Associate Director, Centre for University and School Partnership
HTB Rm. 427
3943 1213
IntroductionFormerly served as Research Associate in Centre for University and School Partnership, and Postdoctoral Fellow, Instructor I, Assistant and Associate Professor in Department of Curriculum and Instruction, CUHK. Courses taught include Curriculum Inquiry: Paradigms, Teaching: Theory, Design, Research & Application, Curriculum Change and Implementation, Curriculum Development & Assessment in Early Childhood Education, Principles of Curriculum Design, Curriculum Evaluation and Assessment. He is currently Executive Editor of Teaching and Teacher Education and Associate Editor of Education Journal.
Research AreasResearch interests include Curriculum Reform, Teacher Emotion, Teacher Change, Learning Environments, Student Motivation, and Learning & Teaching in Higher Education.
Selected PublicationsJournal ArticlesYin, H., & Huang, S. (2021). Applying structural equation modelling to research on teaching and teacher education: Looking back and forward. Teaching and Teacher Education. DOI: 10.1016/j.tate.2021.103438
Yin, H., & Shi, L. (2021). Which type of interpersonal interaction better facilitates college student learning and development in China: Face-to-face or online? ECNU Review of Education. DOI: 10.1177/20818
Yin, H., Keung, C. P. C., & Tam, W. W. Y. (2021). What facilitates kindergarten teachers’ intentions to implement play-based learning? Early Childhood Education Journal. DOI: 10.1007/s10643-021-01176-3
尹弘飈、杨柳、林闻凯（2021）。大学生对网络教学的认同感及其影响因素分析。西北师大学报（社会科学版），58（5），84-95。
Yin, H., & Chai, C. S. (2020). Editorial: Catering for learner diversity: Issues and trends. ECNU Review of Education, 3(4), 607-609.
Yin, H., Lee, J. C. K., & Zhang, Z. (2020). Catering for learner diversity in Hong Kong secondary schools: Insights from the relationships between students’ learning styles and approaches. ECNU Review of Education, 3(4), 610-631.
尹弘飈（2020）。行为观、心理观与社会文化观：大学生学习投入研究的视域转移——兼论中国高校教学质量改进。华东师范大学学报（教育科学版），38（11），1-20。
尹弘飈、史练、杨柳（2020）。中国大学生学习与发展研究（2015-2019）：主题、方法与评论。华东师范大学学报（教育科学版），38（9），179-199。
Yin, H., Shi, L., Tam, W. W. Y., & Lu, G. (2020). Linking university mathematics classroom environments to student achievement: The mediation of mathematics beliefs. Studies in Educational Evaluation, 66, 100905.
Yin, H., Han, J., & Perron, B. E. (2020). Why are Chinese university teachers (not) confident about their competence to teach? Exploring the relationships between faculty-perceived stress and self-efficacy. International Journal of Educational Research, 100, 101529.
Yin, H., Xie, C., Hu, H., & Wang, M. (2020). Demystifying and sustaining the resilience of teacher educators in China: The perspectives of Teaching Research Officers. Asia Pacific Education Review, 21(2), 311-323.
Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, 100283.
Yin, H., To, K. H., Keung, C. P. C., & Tam, W. W. Y. (2019). Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens. Teaching and Teacher Education, 82, 153-163.
Yin, H. (2018). Are we racing to the data-ism in education? Educational Philosophy and Theory, 50(14), 1370-1371.
Yin, H. (2018). What motivates Chinese undergraduates to engage in learning? Insights from a psychological approach to student engagement research. Higher Education, 76(5), 827-847.
Yin, H., & Zheng, X. (2018). Facilitating professional learning communities in China: Do leadership practice and faculty trust matter? Teaching and Teacher Education, 76, 140-150.
Yin, H., Huang, S., & Lv, L. (2018). A multilevel analysis of job characteristics, emotion regulation and teacher well-being: A job demands-resources model. Frontiers in Psychology, 9, 2395.
Yin, H., González, C., & Huang, S. (2018). Undergraduate students’ approaches to studying and perceptions of learning context: A comparison between China and Chile. Higher Education Research & Development, 37(7), 1530-1544.
Yin, H., Wang, W. Y., Huang, S., & Li, H. (2018). Psychological capital, emotional labor and exhaustion: Examining mediating and moderating models. Current Psychology, 37(1), 343-356.
Yin, H., & Ke, Z. (2017). Students’ course experience and engagement: An attempt to bridge two lines of research on the quality of undergraduate education.?Assessment & Evaluation in Higher Education,?42(7), 1145-1158.
Yin, H., Huang, S., & Lee, J. C. K. (2017). Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary schools.?Teaching and Teacher Education, 66,?127-136.
Yin, H., Han, J., & Lu, G. (2017). Chinese tertiary teachers’ goal orientations for teaching and teaching approaches: The mediation of teacher engagement.?Teaching in Higher Education,?22(7), 766-784.
尹弘飈（2017）。课程改革一定要“核心素养”吗？——兼评全球化时代的香港课程改革。全球教育展望，46（10），73-80。（全文转载於《人大复印资料·中小学教育》，2018年第4期。）
尹弘飈（2017）。〈教育实证研究的一般路径：以教师情绪劳动研究为例〉。《华东师范大学学报（教育科学版）》，35（3），47-56。
Yin, H. (2016). Knife-like mouth and tofu-like heart: Emotion regulation by Chinese teachers in classroom teaching.?Social Psychology of Education, 19(1), 1-22.
Yin, H., & Wang, W. (2016). Undergraduate students’ motivation and engagement in China: An exploratory study.?Assessment & Evaluation in Higher Education, 41(4), 601-621.
Yin, H., Huang, S., & Wang, W. (2016). Work environment characteristics and teacher well-being: The mediation of emotion regulation strategies.?International Journal of Environmental Research and Public Health, 13(9), 907.
Yin, H., Wang, W., & Han, J. (2016). Chinese undergraduates’ perceptions of teaching quality, approaches to studying and course satisfaction.?Higher Education, 71(1), 39-57.
Yin, H. (2015). The effect of teachers’ emotional labour on teaching satisfaction: Moderation of emotional intelligence.?Teachers and Teaching,?21(7), 789-810.
Yin, H., & Wang, W. (2015). Assessing and improving the quality of undergraduate teaching in China: The Course Experience Questionnaire.?Assessment & Evaluation in Higher Education,40(8), 1032-1049.
尹弘飈、李瑾瑜（2015）。〈优化高校教学：来自大学生课程经历的启示再论课程变革的制度化——概念内涵与分析框架〉。《高等教育研究》，36（8），62-69。
尹弘飈（2014）。〈再论课程变革的制度化——概念内涵与分析框架〉。《高等教育研究》，35（4），66-71，93。
Yin, H., Lu, G., & Wang, W. (2014). Unmasking the teaching quality of higher education: University students’ course experience and approaches to learning in China.?Assessment & Evaluation in Higher Education,?39(8), 949-970.
Yin, H., & Lu, G. (2014). Development and validation of an instrument for assessing mathematics classroom environment in tertiary institutions.?The Asia-Pacific Education Researcher,?23(3), 455-469.
Yin, H., Lee, J. C. K., & Wang, W. (2014). Dilemmas of leading national curriculum reform in a global era: A Chinese perspective.?Educational Management Administration & Leadership,?42(2), 293-311.
Yin, H. (2013). Societal culture and teachers’ responses to curriculum reform: Experiences from China.?Asia Pacific Education Review,?14(3), 391-401.
Yin, H. (2013). Implementing the national curriculum reform in China: A review of the decade.?Frontiers of Education in China,?8(3), 331-359.
Yin, H., Lee, J. C. K., Zhang, Z., & Jin, Y. (2013). Exploring the relationship among teachers’ emotional intelligence, emotional labor strategies and teaching satisfaction.?Teaching and Teacher Education,?35, 137- 145.
Yin, H., Lee, J. C. K., Jin, Y., & Zhang, Z. (2013). The effect of trust on teacher empowerment: The mediation of teacher efficacy.?Educational Studies,?39(1), 13-28.
Yin, H. (2012). Adaptation and validation of the teacher emotional labour strategy scale in China.?Educational Psychology,?32(4), 451-465.
Yin, H., & Lee, J. C. K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work.?Teaching and Teacher Education,?28(1), 56-65.
Yin, H., & Lee, J. C. K. (2011). Emotions matter: Teachers’ feelings about their interactions with teacher trainers during curriculum reform.?Chinese Education and Society,?44(4), 82-97.
Yin, H., Lee, J. C. K., & Jin, Y. (2011). Teacher receptivity to curriculum reform and the need for trust: An exploratory study from Southwest China.?The Asia-Pacific Education Researcher,?20(1), 35-47.
尹弘飈（2011）。〈全球化时代的中国课程改革〉。《高等教育研究》，32（3），69-75。（全文转载於《新华文摘》，2011年第17期。）
Yin, H., Lee, J. C. K., & Zhang, Z. (2009). Examining Hong Kong students’ motivational beliefs, strategy use and their relations with two relational factors in classroom. Educational Psychology, 29(6), 685-700.
BooksYin, H., & Lee, J. C. K. (2012).?Curriculum reform in China: Changes and challenges. New York: Nova Science Publishers, Inc.
尹弘飈、李子建（2008）。《课程变革：理论与实践》。台北：高等教育文化事业有限公司。
Books Chapters尹弘飈（2018）。〈课程改革一定要‘核心素养’吗？——兼评全球化时代的香港课程改革〉。载钟启泉、崔允漷主编，《核心素养研究》（页194-200）。上海：华东师范大学出版社。
Zhang, Z., & Yin, H. (2017). Effects of professional learning community and collective teacher efficacy on teacher involvement and support as well as student motivation and learning strategies. In R. Maclean (Ed.),?Life in schools and classrooms: Past, present and future?(pp. 433-452). Singapore: Springer.
Yin, H. (2015). Dilemmas of teacher development in the context of curriculum reform. In Q. Gu (Ed.),?The work and lives of teachers in China?(pp. 85-104). London: Routledge.
Yin, H., & Lee, J. C. K. (2012). China’s national curriculum reform in the global era. In H. Yin & J. C. K. Lee (Eds.),?Curriculum reform in China: Changes and challenges?(pp. 1-10). New York: Nova Science Publishers, Inc.
Yin, H., Lee, J. C. K., & Law, H. F. E. (2012). Emotion as a lens to understand teacher development in curriculum reform. In H. Yin & J. C. K. Lee (Eds.),?Curriculum reform in China: Changes and challenges?(pp. 185-202). New York: Nova Science Publishers, Inc.
Wang, W. L., Lee, J. C. K., & Yin, H. (2012). Transforming citizenship education in social studies curriculum of primary schools: A textbook analysis. In H. Yin & J. C. K. Lee (Eds.),?Curriculum reform in China: Changes and challenges?(pp. 123-135). New York: Nova Science Publishers, Inc.
尹弘飈、李志超（2012）。〈新课程改革中教师的情绪冲击〉。载靳玉乐主编，《新课程下的教学方式转变》（页118-156）。重庆：西南师范大学出版社。
Lee, J. C. K., & Yin, H. (2011). Teachers’ emotions in a mandated curriculum reform: A Chinese perspective. In C. Day & J. C. K. Lee (Eds.),?New understandings of teacher’ work: Emotions and educational change?(pp. 85-104). Dordrecht: Springer
尹弘飈（2010）。〈学校变革的人力成本〉。载时晓玲主编，《优秀校长的管理智慧》 (页140-151)。北京：教育科学出版社。
尹弘飈（2009）。〈课程改革中教师的情绪经历与自我重构〉。载卢乃桂、操太圣主编，《中国教师的专业发展与变迁》（页138-165）。北京：教育科学出版社。
Conference Papers and PresentationsYin, H. (2021, April). Online course experience matters: Examining Chinese undergraduates’ evaluation of the quality of online teaching. Paper presented at the 2021 Virtual Annual Meeting of American Educational Research Association, USA.
Yin, H., Lian, S., & Lu, G. (2021, April). Which type of interpersonal interaction better facilitates college student learning in China: On-campus or online? Paper presented at the 2021 Virtual Annual Meeting of American Educational Research Association, USA.
Yin, H., Xie, C., & Hu, H. (2019, April). Sustaining the resilience of teacher educators: The experiences of Teaching Research Officers in China. Paper presented at the 2019 Annual Meeting of American Educational Research Association, Toronto, Canada.
Yin, H., To, K., Keung, C. P. C., & Tam, W. (2019, April). Promoting teacher learning in trustful kindergartens: The mediation of learning communities. Paper presented at the 2019 Annual Meeting of American Educational Research Association, Toronto, Canada.
Yin, H., & Huang, S. (2018, July). The relationships between teachers’ emotional labor and teacher efficacy and well-being: A meta-analysis.?Invited paper presented at the symposium “Teachers’ Emotions and Emotion Regulation Strategies”, the 19th European Conference on Personality,?Zadar, Croatia.
Yin, H., González, C., & Huang, S. (2018, April).?Comparing Chinese and Chilean students’ approaches to studying and perceptions of learning context.?Paper presented at the 2018 Annual Meeting of American Educational Research Association,?New Yok City, NY., USA
Yin, H. (2017, May).?Listening to teachers’ voices: Exerting the influence of expert teachers. Paper presented at the 2017 School Principal Forum “Leading Teacher Professional Development: What can be learned from Shanghai?”, Education University of Hong Kong, Hong Kong.
Yin. H., & Huang, S. (2017, April).?Act wisely: Examining the relationships between emotional labor in teaching and teacher efficacy?.??Paper presented at the 2017 Annual Meeting of American Educational Research Association,?San Antonio, TX., USA.
Yin, H. (2016, October).?Getting knowledge from the investigation of things: The empirical study on teachers’ emotional labor. Paper presented at the 2nd National Symposium on Educational Empirical Educational Research, Shanghai, China.
Yin, H. (2016, October).?Who can lead teacher learning??* Paper presented at the 4th National Symposium on Foreign Language Teacher Education and Development, Jinan, China. (* Keynote)
YIN, H., & LIN, W. (2016, July).??Effects of emotional scaffolds assisted cognitive advance organizers on elementary students' mathematics learning.?Paper presented in the 13th International Congress on Mathematical Education,?Hamburg,?Germany.
YIN. H. (2016, April).?Exploring the relationships among Chinese tertiary teachers' goal orientation for teaching, engagement, and teaching approaches.??Paper presented in the 2016 Annual Meeting of American Educational Research Association,?Washington, D.C.,?USA.
Yin, H. (2015, November).?Facilitating professional learning communities in China: The role of leadership practice and faculty trust.* Paper presented at the 13th Shanghai International Curriculum Forum, Shanghai, China. (* Keynote)
Yin, H. (2015, July).?Exploring undergraduate students’ motivation and engagement in China. Paper presented at the HERDSA 2015 Conference “Learning for life and work in a complex world”, Melbourne, Australia.
YIN, H. (2015, May).?Enhancing the teaching quality of higher education in China: Implications from student engagement and course?experience.*?Paper presented at the 3rd Annual Conference of Teaching Improvement and Teacher Development in Shandong,?Jinan,?China. (* Keynote)
Yin, H. (2014, October).?Beyond acting: Emotion regulation by Chinese teachers in the classroom. Paper presented at the 2nd Global Teacher Education Summit, Beijing, China.
