress and Coping

Honors Project

Social Psychology

Basic Psychology for Educators: Useful Concepts from Educational and Positive Psychology

 

Current External Competitive Grants

Examining the Antecedents and the Role of the Three Self-Compassion Components on Hong Kong Secondary School Students’ Psychological Well-being and Achievement Motivation. ECS 2018/2019 (30 months) HK$ 648,650

“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, Educational Psychology

 

Selected Recent Publications

i)   Articles

Leung, N. M., Law, W.*, Liang, Y. Y., Au, A. C. L., Li, C., & Ng, K. S. (under review). What explains Social Networking Sites (SNS) depression? Self esteem and Fear of Missing Out. 

Law, W., & Liu, S. (Revise and resubmit). Basic Need Satisfaction Intervention for International Students’ Adjustment to College. 

Mitev, K., Przybylski, A., Nguyen, T. T., Law, W., Weinstein, N. (Revise and resubmit) Social media use only helps, and does not harm, daily interactions and well-being. 

Przybylski, A., Nguyen, T. T., Law, W., Weinstein, N. (Accepted). Does taking a short break from social media have a positive effect on well-being? Evidence from three preregistered field experiments. Journal of Technology in Behavioral Science.

Leung, N. M., & Law, W*. (2019). Do Extrinsic Goals Affect Romantic Relationships? The Role of Basic Need Satisfaction. Motivation and Emotion. https://doi.org/10.1007/s11031-019-09804-7 

Cai, Y. Y., King, R. B., Law, W., & McInerney, D. N. (2019). Which comes first? Modeling the relationships among intrinsic-extrinsic goals, metacognitive strategies and achievement using multilevel cross-lagged SEM. Learning and Individual Differences, 74, 101750. https://doi.org/10.1016/j.lindif.2019.06.004. 

Zhoc, K. C. H., King, R. B., Law, W., & McInerney, D. M. (2019). Intrinsic and extrinsic future goals: Their differential effects on students’ self-control and distal learning outcomes. Psychology in the Schools. 1– 18. https://doi.org/10.1002/pits.22287 

Lam, S.-f., Law, W., Wong, B. P. H., Chan, C.-K. & Zhang, X (2017). Will Victims Become Bullies or Vice Versa? A Cross-Lagged Analysis of Bullying in Junior Secondary Schools. Journal of Abnormal Child Psychology, https://doi.org/10.1007/s10802-017-0298-1 

Law, Y.K., Lam, S.-f, Law, W., Tam, Z. P. Y. (2016). Enhancing peer acceptance of children with learning difficulties: Effects of a storytelling program with drama techniques. Educational Psychology. Advance online publication. doi: 10.1080/01443410.2016.1214685 

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.

 

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 in Current Academic Year

Basic Principles of Psychology for Educators

Interpersonal Communication skills

Effective teaching and positive classroom learning environment

General Education Foundation Course

General Education Consolidation Course

 

Current External Competitive 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 

Zhang, J., Huen, J., Chistopolskaya, K., Abu Talib. M., Lew, B., Siau, S., & Leung, A.N.M.* (Accepted). Depression, Anxiety, and Stress as a Function of Psychological Strains: Towards an Etiological Theory of Mood Disorders and Psychopathologies.Journal of Affective Disorders.

Leung, A. N. M.*, Wong, N., & Farver, J. (2019). Testing the effectiveness of an E-course to combat cyberbullying. Cyberpsychology, Behavior, and Social Networking, 22(9), 569-577. https://doi.org/10.1089/cyber.2018.0609

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.

 

Introduction 

Liman is particularly interested in studying mental health, decision making and social relationships from a socio-cultural ecological perspective.

 

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

2019     
Rising Star Designation, Association for Psychological Science

 

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 in Current Academic Year

Cross-cultural psychology

Social psychology

 

Current External Competitive Grants

“Low environmental relational mobility promotes existence of enemies” (30 months), HKD 662,268, funded by Research Grants Council Early Career Scheme. PI: LI Man Wai.

 

Consultancy in Past 3 Years

Ad-hoc reviewer: Journal of Cross-Cultural Psychology; Asian Journal of Social Psychology

 

Selected Recent Publications

Publications after 2017 (^#co-first author; *corresponding author; student author)

Li, L. M. W.*, Li, W.-Q., Mei, D., & Wang, Y. (in press). Self-esteem among Chinese Cohorts: Its temporal trend and its relations with socioecological factors, 1993 – 2016. European Journal of Personality. doi:10.1002/per.2238

Russell, M.*, Li, L. M. W., Lee, H., Singhal, A., & Masuda, T. (in press). Neural cultural fit: Non-social and social flanker task N2s and well-being in Canada. Culture and Brain.

Guo, S., Liu, Y., Wang, Y., Li, L. M. W., & Gao, D.-G.* (in press). Impression management in predicting social stress and adaptive work behaviors. International Journal of Stress Management.

Wang, Y., & Li, L. M. W.* (in press). Does your trust in strangers or close acquaintances promote better health? Societal residential mobility matters. The Journal of Social Psychology. doi:10.1080/00224545.2019.1658569

Li, L. M. W.*, Mei, D., Li, W.-Q., & Lee, H. (in press). The relationship between dialectical beliefs and pro-environmental behaviors. Environment and Behavior. doi:10.1177/0013916518799821 

Ito, K.*, Lee, A. K. C., Tan, T. S.-M., & Li, L. M. W. (2019). Low residential mobility and novelty-seeking consumption. Journal of Cross-Cultural Psychology, 50, 1242-1252. doi:10.1177/0022022119886107

Wang, Y., Li, L. M. W.*, & Xie, F. (2019). Cultural difference in maladaptive functions of perfectionistic self-presentation. Asian Journal of Social Psychology, 22, 290-300. doi:10.1111/ajsp.12371

Ito, K., & Li, L. M. W.* (2019). Holism and pro-environmental commitment: An examination on the mediating roles of affective and cognitive determinants. Personality and Individual Differences, 149, 160-166. doi:10.1016/j.paid.2019.05.055

Li, M., Li, L. M. W.*, Zhao, K.*, Gao, D.-G.* (2019). Cultural group perception enhances sense of agency in a multicultural society. Scandinavian Journal of Psychology, 60, 394-403. doi: 10.1111/sjop.12552

Li, M.-y.*, Lin, H.-C., Li, L. M. W., & Frieze, I. H. (2019). Cross-cultural study of community engagement in second-generation immigrants. Journal of Cross-Cultural Psychology, 6, 763-788. doi: 10.1177/0022022119846558 

Li, M.^#, Li, W.-Q.^#, & Li, L. M. W.* (2019). Sensitive periods of moving on mental health and academic performance among university students. Frontiers in Psychology, 10, 1289. doi:10.3389/fpsyg.2019.01289  

Li, L. M. W.* (2019). Can job autonomy attenuate the effect of depression on employees’ well-being? It may depend on culture. Journal of Mental Health, 28, 181-188. doi:10.1080/09638237.2018.1466043  

Li, W.-Q., Li, L. M. W.*, & Li, M. (2019). Residential mobility reduces ingroup favoritism in prosocial behavior. Asian Journal of Social Psychology, 22, 3-17. doi:10.1111/ajsp.12338

Yi, Y.^#, Li, L. M. W.^#, Xiao, Y., Ma, J., Fan, L., & Dai, Z.* (2018). Brain activity mediates the relation between emotional but not instrumental support and trait loneliness. Social Cognitive and Affective Neuroscience, 13, 995-1002. doi:doi.org/10.1093/scan/nsy067

Lin, Y., Ma, J., Gu, Y., Yang, S., Li, L. M. W., & Dai, Z*. (2018). Intrinsic overlapping modular organization of human brain functional networks revealed by a multiobjective evolutionary algorithm. NeuroImage, 181, 430-445. doi:10.1016/j.neuroimage.2018.07.019

Mei, D., Li, L. M. W.*, & Wang, Y. (2018). Influence of emotional valence on perceived psychological distance depends on emotional intensity. European Journal of Social Psychology, 48, 687-700. doi:10.1002/ejsp.2361

Li, L. M. W.*, Masuda, T., Hamamura, T., & Ishii, K. (2018). Culture and decision making: Influence of analytic versus holistic thinking style on resource allocation in a fort game. Journal of Cross-Cultural Psychology, 49, 1066-1080. doi:10.1177/0022022118778337.

Li, L. M. W.* (2018). Dialectical beliefs and savings tendency: Opposite patterns in good versus bad current status. Journal of Applied Social Psychology, 48, 128-135. doi:10.1111/jasp.12496

Li, L. M. W.^#, Luo, S. ^#, Ma, J.^#, Lin, Y., Fan, L., Zhong, S., Yang, J., Huang, Y., Gu, L., Fan, L., Dai, Z.*, & Wu, X. (2018). Functional connectivity pattern underlies individual differences in independent self-construal. Social Cognitive and Affective Neuroscience, 13, 269–280. doi: 10.1093/scan/nsy008

Li, L. M. W.*, Masuda, T., & Lee, H. (2018). Low relational mobility leads to greater motivation to understand enemies but not friends and acquaintances. British Journal of Social Psychology, 57, 43-60. doi:10.1111/bjso.12216

For the publications in / before 2017, please visit my personal website (https://sites.google.com/site/limanlmw).

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, which 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, 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

 

Teaching in Current Academic Year

Personality Psychology

General Psychology

 

Current External Competitive Grants

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

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

 

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

Communication Research

Current Psychology

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

Motivation and Emotion

Personal Relationships

Personality and Social Psychology Bulletin

PLoS One

Psychology and Aging

Research on Aging

Spanish Journal of Psychology

 

Invited grant reviewer:

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

Multi-Year Research Grant, University of Macau, Macau

 

Selected Recent Publications

Journal Articles 

Li, T., & Fung, H. H. (in press). Communal one day, exchange the next: Daily relationship orientation mediates the influence of perceived stress on constructive interactions in close relationships. Journal of Social and Personal Relationships.

Warner, L. M., Jiang, D., Chong, A. M.-L., Li, T., Wolff, J. K., Chou, K.-L. (2019). Study protocol of a multi-center RCT testing a social-cognitive intervention to promote volunteering in older adults against an active control. BMC Geriatrics, 19(1),22.

Li, T., Lam, C. B., & Chan, K. K. S. (2018). Grandparental involvement and young adults’ cognitive and social adjustment: The moderating role of filial piety in Hong Kong. Journal of Social and Personal Relationships, 35(7), 999-1018.

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. (2017). 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.

Introduction

My enthusiasm for Psychology could be dated back to when I first took Psychology in my HKALE exam. I have always found it fascinating how people ostensibly “of different kinds” may end up being similarly helpful or sinister, thanks to perceived or salient social influence. After obtaining my first degree in Psychology at the Chinese University of Hong Kong, I pursued postgraduate training in the United Kingdom. Following the completion of my MRes Psychology at the University of Manchester, I embarked on my PhD at the University Nottingham while primarily examining the relationship between gratitude and prosociality (or sanctioning) in a behavioral economics context.

Prior to joining EdUHK, I undertook multiple teaching assignments (both local and overseas) during my nearly two-year stint with the Department of Applied Social Sciences of The Hong Kong Polytechnic University. I was also actively engaged in the administration and subsequent analyses of a large-scale cross-institution scale validation project involving 8 UGC-funded universities in 2017.

My research interests mainly focus on two related areas. First, I am interested in the assessment of prosocial or cooperative behaviors with the utilization of economic games. I am also interested in the role of emotions, particularly gratitude, combined with other situational factors in contributing to people’s willingness to cooperate. My research repertoire was, thanks to the participation in the aforementioned validation project, expanded to include also scale validation.

 

Highest Degree Obtained

PhD, Psychology, School of Psychology, University of Nottingham, 2017

 

Membership of Professional Societies

Chartered Member (CPsychol), The British Psychological Society (BPS);

Full Member for Division for Teachers and Researchers in Psychology (DARTP), BPS;

Full Member, American Psychological Association (APA);

Graduate Member, The Hong Kong Psychological Society Limited (HKPS)

 

Honours/Awards

Associate Fellow (AFBPsS), The British Psychological Society (BPS)

 

Teaching in Current Academic Year

Basic Psychology for Educators

Effective Teaching and Positive Classroom Learning Environment

Health Psychology

Introduction to Research Methods: Quantitative Research Methods

Mental Health Issues in the Contemporary Society

Personality Psychology

Social Psychology

 

Selected Recent Publications

Ma, L. K.*, Tunney, R. J., & Ferguson, E. (2014). Gratefully received, gratefully repaid: The role of perceived fairness in cooperative interactions. PLoS ONE, 9(12), e114976. DOI: 10.1371/journal.pone.0114976

Ma, L. K.*, Tunney, R. J., & Ferguson, E. (2017). Does gratitude enhance prosociality: A meta-analytic review. Psychological Bulletin, 143(6), 601-635. DOI: 0.1037/bul0000103

Shek, D. T. L., Lee, T. Y., & Ma, L. K.* (2018). Subjective outcome evaluation of the Tin Ka Ping P.A.T.H.S. Project in China: View of the students. International Public Health Journal, 10(1), 71-79.

Shek, D. T. L., Ma, L. K.*, Ma, C. M. S., & Hoshmand, A. R. (2018). Convergent and factorial validation of the Service Leadership Behavior Scale. International Journal of Child and Adolescent Health, 11(4), 479-492.

Shek, D. T. L., Ma, L. K.*, Lin, L., & Leung, H. (2018). Psychometric properties of the Service Leadership Behavior Scale: Preliminary findings. International Journal of Child and Adolescent Health, 11(4), 427-443.

Shek, D. T. L., Ma, L. K.*, Yu, L., & Leung, L. M. K. (2018). Validation of the Service Leadership Knowledge Scale: Factorial and convergent validity. International Journal of Child and Adolescent Health, 11(4), 455-466.

Shek, D. T. L., Zhu, A. Y. F., Ma, L. K.*, & Lin, L. (2018). Validation of the Service Leadership Attitude Scale in Hong Kong. International Journal of Child and Adolescent Health, 11(4), 467-477.

Shek, D. T. L., Ma, L. K.*, Low, S. S., Zhu, X., & Dou, D. (2019). A User Manual for the Service Leadership Knowledge Scale. In D. T. L. Shek, X. Zhu, L. Lin, & J. Merrick (Eds.), Service Leadership: Tools to Assess Knowledge, Attitude and Behavior. New York, NY: Nova Science.

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, 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 in Current Academic Year

Research Methods

Cognitive Psychology

 

Current External Competitive Grants

Development of Eye Movements During Reading: A Cross-Culture Comparison. (Jan 2019-Dec .2021), $593,730, funded by the Hong Kong Research Grants Council, Early Career Scheme. (PI)

 

Consultancy in Past 3 years

Editorial Board:
Scientific Studies of Reading

Ad-hoc Reviewer for Journals:
Applied Neuropsychology: Child; Applied Psycholinguistics; Attention, Perception, & Psychophysics; Cognitive Processing; Frontiers in Psychology; International Journal of Behavioral Development; Journal of Experimental Psychology: Human Perception and Performance; Journal of Experimental Psychology: Learning, Memory, and Cognition;  Journal of Learning Disabilities; Journal of Neurolinguistics; Journal of Visualized Experiments; Learning and Individual Differences; PLoS One; Reading and Writing; Research in Developmental Disabilities; Review of Educational Research; The Quarterly Journal of Experimental Psychology; Visual Cognition 

Conference program reviewer:
19th European Conference on Eye Movement (Wuppertal, Germany, Aug 2017)
20th European Conference on Eye Movement (Alicante, Spain, Aug 2019) 

 

Selected Recent Publications

* corresponding author, # co-first author 

Pan, J., Zhang, C., Huang, X. & Yan, M. (in press). Sandhi-tone words prolong fixation duration during silent sentence reading in Chinese. Reading & Writing: An Interdisciplinary Journal. doi: 10.1007/s11145-020-10093-7  

Pan, J., Liu, M., Li, H., & Yan, M. (in press). Chinese children benefit from alternating-color words in sentence reading. Reading & Writing: An Interdisciplinary Journal. doi: 10.1007/s11145-020-10067-9  

Pan, J., Laubrock, J., & Yan, M. (in press). Phonological consistency effects in Chinese sentence reading. Scientific Studies of Reading. doi: 10.1080/10888438.2020.1789146  

Yan, M., Li, H., Su, Y., & Pan, J.^*. (2020). The perceptual span and individual differences among Chinese children. Scientific Studies of Reading, 24, 520-530. doi: 10.1080/10888438.2020.1713789  

Cui, X., Xia, Z., McBride, C., Li, P., Pan, J. ^*, & Shu, H.^* (2020). Shared neural substrates underlying reading and visual matching: A longitudinal investigation. Frontiers in Human Neuroscience, 14, 567541. doi: 10.3389/fnhum.2020.567541  

Pan, J., Yan, M., & Laubrock, J. (2020). Semantic preview benefit and cost: Evidence from parafoveal fast-priming paradigm. Cognition, 205, 104452. doi: 10.1016/j.cognition.2020.104452  

Pan, J.^*#, Cui, X.^#, McBride, C., & Shu, H^*. (2020). An investigation of the bidirectional relations of word reading to timed visual tasks involving different levels of phonological processing in Chinese. Scientific Studies of Reading, 24, 275-291. doi: 10.1080/10888438.2019.1663857  

Yan, M., Pan, J.^*, & Kliegl, R. (2019). Eye movement control in Chinese reading: A cross-sectional study. Developmental Psychology, 55, 2275-2285. doi: 10.1037/dev0000819  

Pan, J., Yan, M., Laubrock, J., & Shu, H. (2019). Lexical and sublexical phonological effects in Chinese silent and oral reading. Scientific Studies of Reading, 23, 403-418. doi: 10.1080/10888438.2019.1583232  

Yan, M., Pan, J.^*, Chang, W., & Kliegl, R. (2019). Read sideways or not: Vertical saccade advantage in sentence reading. Reading & Writing: An Interdisciplinary Journal, 32, 1911-1926. 10.1007/s11145-018-9930-x  

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: An Interdisciplinary Journal, 30, 401-416. doi: 10.1007/s11145-016-9682-4  

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.^*, 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  

Full publication list:
https://scholar.google.com/citations?user=g1G2l7MAAAAJ&hl=en
https://orcid.org/0000-0002-8160-9867 

 

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 and behavioral impacts of objectification.

 

Highest Degree Obtained

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

 

Honours/Awards

Rising Star Designation, The Association for Psychological Science (2018-2019)

President’s Award for Outstanding Performance in Research (Early Career Research Excellence Award), The Education University of Hong Kong (2017-2018)

 

Teaching in Current Academic Year

Social psychology

Research methods

 

Current External Competitive Grants

Objectification Decreases Prosocial Behavior: Mediating Roles of Self-Objectification and Relative Deprivation (2019-2021), HK$759660, funded by the Hong Kong Research Grants Council General Research Fund (RGC/GRF). (PI: Zhansheng Chen, Co-I: Kai Tak Poon)

The Effect of Objectification on Aggression (2017-2020), HK$517788, 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 (2017-2018), 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 (2016-2019), 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., Chen, Z., & Wong, W. Y. (in press). Beliefs in conspiracy theories following ostracism. Personality and Social Psychology Bulletin.

Poon, K. T., Chen, Z., Teng, F., & Wong, W. Y. (in press). The effect of objectification on aggression. Journal of Experimental Social Psychology.

Chen, Z^*., Poon, K. T^*., DeWall, C. N, & Jiang, T. (in press). Life lacks meaning without acceptance: Ostracism triggers suicidal thoughts. Journal of Personality and Social Psychology. (*co-first author)

Poon, K. T., & Jiang, Y. (in press). Getting less likes on social media: Mindfulness ameliorates the detrimental effects of feeling left out online. Mindfulness.

Poon, K. T., Wong, W. Y. (in press). Stuck on the train of ruminative thoughts: The effect of aggressive fantasy on subjective well-being. Journal of Interpersonal Violence.

Wang, X., Chen, Z., Poon, K. T., & Jiang. T. (in press). Perceiving a lack of social justice: Lower-class individuals apply higher moral standards to others. Social Psychological and Personality Science.

Teng, F., & Poon, K. T. (in press). Body surveillance predicts young Chinese women’s social anxiety: Testing a mediation Model. Journal of Gender Studies.

Wang, X., Teng, F., Chen, Z., & Poon, K. T. (in press). Control my appearance, control my social standing: Appearance control beliefs influence American women’s (not men’s) social mobility perception. Personality and Individual Differences.

Poon, K. T., Wong, W. Y. (2019). Turning a blind eye to potential costs: Ostracism increases aggressive tendency. Psychology of Violence, 9, 634-643.

Poon, K. T. (2019). Do you reap what you sow? The effect of cyberostracism on moral impurity. Basic and Applied Social Psychology, 41, 132-146.

Teng, F, Gao, W., Huang X., & Poon, K. T. (2019). Body surveillance predicts men’s and women’s perceived loneliness: A serial mediation model. Sex Roles, 81, 97-108.

Poon, K. T. (2018). Unpacking the mechanisms underlying the relation between ostracism and Internet addiction. Psychiatry Research, 270, 724-730.

Bernstein, M. J., Chen, Z., Poon, K. T., Benfield, J. A., & Ng, H. K. S. (2018). Ostracized but why? Effects of attributions and empathy on connecting with the socially excluded. PLoS One.

Poon, K. T., & Teng, F. (2017). Feeling unrestricted by rules: Ostracism promotes aggressive responses. Aggressive Behavior, 43, 558-567.

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.

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

Member, Hong Kong Professional Counseling Association

 

Teaching in Current Academic Year

Mental Health Preparation for Teaching and Related Disciplines

Positive Psychology

Adolescent Development and Schooling across Cultures

 

Current External Competitive Grants

Positive and Caring Campus @Jockey Club Ti-I College (2018-2019), HK$ 169700, funded by Quality Education Fund, Government of Hong Kong SAR (PI:  Hau Yu Christine TANG, Co-Is: Wing Yan Arita CHAN and Lai Yin Sarah WAN).

 

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 different setting, such as, Juvenile Home and Secondary School. He is interested in studying filial piety, empowerment, and academic motivation.

 

Highest Degree Obtained

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

 

Teaching in Current Academic Year

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.

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, 2013

 

Membership of Professional Societies

Voting Member, Society for Scientific Studies of Reading

 

Honours/Awards

APS Rising Star, Association for Psychological Science, 7/12/2019

Hangzhou 131 Talent Young Scholar, 2017

 

Teaching in Current Academic Year

Motivation and Self-Regulated Learning Theory and Practice

 

Current External Competitive Grants

The Intriguing Role of Syntactic Awareness in One Language and Reading Comprehension and Reading Comprehension Difficulty in Another Language in Chinese-English Bilingual Children: A Longitudinal Study. HK$ 809,000 (2021-2023), funded by the Hong Kong Research Grants Council (PI: Xiuhong Tong; Co-I: Hélène Deacon, Kwan Lok Yin Joyce).

Neurocognitive Developmental Mechanisms Underlying Statistical Learning of Chinese Orthography in Hong Kong Chinese Children: A Longitudinal ERP Study (2020-2023).HK$ 1,002,360, funded by the Hong Kong Research Grants Council, Early Career Scheme (PI: Xiuhong Tong). 

Within- and Across- Language Contribution of Syntactic Awareness to Reading Comprehension in Chinese-English Bilingual Children (2018-2019). HK $99,960 funded by Internal Research Grant of EdUHK (PI: Xiuhong Tong). 

 

Consultancy in Past 3 Years

Consulting Editor, Educational Psychology, 2020, April 20 to 2022, March 31.

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, Research in Developmental Disabilities

 

Selected Recent Publications

Journal Publications

Tong, X., Wang, Y., & Tong, X.(2020) The Neurocognitive Correlates of Statistical Learning of Orthography-Semantic Connections in Chinese Adult Learners. Neuroscience Bulletin.

Tong, X., Wang, Y., & Tong, X.(2020) The Neural Signature of Statistical Learning of Orthography. Frontiers in Human Neuroscience, 14, 26.

Tong, X., Shen, W., Li, Z, Xu, M. Pan, L.,& Tong, X.(in press). Phonological, not Semantic, Activation Dominates Chinese Character Recognition: Evidence from a Visual World Eye-Tracking Study. Quarterly Journal of Experimental Psychology.

Tong, X., Leung, W. W., & Tong, X. (2019). Visual statistical learning and orthographic awareness in Chinese children with and without developmental dyslexia. Research in Developmental Disabilities. 92, 103443. https://doi.org/10.1016/j.ridd.2019.103443

Siu, T. S. C., McBride, C., Tse, C. S., Tong, X., & Maurer, U. (2018). Evaluating the effects of metalinguistic and working memory training on reading fluency in Chinese and English: A randomized controlled trial. Frontiers in Psychology, 9, 2510.

Shen, W., Li, Z., & Tong*, X. (2018). Time Course of the Second Morpheme Processing During Spoken Disyllabic Compound Word Recognition in Chinese. Journal of Speech, Language, and Hearing Research, 61(11), 2796-2803.

Lo, J. C. M., Ye, Y., Tong, X., McBride, C., Ho, C. S. H., & Waye, M. M. Y. (2018). Delayed copying is uniquely related to dictation in bilingual Cantonese–English-speaking children in Hong Kong. Writing Systems Research, 1-17.

Tan, Y., Tong, X., Chen, W., Weng, X., He, S., & Zhao, J. (2018). Vernier But Not Grating Acuity Contributes to an Early Stage of Visual Word Processing. Neuroscience Bulletin, 1-10.

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.

Zhang, J., Meng, Y., Tong, X., Yuan, Z., & Wu, C. (2017). Exploring the Neural Correlates of Lexical Stress Perception in English among Chinese-English Bilingual Children with Autism Spectrum Disorder: an ERP Study. Neuroscience letters.

Tong, X., McBride, C., Shu, H., &Ho, C.S. (2017). Reading Comprehension Difficulties in Chinese-English Bilingual Children. Dyslexia.

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.

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.

Dulay, K., Tong, X., & McBride, C. (2017). The Role of Foreign Domestic Helpers in Hong Kong Chinese Children’s English and Chinese Skills: A Longitudinal Study. Language Learning. 67(2), 321-347.

Tong*, X., Tong, X., & McBride, C. (2017). Radical Sensitivity is the Key to Understanding Chinese Character Acquisition in Children. Reading and Writing. 1-15.

Choi, W., Tong, X., Tong, X., & Gu, F. (2017). On the Early Neural Perceptual Integrality of Tones and Vowels. Journal of Neurolinguistics, 41,11-23

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.

Li, T., Wang, Y., Tong, X., & McBride, C. (2016). A Developmental Study of Chinese Children’s Word and Character Reading. Journal of psycholinguistic research, 1-15.

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., Tong, X., & McBride, C. (2015). Tune In To The Tone: Lexical Tone Identification Is Associated With Vocabulary And Word Recognition Abilities. Language and Speech. 0023830914562988.

Kalindi, S. C., McBride, C., Tong, X., Wong, N. L. Y., Chung, K. H. K., & Lee, C. Y. (2015). Beyond Phonological And Morphological Processing: Pure Copying As A Marker Of Dyslexia In Chinese But Not Poor Reading Of English. Annals of dyslexia, 1-16.

Kalindi, S., McBride, C., Chan, S., Chung, K., Lee, C-Y., & Tong, X. (2015). A Short Test of Word Recognition for English Language Learners. Child Studies in Asia-Pacific Contexts.

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., Mo, J., Shu, H., Zhang, Y., Chan, S., & McBride-Chang, C. (2014). Understanding Chinese Children's Complex Writing: Global Ratings and Lower-Level Mechanical Errors. Writing Systems Research, 6(2), 215-229.

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.

Tong, X., Tong, X., & McBride, C. (2013). A Tale of Two Writing Systems: Double Dissociation and Metalinguistic Transfer between Chinese and English Word Reading among Hong Kong Children. The Journal of Learning Disabilities.1-16.

Chung, K.K.H, Tong, X., & McBride-Chang, C. (2012). Evidence for a Deficit in Orthographic Structure Processing In Chinese Character Recognition among Developmental Dyslexics: An Event-Related Potentials (ERP) Study. Brain Research, 1472 (7), 20-31.

McBride-Chang. C., Chung, K.K.H, & Tong, X. (2011). Copying Skills In Relation To Word Reading and Writing in Chinese Children with and Without Dyslexia. Journal of Experimental Child Psychology, 110(3): 422-33.

Chung, K. K. H., Tong, X., Liu, P. D., McBride-Chang, C., & Meng, X. (2010). The Processing Of Morphological Structure Information In Chinese Coordinative Compounds: An Event-Related Potential Study. Brain Research, 1352(0), 157-166.

Liu, P. D., Chung, K. K. H., McBride-Chang, C., & Tong, X. (2010). Holistic Versus Analytic Processing: Evidence For A Different Approach To Processing Of Chinese At The Word And Character Levels In Chinese Children. Journal of Experimental Child Psychology, 107(4), 466-478.

Yang, J., Wang, S., Tong, X., & Rayner, K. (2010). Semantic and Plausibility Effects on Preview Benefit During Eye Fixations in Chinese Reading. Reading and Writing, 25(5), 1031-1052.

Book Chapters

Tong, X., & McBride, C. (2019). Neuroscience in Reading and Reading Difficulties. In De Smet, Bert, Educational Neuroscience: Development Across the Life Span. Routledge; Oxford.

McBride, C., Tong, X., & Mo, J. (2015). Developmental Dyslexia in Chinese. In William S.-Y. Wang & Chaofen Sun (Eds), Oxford Handbook of Chinese Linguistics. Oxford University Press, Incorporated.

Zhou, Y., Tong, X., Mo, J., & McBride-Chang, C. (2014). Cross-Language Transfer in Bilingual Students. In A. B. Clinton (Eds), School Psychology Book Series (pp. 27-60). American Psychological Association, Washington, DC. https://julac.hosted.exlibrisgroup.com/permalink/f/6t3ggm/EDUHK_PUREpublications/b8f7da58-0977-4c10-b883-6fe0f311969a  

Conference Presentation

Tong X., Deacon H., Tong X. (2019). Within- and Cross-Language Contributions of Syntactic Awareness to Chinese and English Reading Comprehension in Hong Kong Chinese-English Bilingual Children. Oral report presented at Society for the Scientific Study of Reading. (July 16-20, Toronto, Canada).

Wang, Y., & Tong, X. (2018). Statistical learning of orthographic regularities: An ERP study. Oral report presented at the 1th Annual Conference on Neurolinguistics, Xuzhou, 

Li, Z., Shen, W., & Tong, X. (2018). The role of radicals in Chinese character recognition: An eye movement study. Poster presented at the 8^th China International Conference on Eye movements (CICEM, 2018), Nanjing, China. 

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.).

McBride, C., & Tong, X. (2015). English orthographic sensitivity in Chinese adolescents with dyslexia. Paper presented at The Reading and Spelling: Development, Disorders and Remediation conference. (April, Sydney).

Tong, X., & McBride, C. (2015). L1 Chinese syntactic awareness in L2 English reading comprehension. Paper presented at The Third Annual Meeting of East Asia Joint Symposium on Reading and Spelling (EARAS). (March, Taiwan).

Tong, X., & McBride, C. (2014). Neural discriminations of consonant and lexical tones in Cantonese-speaking second graders. Paper presented at The 15th International Conference on the Processing of East Asian Languages (ICPEAL). (October, Korean).

Tong, X., & McBride, C. (2014). Understanding Chinese children’s Chinese and English Writing Composition. Paper presented at Writing Research across Boarders III (Feb, Paris, France).

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

FEHD "Top 10%" Teaching Awards 2019/20, EdUHK

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 in Current Academic Year

Developmental Psychology

Educational Psychology

Psychopathology

Cognitive Psychology

Psycholinguistics

Psychology of Learning

 

Current External Competitive 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

Tso, R.V., & Cowling, B. (2020). Importance of face masks for COVID-19 – a call for effective public education. Clinical Infectious Diseases, ciaa593. https://doi.org/10.1093/cid/ciaa593

Tso, R. V., Chan, R. T., & Hsiao, J. H. (2020). Holistic but with reduced right-hemisphere involvement: The case of dyslexia in Chinese character recognition. Psychonomic Bulletin and Review, 27, 553–562. http://dx.doi.org10.3758/s13423-020-01721-y

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 Proceedings:

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 16^th 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 (2^nd-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.

 

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.

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 blended learning in higher education and work-family interface among women.

 

Highest Degree Obtained

PhD in Psychology, The Chinese University of Hong Kong

 

Membership of Professional Societies

Member, American Psychological Association

Member, Association for Psychological Science

Member, Society for the Teaching of Psychology

 

Honours/Awards

Certificate of Merit for Faculty Teaching Award, Faculty of Education and Human Development, The Education University of Hong Kong (2017-2018)

 

Teaching in Current Academic Year

Learning theories

Educational psychology

 

Current External Competitive Grants

Positive and Caring Campus @ Jockey Club Ti-I College under the 'Joyful@School' Campaign - related to the 'Joyful@School Campaign'. (2018-2019), HK$169,700, funded by Quality Education Fund, Government of Hong Kong SAR (PI: Tang, C. H.; Co-Is: Chan, A. W., Wan, S. L.)

Enhancing Students’ Personal and Psychosocial Development with Self-learning Kit: A Positive Education Approach. (2015-2016), HK$199,964, funded by The Education University of Hong Kong Teaching Development Grants (PI: Wan, S. L.; Co-Is: Chan, A. W., Tang, C. H.)

 

Selected Recent Publications

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.

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

 

Membership of Professional Societies

Member, Psychonomic Society

 

Teaching in Current Academic Year

Biological Psychology

 

Current External Competitive Grants

Word-form encoding in Chinese handwriting: Examining the roles of radicals and logographemes (2021 – 2022). HK$338,000, funded by Hong Kong Research Grant Council, Early Career Scheme. PI: Wang, J.

 

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

 

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.

 

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

 

Teaching in Current Academic Year

Developmental Psychology

Research Methods

 

Current External Competitive Grants

Sibling Effect on Theory of Mind Development and Prosocial Behavior: A Natural Experiment, WANG, Zhenlin (PI), The Education University of Hong Kong Internal Research Grant, HKD100,000, December 2018 to December 2019.

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.

 

Consultancy in Past 3 Years

Associate Editor:

British Journal of Developmental Psychology

 

Selected Recent Publications

Refereed journal articles

Note: * Corresponding author

Wang, Z.* & Wang, L. (accepted). Little pranksters: Inhibitory control mediates the association between false belief understanding and practical joking in young children. International Journal of Behavioral Development.

Wang, Z.* & Frye, D. A. (2020). When a circle becomes the letter O: Young children’s conceptualization of learning and its relation with theory of mind development. Frontiers of Psychology, 11, 4013. doi: 10.3389/fpsyg.2020.596419.

Chan, M. H.*, Wang, Z.*, Hughes, C., & Devine, R. T. (in press). Parental mental-state talk and false belief understanding in Hong Kong children. Cognitive Development. 
https://doi.org/10.1016/j.cogdev.2020.100926.

Harrison, M. G.*, & Wang, Z. (2020). School counselling based on humanistic principles: A pilot randomised controlled trial in Hong Kong. Asia Pacific Journal of Counselling and Psychotherapy, 11(2), 122-138. 
https://doi.org/10.1080/21507686.2020.1781667

 

Zhu, N., & Wang, Z.* (2020). The paradox of sarcasm: Theory of mind and sarcasm use in adults. Personality and Individual Differences, 163, 110035. doi: 10.1016/j.paid.2020.110035

Gao, Q., Chen, W.*, Wang, Z.*, & Lin, D. (2019). Secret of the masters: Young Chess players show advanced visual perspective taking. Frontiers in Psychology, 10, 2407. doi: 10.3389/fpsyg.2019.02407

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

Hughes, C.*, Devine, R. T., & Wang, Z. (2018). Does parental mind‐mindedness account for cross‐cultural differences in preschoolers’ theory of mind?. Child Development, 89(4), 1296-1310. doi: 10.1111/cdev.12746/full

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. doi: 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, 8, 725 doi: 10.3389/fpsyg.2017.00725

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, 187(9), 1389-1402. doi: 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.

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. 

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, 19(1), 151-173. doi:10.1007/s11218-015-9322-x 

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 

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 

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 

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. doi: 10.18848/1447-9494/CGP/v17i10/47298

Wang, Z.*, & Hung, L. M. (2010). Kindergarten children’s number sense development through board games. The International Journal of Learning, 17(8), 19-31. doi: 10.18848/1447-9494/CGP/v17i08/47181

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.

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., & Brown, G. T. L. (2019). Analyzing students’ free response drawings: Perceptions of assessment (SAGE research methods datasets Part 2). http://dx.doi.org/10.4135/9781526487674

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.

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

 

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)

 

Teaching in Current Academic Year

Human development

Educational psychology

Cross-cultural psychology

 

Current External Competitive 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. 

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

 

Membership of Professional Societies

Member, Society of Scientific Studies of Reading

 

Honours/Awards

Silver Medal at the 2019 International Invention Innovation Competition in Canada, award given to the KT project of “A literacy play kit for supporting young children’s English learning”

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 in Current Academic Year

Cognitive Psychology

 

Current External Competitive Grants

Vocabulary and reading comprehension: Examining the role of vocabulary depth and cross-language transfer. HK$602,800, funded by Research Grant Council. (PI: S. S. Yeung, Co-I: D. Lin, Y. Liu, & L. Siegel).

 

Selected Recent Publications

1. Yeung, S. S., Ng, M. L., Qiao, S., & Tsang, A.* (in press). Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness. Reading and Writing.
2. Yeung, S. S.*, & Qiao, S. (in press). Developmental trends and precursors of English spelling in Chinese children who learn English-as-a-second language: Comparisons between average and at-risk spellers. Research in Developmental Disabilities.
3. King, R. B.*, Yeung, S. S., & Cai, Y. (in press). Personal investment theory: A multi-faceted framework to understand second and foreign language motivation. System.
4. Bernardo, A. B. I.*, Salanga, M. G. C., Tjipto, S., Hutapea, B., Khan, A., & Yeung, S. S. (2019). Polyculturalism and Attitudes Towards the Continuing Presence of Former Colonizers in Four Postcolonial Asian Societies. Frontier in Psychology.
5. Yeung, S. S.* (2018). Second language learners who are at-risk for reading disabilities: A growth mixture model study. Research in Developmental Disabilities, 78, 35-43.
6. Liu, Y., Sun, H., Lin, D.*, Yeung, S. S., Wong, T. Y. (2018). The unique role of executive foundation skills in predicting Hong Kong kindergarteners’ reading comprehension. British Journal of Educational Psychology.
7. Yeung, S. S.*, Liu, Y., & Lin, D. (2018). Growth of phonemic awareness and spelling in a second language. International Journal of Bilingual Education and Bilingualism.
8. Yeung, V. W. L.*, Loughnan, S., Kashima, Y., Lun, V., & Yeung, S. S. (2017). When my object becomes me: The mere ownership of an object elevates domain-specific perceived self-efficacy. Applied Psychology, 66, 710-741.
9. Liu, Y., Yeung, S.S.*, Lin, D., Wong, R.K.S. (2017). English Expressive Vocabulary Growth and Its Unique Role in Predicting English Word Reading: A Longitudinal Study Involving Hong Kong Chinese ESL Children. Contemporary Educational Psychology, 49, 195-202.
10. Lin, D., Liu, Y., Sun, H., Wong, R. K. S. & Yeung, S. S.* (2017). The pathway to English word reading in Chinese ESL children: The role of spelling. Reading and Writing, 30, 87-103. Q2
11. Bernardo, A. B. I.*, Wang, T. Y., Pesigan, I. J. A., & Yeung, S. S. (2017). Pathways from collectivist coping to life satisfaction among Chinese: The roles of locus-of-hope. Personality and Individual Differences, 106, 253-256.
12. Yeung, S. S.* (2016). Cognitive mechanism underlying the relationship between rapid automatized naming and reading: A longitudinal study on bilingual children. Reading Psychology, 37, 1119-1148.
13. Bernardo, A. B. I.*, Salanga, M. G. C., Tjipto, S., Hutapea, B., Yeung, S. S., & Khan, A. (accepted). Contrasting lay theories of polyculturalism and multiculturalism: Associations with essentialist beliefs of race in six Asian cultural groups. Cross Cultural Research, 50, 231-250.
14. Ganotice, F. A.*, Yeung, S. S., Beguina, L. A., & Villarosa, J. (2016). In search for H.E.R.O among Filipino teachers: The relationship of positive psychological capital and work-related outcomes. Special Issue on “Positive Education in Asia”. The Asia Pacific Education Researcher, 25, 407-414.
15. Bernardo, A. B. I.*, Salanga, M. G. C., Khan, A., & Yeung, S. S. (2016). Internal and external loci-of-hope predict use of individual and collaborative learning strategies: Evidence from university learners in four Asian cities. The Asia-Pacific Education Researcher, 25, 361-376.
16. Yeung, S. S.*, Ng, M. L., & King, R. B. (2016). English vocabulary instruction through storybook reading for Chinese EFL Kindergarteners: Comparing rich, embedded, and incidental approaches. Asian EFL Journal, 18, 81-104.
17. Du, H.*, Bernado, A. I. B., & Yeung, S. S. (2015). Locus-of-hope and life satisfaction: The mediating roles of personal self-esteem and relational self-esteem. Personality and Individual Differences, 83, 228-233.
18. Yeung, S. S.*, & King, R. B. (2016). Home literacy environment and English language and literacy skills among Chinese young children who learn English as a second language. Reading Psychology, 37, 92-120.
19. Pfundmair, M.*, Aydin, N., Du, H., Yeung, S., Frey, D., & Graupmann, V. (2015). Exclude me if you can – Cultural effects on the outcomes of social exclusion. Journal of Cross-cultural Psychology, 46, 579-596.
20. Yeung, S. S.*, & Ganotice, F. A. (2014). The role of phonological awareness in biliteracy acquisition among Hong Kong Chinese kindergarteners who learn English-as-a-second-language (ESL). The Asia-Pacific Education Researcher, 23, 333-343.
21. Yeung, S. S.*, & Chan, C. K. K. (2013). Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong. British Journal of Educational Psychology. 83, 550-568.
22. Yeung, S. S.*, Siegel, L. S., Chan, C. K. K. (2013). Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children. Reading and Writing, 26, 681-704.

*corresponding author

Introduction

Dr. Michael Yip is an experimental psycholinguist by graduate training and his research interest involves different areas of Cognitive Science. He is the Senior Associate Editor of Journal of Psycholinguistic Research and Consulting Editor of the journal Educational Psychology. Michael was a Visiting graduate at Max-Planck-Institute for Psycholinguistics, The Netherlands (1999-2000), Visiting Associate Professor and Visiting Scholar at Tokyo Gakugei University, Japan (2011-2018), 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

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

 

Membership of Professional Societies

Member, Cognitive Science Society, U.S.A.

Fellow, Psychonomic Society, U.S.A.

 

Teaching in Current Academic Year

Introduction to Research Methods

Research Methods in Psychology

Psychology of Language

 

Current External Competitive Grants

Yip, M. C. W. (2019-2020). A database of Chinese words and pictures matched for visual, phonological and semantic similarity. EdUHK REP (PI)

Yip, M. C. W. (2019-2020). Prediction in Spoken Sentence Comprehension: An Eye-movement Study. EdUHK IRG (PI)

 

Consultancy in Past 3 Years

Journal Reviewer: Applied Psycholinguistics; British Journal of Educational Technology; Child Development; Child Indicators Research; Educational Psychology; Educational Psychology Review; European Journal of Psychology of Education; Journal of Memory & Language; Journal of Psycholinguistic Research; Language Science; Learning and Individual Differences; Reading and Writing; School Psychology International; Studies in Higher Education; The Asia-Pacific Education Researcher; Writing Systems Research; Annual Meetings of the Cognitive Science Society and Routledge book proposal.

Grant Proposal Reviewer, Academic Research Fund - Singapore Ministry of Education (MOE)

External Examiner: Master of Social Science Programme (Psychology), Hong Kong Shue Yan Universiy

APG member: Bachelor of Social Science, The Open University of Hong Kong

 

Selected Recent Publications

Yip, M. C. W., Blumenfeld, H. & Cieslicka, A. (forthcoming). Bilingual and Multilingual Spoken-word Recognition: Empirical and Theoretical Perspectives. Frontiers in Psychology.

Yip, M. C. W. (in press). The Linkage among Academic Performance, Learning Strategies and Self-efficacy of Japanese University students: A Mixed-Method Approach. Studies in Higher Education.

Zhai, M., Chen, H-C. & Yip, M. C. W. (2020). Stroke encoding processes of Chinese character during sentence reading. Experimental Psychology, 67, 31-39.

Yip, M. C. W. (2020). Spoken word recognition of L2 using probabilistic phonotactics in L1: Evidence from Cantonese-English bilinguals. Language Science, 80, 101287.

Yip, M. C. W. (2019). Context effects and spoken word recognition of Chinese: further eye-movement data. Journal of Eye-movement Research, 12(7), 289.

Ng, Y. M. & Yip, M. C. W. (2019). A 3-step teaching approach for a blended learning of ‘Understanding and Avoiding Unintentional Plagiarism’. Nurse Education in Practice, 41, 102643.

Xu, C., Yip, M. C. W., Cheung, M. N. B., & Loo, W. T. Y. (2019). Biomarkers used for assessing the effects of Tai Chi Chuan in breast cancer survivors. World Journal of Pharmaceutical and Medical Research, 5, 19-26.

Zhang, M., Pesigan, I., Kahler, C. W., Yip, M. C. W., Yu, S. & Wu, A. M. S. (2019). Psychometric Properties of a Chinese version of the Brief Young Adult Alcohol Consequences Questionnaire (B-YAACQ). Addictive Behaviors, 90, 389-394.

Yip, M. C. W. (2019). Learning Strategies. In A. Hynds (Ed.). Oxford Bibliographies in Education. Oxford University Press.

Zhou, P., Crain, S. & Yip, M. C. W. (2018). Experimental Approaches to the Study of Child Language: A Cross-linguistic Perspective. Journal of Psycholinguistic Research, 47, 1188-1190.

Yip, M. C. W. & Zhai, M. (2018). Processing Homophones Interactivity: Evidence from eye-movement data. Scientific Reports, 8, 9812.

Yip, M. C. W. & Zhai, M. (2018). Context effects and spoken word recognition of Chinese: An Eye-tracking study. Cognitive Science, 42, 1134-1153.

葉　志榮 (2018). 学習とは何か、私たちはどう学ぶのか : 認知心理学のパースペクティブ。教育心理學研究。東京学芸大学。

Yip, M. C. W. (2017) (Ed.). Cognition, Metacognition and Academic Performance: An East Asian Perspective. 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. 11-14. Routledge.

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. Journal of Advances in Medicine and Medical Research, 19, 1-8.

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