个人简介
Academic QualificationsDoctor of Philosophy in Education (Psychology in Education), University of Oxford, The United KingdomMaster of Science in Education (Child Development and Education), awarded with Distinction, University of Oxford, The United KingdomMaster of Philosophy in Psychology, The Chinese University of Hong Kong, Hong Kong, ChinaBachelor of Social Science in Psychology, awarded with First Class Honours, The Chinese University of Hong Kong, Hong Kong, ChinaAcademic AppointmentAugust 2017 – present Assistant Professor of Educational Psychology, University of Macau. Macau, ChinaCourses TaughtEducational PsychologyElementary Mathematics Teaching and ResearchTheories and Studies of Child DevelopmentMotivation and LearningSupervised Teaching and School ExperienceUndergraduate Honour’s ProjectMaster’s and Doctoral Thesis SupervisionProfessional ServiceEditorial board member for academic journals:o Learning and Instruction [Impact factor: 3.967; 5-year impact factor: 5.695]Ad hoc reviewer for academic journals:o Learning and Instruction (Outstanding Contribution in Reviewing, November 2017)o Journal of Educational Psychologyo Contemporary Educational Psychologyo Journal of Experimental Social Psychologyo Applied Psycholinguisticso Body Imageo Sex Roleso The Asia-Pacific Education Researchero Personality and Individual DifferencesAd hoc reviewer for international conferences:o Annual conference for the Special Interest Group 5 “Learning and development in early childhood” of European Association for Research on Learning and Instruction (EARLI) 2018
研究领域
Mathematics Learning in ChildrenThe first line of research focuses on mathematics education for children from the age of 4 to 12. On the basis of the mathematical thinking perspective, the on-going projects of our research group involve a series of longitudinal studies that examine the development of various types of quantitative reasoning and the extent to which the growth of quantitative reasoning predicts children’s success in mathematics. We also carry out short-term experimental and longer-term intervention studies to investigate the kinds of strategies that we may use to enhance children’s development of quantitative reasoning and mathematical achievements. In areas of special education, our research group has begun to explore ways to help deaf and hard-of-hearing children to learn mathematics. We hope that these studies will contribute to resolving theoretical debates in children’s mathematical development and mathematics education, and the designs of good mathematical assessments and effective teaching for children with various needs.Extrinsic and Intrinsic Goal Pursuits in AdolescentsThe second line of research concerns individuals’ extrinsic and intrinsic goal pursuits. According to the consumer culture impact model, our contemporary societies seem to offer promising ways to developing a satisfying and happy life by perpetuating two central definitions of success – the “material good life” and “body perfect”. The consumer culture creates normative standards of what it means to be successful, happy, and beautiful – if we manage to garner the material possessions, money, fame, and good looks, we will be more likely to be satisfied with ourselves. However, theory and research suggest that these extrinsic life goals are unlikely to fulfill and might even thwart genuine psychological needs. The first aim of our current research projects is to document empirically the impact of consumer culture in relatively understudied Chinese populations, adolescents in particular. Based on theories in social psychology, we conduct both cross-sectional and longitudinal studies to examine whether and how the sociocultural ideals promoted in the consumer culture influence people’s psychological well-being and physical health, the quality of social relationships, their concerns with prosocial and ecological welfare, intergroup attitudes as well as academic and career aspirations. Second, we explore familial correlates of people’s extrinsic goal pursuits, with a focus on materialism and body image concerns. In the near future, following the positive psychology perspective, we will also consider a positive alternative, that is, the pursuit of intrinsic goals. Finally, we conduct experimental studies to explore potential ways to minimize the pernicious impacts of extrinsic aspirations. This strand of studies may help us identify targeted interventions, both at the levels of individual value education and social policy, that can help protect our future generations from ‘external’, unhealthy, and unrealistic bodily and material ideals often propagated in our contemporary society. Stigmatization and DiversityThe third line of research centres on stigmatization and diversity. Today, we are faced with unprecedented and disturbing incidents of discrimination and prejudice against individuals and groups based on race, ethnicity, gender, sexual orientation, disability, mental health status, and other characteristics. Stigma transmits negativity and serves as a weapon against social justice that creates and contributes to both emotional and physical harm to individuals, groups they belong to, as well as the larger society. Our current research focuses on three areas of stigma, including (1) people with special educational needs (e.g., ADHD and deaf people), (2) weight-based stereotypes, prejudice, and discrimination (e.g., teasing and bullying in schools), and (3) gender nonconforming individuals. In particular, we are interested in factors that cause and maintain prejudice, stigmatization, and negative intergroup relations in educational settings as well as the social, academic, and health outcomes associated with stigma. This line of research may help us identify action points to address stigma in school and it may also contribute to the development of stigma-reduction programs, such as community awareness campaigns and curriculum-based learning resources that aim to reduce bias, marginalization, and discrimination.
近期论文
Ching, B. H.-H., & Wu. X. (2019). Concreteness fading fosters children's understanding of the inversion concept in addition and subtraction. Learning and Instruction, 61, 148-159. https://doi.org/10.1016/j.learninstruc.2018.10.006 [Impact factor: 3.967; 5-year impact factor: 5.695]Ching, B. H.-H., & Xu, J. T. (2019). Understanding cosmetic surgery consideration in Chinese adolescent girls: Contributions of materialism and sexual objectification. Body Image, 28, 6-15. https://doi.org/10.1016/j.bodyim.2018.11.001 [Impact factor: 3.595; 5-year impact factor: 3.534]Ching, B. H.-H., & Wu. X. (2018). Parental conflicts and materialism in adolescents: Emotional insecurity as a mediator. Journal of Adolescence, 69, 189-202. https://doi.org/10.1016/j.adolescence.2018.07.019 [Impact factor: 1.865; 5-year impact factor: 2.802]Ching, B. H.-H., & Xu, J. T. (2018). The effects of gender neuroessentialism on transprejudice: An experimental study. Sex Roles, 78, 228-241. doi:10.1007/s11199-017-0786-3 [Impact factor: 2.024; 5-year impact factor: 2.742]Ching, B. H.-H., & Nunes, T. (2017b). Children's understanding of the commutativity and complement principles: A latent profile analysis. Learning and Instruction, 47, 65-79. https://doi.org/10.1016/j.learninstruc.2016.10.008 [Impact factor: 3.967; 5-year impact factor: 5.695]Ching, B. H.-H., & Nunes, T. (2017a). The importance of additive reasoning in children's mathematical achievement: A longitudinal study. Journal of Educational Psychology, 109, 477-508. http://dx.doi.org/10.1037/edu0000154 [Impact factor: 4.433; 5-year impact factor: 6.179]Ching, B. H.-H. (2017). Mathematics anxiety and working memory: Longitudinal associations with mathematical performance in Chinese children. Contemporary Educational Psychology, 51, 99-113. https://doi.org/10.1016/j.cedpsych.2017.06.006 [Impact factor: 3.356; 5-year impact factor: 4.130]Ching, B. H.-H., & Nunes, T. (2015). Concurrent correlates of Chinese word recognition in deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 20, 172-190. https://doi.org/10.1093/deafed/env003 [Impact factor: 1.611; 5-year impact factor: 2.216]Ching, B. H.-H., Ho, C. S.-H., Chan, D. W., Chung, K. K.-H., & Lo, L.-Y. (2014). Behavioural characteristics of Chinese adolescents with dyslexia: The use of teachers’ behaviour checklist in Hong Kong. Applied Psycholinguistics, 35, 1235-1257. doi:10.1017/S0142716413000179 [Impact factor: 1.836; 5-year impact factor: 2.142]
