个人简介

ACADEMIC QUALIFICATIONSPhD, The University of Hong Kong, Hong Kong, China Advanced Cert, East China Normal University, Shanghai, ChinaBA, Ateneo de Manila University, PhilippinesPROFESSIONAL POSITIONS2020-Associate Professor of Educational Psychology, Faculty of Education, University of Macau2014-2020Assistant Professor, Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong 2013-2014Research Scientist, Learning Sciences Lab, National Institute of Education, Nanyang Technological University, Singapore2012-2013Research Assistant, Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong

研究领域

MotivationWell-being Positive Psychology/Education

近期论文

1.King, R. B., Cai, Y., & Du, H. (in press). Societal-level utility value strengthens the relationship between student-level utility value and achievement: A person-culture fit perspective. British Journal of Educational Psychology. [SSCI]2.  Du, H., Chen, A., Chi, P., & King, R. B. (in press). Income inequality reduces civic honesty. Social Psychological and Personality Science. [SSCI]3. King, R. B., & Mendoza, N. (in press) Achievement goal contagion: Mastery and performance goals spread among classmates. Social Psychology of Education. [SSCI]4.  King, R.B., Pitliya, J., & Datu, J.A.D. (in press) Psychological capital drives engagement via positive emotions in both work and school contexts. Asian Journal of Social Psychology. [SSCI]5.King, R. B., & Caleon, I. S. (accepted). School psychological capital is associated with optimal academic and well-being outcomes. Child Indicators Research. [SSCI]6.  Caleon, I. S., & King, R. B. (in press). Examining the phenomenon of resilience in schools: Development, validation, and application of the School Resilience Scale. European Journal of Psychological Assessment. [SSCI]7. Zhoc, K.C.H., Chung, T.S.H., King, R.B., Chen, J.J., & Yang. M. (in press). The importance of emotional intelligence in the first year: Examining the differences for students with high and low EI on their engagement and learning outcomes. European Journal of Psychology of Education. [SSCI]8. King, R. B. (2020). Mindsets are contagious: The social contagion of implicit theories of intelligence among classmates. British Journal of Educational Psychology, 90, 349-363. [SSCI]9.  Nalipay, J., Cai, Y., & King, R. B. (2020). Why do girls do better than boys at reading? How parental emotional contagion explains gender differences in reading. Psychology in the Schools, 57, 310-319. [SSCI]  10.  Nalipay, J., King, R. B., & Cai, Y. (2020). Autonomy is equally important across East and West: Testing the cross-cultural universality of self-determination theory. Journal of Adolescence, 78, 67-72. [SSCI]  11.King, R. B., & Chen, J. J. (2019). Emotions in education: Asian insights on the role of emotions in learning and teaching. The Asia-Pacific Education Researcher, 28, 279-281. [SSCI]  12.King, R. B., Yeung, S. S. S., & Cai, Y. (2019). Personal investment theory: A multi-faceted framework to understand second and foreign language motivation. System, 86, 102123. [SSCI]  13.Korpeshoek, H., King, R. B., D. M. McInerney, Nasser, R., Ganotice, F. A., & Watkins, D. A. (2019). Gender and cultural differences in school motivation. Research Papers in Education. Doi: 10.1080/02671522.2019.1633557 [SSCI]  14. Du, H., King, R. B., & Chi, P. (2019). Income inequality is detrimental to long-term well-being: A large-scale longitudinal investigation in China. Social Science and Medicine, 232, 120-128. [SSCI]15.Du. H., Chi, P., & King, R. B. (2019). Economic inequality is associated with long-term harm on adolescent well-being in China. Child Development, 20, 1016-1026. [SSCI] 16. Du, H., Chen, A., Chi, P., & King, R. B. (2019). Person-culture fit boosts national pride: A cross-cultural study among 78 countries. Journal of Research in Personality, 81, 108-117. [SSCI] 17.Chi, P., Du, H., King, R. B., Zhou, N., Cai, H., & Lin, X. (2019). Well-being contagion in the family. Transmission of happiness and distress between parents and children. Child Indicators Research, 12, 2189-2202. [SSCI]  18.King, R. B., & McInerney, D. M. (2019). Family-support goals drive engagement and achievement in a collectivist context: Integrating etic and emic approaches in goal research. Contemporary Educational Psychology. [SSCI]  19. Cai, Y., King, R.B., Law, W., & McInerney, D. M. (2019). Which comes first? Modeling the relationships among future goals, metacognitive strategies and achievement using multi-level cross-lagged SEM. Learning and Individual Differences. [SSCI]  20. Zhoc, K., 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. School Psychology International, 56, 1596-1613. Published Online First 10 July 2019. [SSCI] 21.  Zhoc, K. C. H., Webster, B. J., King, R. B., Li, J. C. H., & Chung, T. S. H. (2019). Higher Education Student Engagement Scale (HESES): Development and psychometric evidence. Research in Higher Education, 60, 219-244. [SSCI]  22.  King, R. B., & Dela Rosa, E. (2019). Are your emotions under your control or not? Implicit theories of emotion predict well-being via cognitive reappraisal. Personality and Individual Differences, 138, 177-182. [SSCI]  23. Wang, J., King, R. B., & Rao, N. (2019). The role of social-academic goals in Chinese students’ self-regulated learning. European Journal of Psychology of Education, 34, 579-600. [SSCI] 24. King, R. B., McInerney, D. M., & Jain, R. (2018). Envisioning a culturally imaginative educational psychology. Educational Psychology Review, 30, 1031-1065. [SSCI] 25.  King, R.B., & Datu, J. A. D. (2018). Grateful students are motivated, engaged, and successful: Cross-sectional, longitudinal, and experimental evidence. Journal of School Psychology, 70, 105-122. [SSCI]  26. King, R. B. (2018). Materialism is detrimental to academic engagement: Evidence from self-report surveys and linguistic analysis. Current Psychology. Published Online First 7 April 2018 [SSCI]  27.  Datu, J. A. D., & King, R. B. (2018). Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study. Journal of School Psychology, 69, 100-110. [SSCI]  28. Zhoc, K., Chung, T.S.H., & King, R. B. (2018). Emotional intelligence and self-directed learning: Examining their relation and contribution to better student learning outcomes in higher education. British Educational Research Journal, 44, 982-1004. [SSCI]  29.  Datu, J. A. D., Bernardo, A. B. I., & King, R. B. (2018). Positive psychology research in the Philippines. Philippine Journal of Psychology, 51, 21-32. 30.  Datu, J. A. D., King, R. B., & Valdez, J. P. M. (2018). Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies. Journal of Positive Psychology, 13, 260-270. SSCI] 31.          Datu, J. A. D., King, R.B., Valdez, J. P. M., & Eala, M. S. (2019). Grit is associated with higher meaning in life and lower depression among Filipino high school students. Youth & Society, 51, 865-876. [SSCI] 32.          Chan, T. W., Looi, C. K., Chen, W., Wong, L.H., Chang, B., Liao, C. C. Y., Cheng, H., Chen, Z. H.,, Liu, C.C., Kong, S.C., Jeong, H., Mason, J., So, H. J., Murthy, S., Yu, F.-Y., Wong, S. L., King, R. B., Gu, X., Wang, M., Wu, L., Huang, R., Lam, R., & Ogata, H. (2018). Interest-driven creator theory: Towards a theory of learning design for Asia in the 21st century. Journal of Computers in Education, 5, 435-461. 33.  King, R. B., & Datu, J. A. D. (2017). Happy classes make happy students: Classmates’ well-being predicts individual student well-being. Journal of School Psychology, 65, 116-128. [SSCI] 34. Datu, J. A. D., Valdez, J. P. M., & King, R. B. (2018). Exploring the association between peace of mind and academic engagement: Cross-sectional and cross lagged panel studies in the Philippine context. Journal of Happiness Studies, 19, 1903-1916. [SSCI]  35.  Caleon, I. S. C., King, R. B., Tan, J. P.-L., Low, M., Tan, C. S., & Liem, G. A. D. (2017). Nurturing grateful and connected twenty-first century learners: Development and evaluation of a socially-oriented gratitude intervention. Asia-Pacific Journal of Education, 37, 567-581. [SSCI] 36. Du, H. & King, R. B., & Chi, P. (2017). Self-esteem and subjective well-being revisited: The roles of personal, relational, and collective self-esteem. PLOS One, 12(8), e0183958. [SSCI]  37. King, R.B., & Datu, J. A. D. (2017). Materialism does not pay: Materialistic students have lower motivation, engagement, and achievement. Contemporary Educational Psychology, 49, 289-301. [SSCI] 38.          King, R. B., McInerney, D. M., & Nasser, R. (2017). Different goals for different folks: A cross-cultural study of achievement goals across nine cultures. Social Psychology of Education, 20, 619-642. [SSCI] 39.          King, R. B. (2017). A fixed mindset leads to negative affect: The relations between implicit theories of intelligence and subjective well-being. Zeitschrift fur Psychologie, 225, 137-145. [SSCI] 40.          King, R. B. (2017). Social goals and well-being. Journal of Experimental Education, 85, 107-125. [SSCI] 41.          Datu, J. A. D., King, R. B., & Valdez, J. P. M. (2017). The academic rewards of socially-oriented happiness: Interdependent happiness promotes academic engagement. Journal of School Psychology, 61, 19-31. [SSCI] 42.          King, R. B. (2016). Gender differences in motivation, engagement, and achievement are related to students’ perceptions of peer—but not of parent or teacher—attitudes toward school. Learning and Individual Differences, 52, 60-71. [SSCI] 43.          Caleon, I. S., Wui, M. G. L., Chiam, C. L., King, R. B., Tan, J. P.-L., & Tan, C. S. (2016). Shifting achievement trajectories: Personal strengths and perceived teacher support as predictors of Singapore students' academic risk status. Educational Psychology, 37, 983-1000. [SSCI]  44.          Datu, J. A. D., King, R. B., & Valdez, J. P. M. (2016). The benefits of socially-oriented happiness: Validation of the Interdependent Happiness Scale in the Philippines. Child Indicators Research, 9, 631-649. [SSCI] 45.          Ganotice, F. A., Datu, J. A. D., & King, R. B. (2016). Which emotional profiles exhibit the best learning outcomes? A person centered analysis of students' academic emotions. School Psychology International, 37, 498-518. [SSCI] 46.          Wong, L.-H., King, R. B., Chai, C.-S., & Liu, M. (2016). Seamlessly learning Chinese: Contextual meaning making and vocabulary growth in a seamless Chinese as a second language learning environment. Instructional Science, 44, 399-422. [SSCI] 47.          King, R. B., & McInerney, D. M. (2016). Do goals lead to outcomes or can it be the other way around?: Causal ordering of mastery goals, meta-cognitive strategies, and achievement. British Journal of Educational Psychology, 86, 165-350. [SSCI] 48.          King, R. B., & McInerney, D. M. (2016). Culturalizing motivation research in educational psychology. British Journal of Educational Psychology, 86, 1-7. [SSCI] 49.          King, R. B. (2016). Does your approach to time matter for your learning? Educational Psychology, 36, 1264-1284. [SSCI] 50.          Du, H., King, R. B., & Chu, S.K.W. (2016). Hope, social support, and depression among Hong Kong youth: Personal and relational self-esteem as mediators. Psychology, Health, & Medicine, 21, 926-931. [SSCI] 51.          Datu, J. A. D., & King, R. B. (2016). Prioritizing positivity optimizes positive emotions and life satisfaction: A three-wave longitudinal study. Personality and Individual Differences, 96, 111-114. [SSCI] 52.          King, R. B., Caleon, I. S., Tan, J. P.-L., & Ye, S. (2016). Positive education in Asia. The Asia-Pacific Education Researcher, 25, 361-365. [SSCI] 53.          King, R. B. (2016). Is a performance-avoidance achievement goal always maladaptive? Not necessarily for collectivists. Personality and Individual Differences, 99, 190-195. [SSCI] 54.          Datu, J. A. D., Valdez, J. P. M., & King, R. B. (2016). Perseverance counts but consistency does not! Validating the Short Grit Scale in a collectivist setting. Current Psychology, 35, 121-130. [SSCI] 55.          Chai, C.S., Wong, L.H., & King, R. B. (2016). Surveying and modeling students' motivation and learning strategies for mobile-assisted seamless Chinese language learning. Journal of Educational Technology & Society, 19, 170-180.56.          Yeung, S.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.57.          Yeung, S. S. Z., & 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, 92-120.58.          Wong, L.-H., Chai, C.-S, Po, A.-G., & King, R. B. (2015). Enculturating seamless learning through artifact creation and social interaction process. Interactive Learning Environments, 23, 130-150. [SSCI] 59.          McInerney, D. M., Ganotice, F. A., King, R. B., Marsh, H. W., & Morin, A. (2015). Exploring commitment and turnover intentions among Hong Kong teachers. Teaching and Teacher Education, 52, 11-23. [SSCI] 60.          King, R. B. (2015). Examining the dimensional structure and nomological network of achievement goals in the Philippines. Journal of Adolescence, 44, 214-218. [SSCI] 61.          King, R. B., & Ganotice, F. A. (2015). Does family obligation matter for your motivation, engagement, and well-being? It depends on your self-construal. Personality and Individual Differences, 86, 243-248. [SSCI] 62.          King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26-38. [SSCI] 63.          King, R. B., McInerney, D. M., Ganotice, F. A., & Villarosa, J. (2015): Positive affect catalyzes engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences, 39, 64-72. [SSCI] 64.          Caleon, I. S., Wui, G, Tan, J. P.-L., Tan, C. S., & King, R. B. (2015). Cross-cultural validation of the Academic Motivation Scale: A Singapore investigation. Child Indicators Research, 8, 925-942 [SSCI] 65.          Wong, L.H., Chai, C., Zhang, X., & King, R. B. (2015). Employing the TPACK framework for researcher-teacher co-design of a mobile-assisted seamless language learning environment. IEEE Transactions on Learning Technologies, 8, 31-42. [SSCI] 66.          King, R. B., & Gaerlan, M. J. (2015). The role of time perspectives in the use of volitional strategies. Psychological Studies, 60, 1-6.67.          McInerney, D. M., Ganotice, F. A., King, R. B., Morin, A., & Marsh, H. W. (2015). Teacher's commitment and psychological well-being: Implications of self-beliefs for teaching in Hong Kong. Educational Psychology, 35, 926-945. [SSCI] 68.          Bernardo, A. B. I., Ganotice, F. A., & King, R. B. (2015). Motivation gap and achievement gap between public and private high schools in the Philippines. The Asia-Pacific Education Researcher, 24, 657-667. [SSCI] 69.          King, R. B., Ganotice, F. A., & Watkins, D. A. (2014). A cross-cultural analysis of achievement and social goals among Chinese and Filipino students. Social Psychology of Education, 17, 439-445. [SSCI] 70.          King, R. B., & McInerney, D. M. (2014). Culture's consequences on student motivation: Capturing universality and variability through personal investment theory. Educational Psychologist, 49, 175-198. [SSCI] 71.          King, R. B., & McInerney, D.M. (2014). Mapping changes in students' English and math self-concepts: A latent growth model study. Educational Psychology, 34, 581-597. [SSCI] 72.          King, R. B., & Areepattamannil, S. (2014). What students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies. Journal of Pacific Rim Psychology, 8, 18-27. [SSCI] 73.          King, R. B. (2014). The dark cycle of work avoidance goals and disengagement: A cross-lagged analysis. Psychological Studies, 59, 268-277.74.          Ganotice, F. A., King, R. B., & Gaerlan, M. J. (2014). Validation of the Motivational Regulation Scale in the Philippines. The International Journal of Educational and Psychological Assessment, 16, 71-81.75.          King, R. B., & Gaerlan, M. J. (2014). How you perceive time matters for how you feel in school: Investigating the link between time perspectives and academic emotions. Current Psychology, 33, 282-300. [SSCI] 76.          King, R. B., & McInerney, D. M. (2014). The work avoidance goal construct: Examining its structure, antecedents, and consequences. Contemporary Educational Psychology, 39, 42-58.                 [Top 10 most highly-cited paper in Contemporary Educational Psychology in 2016 published under the 2014-2015 Impact Factor window] 77.          King, R. B., & Gaerlan, M. J. (2014). High self-control predicts more positive emotions, better engagement, and higher achievement in school. European Journal of Psychology of Education, 29, 81-100. [SSCI] 78.          King, R. B., & Ganotice, F. A. (2014). What’s happening to our boys: A personal investment analysis of gender differences in student motivation. The Asia-Pacific Education Researcher, 23, 151-157. [SSCI] 79.          Ganotice, F. A., & King, R. B. (2014). Social influences on students' academic engagement and achievement. Psychological Studies, 59, 30-35.80.          Ganotice, F. A., & King, R. B. (2014). Blessed are those who wait: Validating the Filipino version of the Academic Delay of Gratification (ADOGS) Scale. The Asia-Pacific Education Researcher, 23, 19-27. [SSCI] 81.          Ali, J., McInerney, D. M., Craven, R., Yeung, A., & King, R. B. (2014). Socially-oriented motivational goals and academic achievement: Similarities between native and Anglo Americans. Journal of Educational Research, 107, 123-137. [SSCI] 82.          King, R. B., & Ganotice, F. A. (2014). The social underpinnings of motivation and achievement: Investigating the role of parents, teachers, and peers on academic outcomes. The Asia-Pacific Education Researcher, 23, 745-756. [SSCI] 83.          King, R. B., McInerney, D. M., & Watkins, D. A. (2013). Examining the role of social goals in school: A study in two collectivist cultures. European Journal of Psychology of Education, 28, 1505-1523. [SSCI] 84.          King, R. B., & Ganotice, F.A. (2013). Student motivation as hierarchical and multidimensional: Cross-cultural validation of personal investment theory in the Philippines. Universitas Psychologica, 12, 685-698. [SSCI] 85.          King, R. B., & Gaerlan, M.J. (2013). To study or not to study?: Investigating the link between time perspectives and motivational interference. Journal of Pacific Rim Psychology, 7, 63-72. [SSCI] 86.          King, R.B., & Watkins, D.A. (2013). Validating the Chinese version of the Inventory of School Motivation (ISM). International Journal of Testing, 13, 175-192.87.          Ganotice, F.A., Bernardo, A.B.I., & King, R.B.* (2013). Adapting the Facilitating Conditions Questionnaire (FCQ) for bilingual Filipino adolescents: Validating the English and Filipino versions. Child Indicators Research, 6, 237-256. [SSCI] 88.          Du, H., & King, R.B. (2013). Placing hope in self and others: Exploring the relationships among self-construals, hope, and adjustment. Personality and Individual Differences, 54, 332-337. [SSCI] 89.          Xie, C.X.Z., Gao, X.P., & King, R.B. (2013). Thinking styles in implicit learning and explicit learning. Learning and Individual Differences, 23, 267-271. [SSCI] 90.King, R. B. (2012). How you think about your intelligence influences how adjusted you are: Implicit theories and adjustment outcomes. Personality and Individual Differences, 53, 705-709. [SSCI] 91.  King, R. B., McInerney, D.M., & Watkins, D.A. (2012). How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions. Learning and Individual Differences, 22, 814-819. [SSCI] 92.  King, R. B., McInerney, D.M., & Watkins, D.A. (2012). Competitiveness is not that bad…at least in the East: Testing the hierarchical model of achievement motivation in the Asian setting. International Journal of Intercultural Relations, 36, 446-457. [SSCI] 93. King, R. B., Ganotice, F. A., & McInerney, D. M. (2012). Cross-cultural validation of the Sense of Self (SoS) Scale in Chinese and Filipino settings. Child Indicators Research, 5, 719-734. [SSCI] 94.King, R. B., McInerney, D. M., & Watkins, D. A. (2012). Studying for the sake of others: The role of social goals on academic engagement. Educational Psychology, 32, 749-776. [SSCI] 95.  Ganotice, F. A., Bernardo, A. B. I., King, R. B.* (2012). Testing the factorial invariance of the English and Filipino version of the Inventory of School Motivation with bilingual students in the Philippines. Journal of Psychoeducational Assessment, 30, 298-303. [SSCI] 96.Du, H., King, R. B., & Chi, P. (2012). The development and validation of the Relational Self-esteem Scale. Scandinavian Journal of Psychology, 53, 258-264. [SSCI] 97. King, R. B., & Watkins, D. A. (2012). Cross-cultural validation of the five-factor structure of social goals. Journal of Psychoeducational Assessment, 30, 181-193. [SSCI] 98.  King, R. B., Ganotice, F. A., & Watkins, D. A. (2012). Cross-cultural validity of the Inventory of School Motivation (ISM) in Chinese and Filipino samples. Child Indicators Research, 5, 135-153. [SSCI] 99. King, R. B., & Watkins, D. A. (2012). “Socializing” achievement goal theory: The case for social goals. Psychological Studies, 57, 112-116.100. Chu, S. K. W., Woo, M., King, R. B., Choi, S., et al. (2012). Examining the application of Web 2.0 in medical-related organizations. Health and Information Libraries Journal, 29, 47-60. [SCI] 101. King, R. B., Ganotice, F. A., & Watkins, D. A. (2012). Validation of the Chinese version of the Sense of Self (SOS) Scale. Asia Pacific Education Review, 13, 323-331. [SSCI] 102.King, R. B., & Watkins, D. A. (2011). The reliability and validity of the Goal Orientation and Learning Strategies Survey (GOALS-S): A Filipino investigation. The Asia Pacific Education Researcher, 20, 579-594. [SSCI] 103.King, R. B., & Du, H. (2011). All good things come to those who wait: Validating the Chinese version of the Academic Delay of Gratification Scale (ADOGS). The International Journal of Educational and Psychological Assessment, 7, 64-80.104.King, R. B. (2010). What do students feel in school and how do we measure them?: Examining the psychometric properties of the S-AEQ-F. Philippine Journal of Psychology, 43, 161-176.105. King, R. B., McInerney, D.M., & Watkins, D.A. (2010). Can social goals enrich our understanding of students’ motivational goals? Journal of Psychology in Chinese Societies, 10, 1-16.BOOK CHAPTERS1. Zusho, A., & King, R. B. (in preparation). Cross-cultural issues in learning and teaching. In P. Schutz, & K. R. Muis (Ed)., Handbook of Educational Psychology, 4th edition. 2. King, R. B., & McInerney, D. M. (2020). Social goal research in educational psychology: Historical underpinnings and future directions. In M. Jones (Ed). Social Goals in the Classroom (pp. 8-34). New York: Routledge. 3.King, R. B., Datu, J. A. D., & McInerney, D. M. (2018). Personal investment theory: A cross-cultural framework for the study of motivation. In G. A. D. Liem, & D. M. McInerney (Eds.), Research on Sociocultural Influences on Motivation and Learning: Big Theories Revisited 2. Charlotte, NC: Information Age Publishing. 4.King, R. B. (2018). Asian perspectives on learning and pedagogy. In K. Kennedy, & J. Lee (Eds.), Handbook of Schools and Schooling in Asia. Singapore: Routledge. 5.   McInerney, D. M., & King, R. B. (in press). Culture and self-regulated learning. In D. H. Schunk, & B. J. Zimmerman (Eds.), Handbook of self-regulated learning, 2nd ed. Routledge 6.King, R. B., & McInerney, D. M. (2016). Culture and motivation: The road travelled and the way ahead. In K.R. Wentzel & D. Miele (Eds.), Handbook of motivation in school, 2nd ed. New York: Routledge.7.Low, M. B. H., King, R. B., & Caleon, I. S. (2016). Positive emotions facilitate motivation and well-being in school: The broaden-and-build approach. In R. B. King, & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (pp. 485-502). Singapore: Springer. 8. King, R. B., & Bernardo, A. B. I. (2016). Advancing psychological studies on Asian learners: Continuing the legacy of David A. Watkins. In R. B. King, & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (pp. 3-14). Singapore: Springer. 9.Bernardo, A. B. I., & King, R. B. (2016). Asian learners: Retrospect and prospect (concluding chapter). In R. B. King, & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (pp. 653-664). Singapore: Springer. 10. Datu, J. A., Valdez, J. P., & King, R. B. (2016). The successful life of gritty students: Grit leads to optimal educational and well-being outcomes in a collectivist context. In R. B. King, & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (pp. 503-518). Singapore: Springer. 11.King, R. B., & McInerney, D. M. (2016). Do social goals matter? Examining the links between social goals and learning strategies. In R. B. King, & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (pp. 405-420). Singapore: Springer. 12.Caleon, I. S., Tan, J. P.-L., Chiam, C. C., Wui, G. L., & King, R. B. (2016). Academically at-risk adolescents in Singapore: The importance of teacher support in promoting academic engagement. In R. B. King, & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (pp. 519-540). Singapore: Springer. 13. McInerney, D. M., & King, R. B. (2013). Harnessing the power of motivational factors for optimizing the success of remote indigenous students: A cross-cultural study. In R. Craven & J. Mooney (Eds.), Seeding success in indigenous Australian higher education: What research says? Emerald Publishing.14.King, R. B., & Watkins, D. A. (2013). Cultivating a cultural imagination in educational psychology research. In G.A.D. Liem & A.B.I. Bernardo (Eds.), A cross-cultural perspective of key issues in educational psychology: A festschrift for Dennis McInerney. Charlotte, NC: Information Age Publishing. 15.King, R. B., & McInerney, D. M. (2013). Seeing the forest beyond the trees: A multilevel perspective on school motivation. In D.M. McInerney, H.W. Marsh., R.G. Craven, & F. Guay (Eds). Theory Driving Research: New wave perspectives on self-processes and human development. Charlotte, NC: Information Age Publishing.16.McInerney, D. M., & King, R. B. (2012). Traveling a thousand miles away: Motivational implications of the cross-cultural transition (pp. 205-240). In S. Karabenick & T. Urdan (Eds.), Advances in motivation and achievement, vol. 17. Emerald Publishing. 17. King, R. B., & McInerney, D. M. (2012). Including social goals in achievement motivation research: Examples from the Philippines. In W. Lonner, D. Dinnel, S. Hayes, & D. (Eds.), Online Readings in Psychology and Culture, Unit 5. Retrieved from http://scholarworks.gvsu.edu/orpc/vol5/iss3/4. Washington: International Association of Cross-cultural Psychology.18.Du, H., & King, R. B. (2011). Thanatology and Terror Management Theory: Exploring possible synergies. In D. Shi, H. Lockey, & D. Lau (Eds.). Research Studies in Education, 9, 159-167. University of Hong Kong Press.19.King, R. B. (2010). Validating the Short Version of the Academic Emotions Questionnaire for Filipinos. In R. Fong, A. Jhaveri, & S. Yeung (Eds.). Research Studies in Education, 8, 148-161. 20.King, R. B. (2009). Expanding achievement goal theory: The need for social goals. In X.H. Liang, R.B. King, & Y.W. Foo (Eds). Research Studies in Education, 7, 167-176. 21. McInerney, D. M., & King, R. B. (2013). Harnessing the power of motivational factors for optimizing the success of remote indigenous students: A cross-cultural study. In R. Craven & J. Mooney (Eds.), Seeding success in indigenous Australian higher education: What research says? Emerald Publishing.22. King, R. B., & Watkins, D. A. (2013). Cultivating a cultural imagination in educational psychology research. In G.A.D. Liem & A.B.I. Bernardo (Eds.), A cross-cultural perspective of key issues in educational psychology: A festschrift for Dennis McInerney. Charlotte, NC: Information Age Publishing. REPRESENTATIVE PUBLICATIONS 1. King, R. B., Cai, Y., & Du, H. (in press). Societal-level utility value strengthens the relationship between student-level utility value and achievement: A person-culture fit perspective. British Journal of Educational Psychology. [SSCI Impact Factor = 2.506; ranked 16th out of 60 in educational psychology; Q1 in Scimago] 2.King, R. B. (2020). Mindsets are contagious: The social contagion of implicit theories of intelligence among classmates. British Journal of Educational Psychology, 90, 349-363. [SSCI Impact Factor = 2.506; ranked 16th out of 60 in educational psychology; Q1 in Scimago]3. King, R. B., & McInerney, D. M. (2019). Family-support goals drive engagement and achievement in a collectivist context: Integrating etic and emic approaches in goal research. Contemporary Educational Psychology, 58, 338-353.  [SSCI Impact Factor = 2.863; ranked 12th out of 60 in the educational psychology category; Q1 in Scimago]4. King, R. B., McInerney, D. M., & Jain, R. (2018). Envisioning a culturally imaginative educational psychology. Educational Psychology Review, 30, 1031-1065. [SSCI Impact Factor = 5.167; ranked 1st out of 60 in the educational psychology category; Q1 in Scimago]5.King, R.B., & Datu, J. A. D. (2018). Grateful students are motivated, engaged, and successful: Cross-sectional, longitudinal, and experimental evidence. Journal of School Psychology, 70, 105-122. [SSCI Impact Factor = 2.981; ranked 10th out of 60 in the educational psychology category; Q1 in Scimago]6. King, R. B., & Datu, J. A. D. (2017). Happy classes make happy students: Classmates’ well-being predicts individual student well-being. Journal of School Psychology, 65, 116-128. [SSCI Impact Factor = 2.981; ranked 10th out of 60 in the educational psychology category; Q1 in Scimago]7.  King, R.B., & Datu, J. A. D. (2017). Materialism does not pay: Materialistic students have lower motivation, engagement, and achievement. Contemporary Educational Psychology, 49, 289-301. [SSCI Impact Factor = 2.863; ranked 12th out of 60 in the educational psychology category; Q1 in Scimago]8. King, R. B., & McInerney, D. M. (2016). Do goals lead to outcomes or can it be the other way around?: Causal ordering of mastery goals, meta-cognitive strategies, and achievement. British Journal of Educational Psychology, 86, 165-350. [SSCI Impact Factor = 2.506; ranked 16th out of 60 in educational psychology; Q1 in Scimago]9. King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26-38. [SSCI Impact Factor = 2.863; ranked 12th out of 60 in the educational psychology category; Q1 in Scimago]10. King, R. B., & McInerney, D. M. (2014). Culture's consequences on student motivation: Capturing universality and variability through personal investment theory. Educational Psychologist, 49, 175-198. [SSCI Impact Factor = 4.475; ranked 4th out of 60 in the educational psychology category; Q1 in Scimago] EDITED JOURNAL SPECIAL ISSUES1.King, R. B., Guo, J., & Chai, C.-S. (ongoing). Big data and the psychology of teaching and learning. Frontiers in Psychology. 2.  Du, H., & King, R. B. (ongoing). The psychology of economic inequality and social class. Asian Journal of Social Psychology. 3.King, R. B., & Chen, J. J. (2019). Emotions in education: Asian perspectives. The Asia-Pacific