个人简介

Academic QualificationsPh.D. in EducationBA in PsychologypROFESSIONAL POSITIONSJune 2018-PresentAdjunct Associate Professor, Faculty of Education, University of Macau, Macau2013-May 2018Associate Professor, Faculty of Education, University of Macau, Macau2008-2013Assistant Professor, Dept of Applied Social Studies, City University of Hong Kong, Hong Kong2005-2007Assistant Professor, Dept of Educational Psychology, Counselling and Learning Needs, Hong Kong Institute of Education, Hong KongCURRENT COURSESMotivation and Learning (EDPS 001)Educational Psychology (MAEB215)Supervising PhD and Masters students

近期论文

1. Chen, X., Zeng, G., Peng, K., & Cheung, H. Y. (2019). What are the potential predictors of psychological capital for Chinese primary school teachers? Frontiers in Education.2. Zeng, G., Chen, X., Cheung, H. Y., & Peng, K. (2019). Teachers’ growth mindset and work engagement in the Chinese educational context: Well-being and perseverance of effort as mediators. Frontiers in Psychology.3. Cheung, C. K., Chen, X., & Cheung, H. Y. (2019). Impacts of the mood fit in the classroom on depression and creativity. Child Indicators Research.4. Kam, C. C. S., Hue, M. T., & Cheung, H. Y., Risavy, S. D. (2019). Factor Structure of the Attitudes toward Cheating Scale: An Exploratory Structural Equation Modeling Analysis. Current Psychology.5. Chen, X., Cheung, H. Y., Fan, X. & Wu, J. (2018). The subjective well-being of academically gifted students in the Chinese cultural context. School Psychology International, 39(3), 291-311.6. Cheung, R. Y. M., Leung, M. C., Chung, K. K. H., & Cheung, H. Y. (2018). Family Risks and Adolescent Adjustment in Chinese Contexts: Testing the Mediating Role of Emotional Intelligence. Journal of Child and Family Studies, 27(12), 3887-3896.7. Kam, C. C. S., Hue, M. T., & Cheung, H. Y., & Risavy, S. (2018). Academic dishonesty among Hong Kong secondary school students: Application of Theory of Planned Behavior. Educational Psychology, 38(7), 945-963.8. Kam, C. C. S., Hue, M. T., & Cheung, H. Y. (2018). Plagiarism of Chinese secondary school students in Hong Kong. Ethics and Behavior, 28(4), 316-335.9. Chen, X., Cheung, H. Y., Fan, X. & Wu, J. (2018). Factors related to resilience of academically gifted students in the Chinese cultural and educational environment. Psychology in the Schools, 55(2), 107-119.10. Chu, A., Zhang, T., & Cheung, H. Y. (2017). The roles of need-supportive social environments in university physical education courses. International Journal of Sport and Exercise Psychology, 1-20.11. Wu, J., Chan, R. M. C., & Cheung, H. Y. (2017). Changing definition of teacher professionalism: Autonomy and accountability. In I. H. Amzat (Ed.), Teacher empowerment toward professional development & practices: perspectives across borders (pp. 59-70). Springer.12. Cheung, H. Y., & Chen, X. (2017). Risk taking of Hong Kong students. In M.T. Hue (Ed.). School counselling in a Chinese Context: Supporting students in need in Hong Kong. Routledge.13. Cheung, H. Y., Teo, T., & Hue, M. T. (2017). Modeling the relationships among emotional intelligence, sensation seeking and risk-taking attitudes of university students in Hong Kong. Journal of Risk Research, 20(5), 569-589.14. Cheung, C. K., Cheung, H. Y., & Hue, M. T. (2017). Educational contributions to students’ belongingness to the society, neighborhood, school, and family. International Journal of Adolescence and Youth, 22(2), 226-237.15. Cheung, H. Y., Wu, J., & Huang, Y. S., (2016). Why do Chinese students cheat? Initial findings based on the self-reports of high school students in China. The Australian Educational Researcher, 43, 245-271.16. Teo, T., Cheung, H. Y., & Kam, C. S. K. (2016). Validation of a Chinese version of the Psychological Sense of School Membership (C-PSSM): Tests of measurement invariance and latent mean differences. Current Psychology, 35, 83-91.17. Chan, W. H., & Cheung, H. Y. (2016). Extraversion, Individualism and M&A Activities. International Business Review, 25(1, Part B), 366-369.18. Cheung, H. Y., Wu, J., & Tao, J. (2016). Predicting domain-specific risk-taking attitudes of mainland China university students: A hyper core self-evaluation approach. Journal of Risk Research, 19(1), 79-100. 19. Cheung, H. Y., Hui, S. K. F., & Chen, X. (2015). Effects of perfectionism on depression and suicide cognitions of university students in Hong Kong. The Hong Kong Journal of Special Education, 17, 55-69.20. Wu, J., Cheung, H. Y., & Lai, V. (2015). Should university students engage themselves in romantic relationships?" Advances in Sociology Research. Volume 17. Nova Science Publishers (pp. 83-96).21. Wu, J., Cheung, H. Y., & Tao, J. (2015). Predicting Psychological Maladjustment by Self-Esteem and Self-Concept Clarity. Advances in Psychology Research. Volume 109. Nova Science Publishers (pp. 103-114).22. Cheung, H. Y., Wu, J., & Hui, S. K. F. (2015). Chinese attitudes toward inclusive education: Perspectives of Hong Kong and Macau secondary school teachers, students and parents. International Research Journal for Quality in Education, 2(1), 1-14.23. Hui, S.K.F., & Cheung, H.Y. (2015). Cultural literacy and student engagement: The case of Technical and Vocational Education and Training (TVET) in Hong Kong. Journal of Further and Higher Education, 39(4), 553-578.24. Cheung, C. K, Cheung, H. Y., & Hue, M. T. (2015). Emotional intelligence as a basis for self-esteem in young adults. Journal of Psychology: Interdisciplinary and Applied, 149(1), 63-84. 25. Cheung, C. K, Cheung, H. Y., & Hue, M. T. (2015). Reciprocal influences between self-assessed emotional intelligence and self-esteem. International Journal of Adolescence and Youth, 20(3), 295-305.26. Cheung, C. K, Cheung, H. Y., & Wu, J. (2014). Career unreadiness in relation to anxiety and authoritarian parenting among undergraduates. International Journal of Adolescence and Youth, 19(3), 336-349.27. Wu, J., & Cheung, H. Y. (2014). Relations of self-concept clarity with impulsivity and pride among Chinese university students. In Psychology of self-concept. Nova Science Publishers. (pp. 175-186).28. Wu, J., & Cheung, H. Y. (2014). Confirmatory factor analysis of DOSPERT scale with Chinese university students. Psychological Reports, 114(1), 185-197. 29. Cheung, H. Y., & Wu, J. (2013). The influence of parental style on career decision-making difficulties of university students: The role of trait anxiety. International Journal of Comparative Education and Development, 15(2), 33-50. 30. Cheung, H. Y., Wu, J., & Tao, J. (2013). Risk perception and risk-taking attitude: A comparison between Hong Kong and Mainland Chinese undergraduate students. Asia Pacific Education Researcher, 22(4), 497-506.31. Cheung, H. Y. & Wu. J. (2012). The prediction of cheating by university students’ risk-taking personality. Asia-Pacific Education Researcher, 21(3), 455-464.32. Wu, J., & Cheung, H. Y. (2012). The relations of academic cheating with academic self-concept and perceived autonomy support among Chinese university students. In Psychology of self-concept. Nova Science Publishers.33. Cheung, H. Y. & Chan, A. W. H. (2012). Increasing the competitive positions of countries through employee training: An investigation of the competitiveness motive across 33 countries. International Journal of Manpower, 33(2), 144-158.34. Chan, A. W. H. & Cheung, H. Y. (2012). Cultural dimension, ethical sensitivity and corporate governance. Journal of Business Ethics, 110(1), 45-59.35. Cheung, H.Y. & Hui, S.K.F. (2011). Teaching Anxiety amongst Hong Kong and Shanghai In-Service Teachers: The Impact of Trait Anxiety and Self-Esteem. Asia-Pacific Education Researcher, 20(2), 395-409.36. Cheung, H.Y. & Hui, S.K.F. (2011). Competencies and characteristics for teaching gifted students: A comparative study of Beijing and Hong Kong teachers. Gifted Child Quarterly, 55(2), 139-148.37. Cheung, H. Y., & Chan, A. W. H. (2011). The Relationship of Competitiveness Motive on People’s Happiness Through Education. International Journal of Intercultural Relations, 35(2), 179-185.38. Cheung, H. Y., & Chan, A.W.H. (2010). Education and competitiveness economy: How do cultural dimensions fit in? Higher Education, 59(5), 525-541.39. Cheung, H.Y., & Chan, A.W.H. (2009). The effect of education on life satisfaction across countries. Alberta Journal of Educational Research, 55(1), 104-136.40. Cheung, H.Y., & Chan, A.W.H. (2009). Understanding the relationships among PISA scores, economic growth and employment of different sectors: A cross-country study. Research in Education, 81 (1), 93-106.41. Cheung, H.Y., & Phillipson, S. (2008). Teachers of gifted students in Hong Kong: Competencies and characteristics. Asia Pacific Education Researcher, 17(2), 143-156.42. Cheung, H.Y. (2008). Measuring of the professional identity of Hong Kong in-service teachers. Journal of In-Service Education 34(3), 375-390.43. Cheung, H.Y., & Chan, A.W.H. (2008). Relationships amongst cultural dimensions, educational expenditure and class size of different nations. International Journal of Educational Development, 28, 698-707.44. Chan, A.W.H., & Cheung, H.Y. (2008). Common cultural relationships in corporate governance across developed and emerging financial markets. Applied Psychology: An International Review, 57(2), 225-245.45. Cheung, H.Y. (2008). Teacher Efficacy: A comparative study of Hong Kong and Shanghai primary in-service teachers. Australian Educational Researcher, 35(1), 103-124.46. Cheung, H.Y., & Chan, A.W.H. (2008). Corruption across countries: impacts from education and cultural dimensions. Social Science Journal, 45(2), 223-239.47. Cheung, H.Y., & Chan, A.W.H. (2007). How culture affects female inequality across countries: An empirical study. Journal of Studies in International Education, 11(2), 157-179.48. Cheung, H.Y., & Hui, M.L.H. (2007). Conceptions and challenges of inclusion in Asia. In S. Phillipson (Ed.), Learning Diversity in the Chinese Classroom: Contexts and Practice for Students with Special Needs (pp 63 – 92). Hong Kong: The Hong Kong University Press.49. Phillipson, S., & Cheung, H.Y. (2007). Giftedness. In S. Phillipson (Ed.), Learning Diversity in the Chinese Classroom: Contexts and Practice for Students with Special Needs (pp 201 – 244). Hong Kong: The Hong Kong University Press.50. Cheung, H.Y. (2006). The measurement of teacher efficacy: Hong Kong primary in-service teachers. Journal of Education for Teaching: International Research and Pedagogy, 32(4), 435-451.51. Cheung, H.Y. (2006). Factors affecting the state anxiety level of higher education students in Macau: The impact of trait anxiety and self-esteem. Assessment and Evaluation in Higher Education, 31(6), 709-725.52. Hui, S.K.F., & Cheung, H.Y. (2006). A re-examination of leadership style for Hong Kong school-based management (SBM) schools. Asia Pacific Journal of Education, 26(2), 173-187.53. Hui, S.K.F., Kennedy, K.J., & Cheung, H.Y. (2006). Hong Kong and Macao pre-service teachers' sense of efficacy: A cross-cultural investigation using the Chinese version of the 12-item TSE (C-TSE). Asia Pacific Education Researcher, 15(1), 41-62.54. Cheung, H.Y. (2004). Compare Shanghai and Hong Kong students’ psychological sense of school membership. Asia Pacific Education Review, 5(1), 34–38.55. Hui, S.K.F. & Cheung, H Y. (2004). How does learning happen for people participating in adventure training. Asia Pacific Education Review, 5(1), 76–87.56. Cheung, H.Y. (2003). Comparing the after-school academic workload of junior secondary students in Shanghai and Los Angeles. The Asia Pacific Education Researcher, 12(1), 1-26.57. Cheung, H. Y., & Hui, S.K.F. (2003). Kong local students’ psychological sense of school membership. Asia Pacific Education Review, 4(1), 67–74.58. Cheung, H.Y. (2001). What factors influence the homework time of Shanghai students. The Asia Pacific Education Researcher, 10(1), 79-94.