HAU Kit-Tai, PH.D. Research Professor / Emeritus Professor, BSc (CUHK), CertEd (HKU), MA (CUHK), Ph.D. (HKU)
Personal Website: http://www.fed.cuhk.edu.hk/~kthau
EdDataX: http://caite.fed.cuhk.edu.hk/projects/wp2016/

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Introduction
Served as teacher, panel head in secondary school, visiting scholar of Western Sydney University. Courses taught: Psycho-social Development of the Adolescent, Motivation, Research Methodology.


Research Areas
Motivation, psychometrics, research methodology, large scale educational monitoring


Selected Publications
Hau, K. T., & Marsh, H. W. (2015). Academic self-concept and achievement. In International Encyclopedia of Social and Behavioral Science (2nd ed.) (pp. 54-63). Oxford, UK: Elsevier.Ku, K. Y. L., Lai, E. C. M., & Hau, K. T. (2014). Epistemological beliefs and the effect of authority on argument-counterargument integration: an experiment. Thinking Skills and Creativity, 13, 67-79.Ho, I. T., & Hau, K. T. (2014). East meets west: Teacher motivation in the Chinese context. In P. Richardson, S. Karabenick, & H. Watt, H. (Eds.), Teacher motivation: Theory and practice (pp.133-149). New York, NY: Routledge Taylor/Francis.Nagengast, B., Marsh, H. W., Chiorri, C., & Hau, K. T. (2014). Character building or subversive consequences of employment during high school: Causal effects based on propensity score models of categorical treatments. Journal of Educational Psychology, 106(2), 584-603.Nagengast, B., Marsh, H. W., & Hau, K. T. (2013). Effects of single-sex schooling in the final years of high school: A comparison of analysis of covariance and propensity score matching. Sex Roles: A journal of Research, 69(7-8), 404-422.Wen, Z. L., Marsh, H. W., Hau, K. T., Wu, Y., Liu, H., & Morin, A. J. S. (2014). Interaction effects in Latent Growth Models: Evaluation of Alternative Estimation Approaches. Structural Equation Modeling, 21(3), 361-374.Chang, J., Tse, C. S., Leung, G. T. Y., Fung, A. W. T., Hau, K. T., Chiu, H. F. K., & Lam, L. C. W. (2014). Bias in discriminating very mild dementia for older adults with different levels of education in Hong Kong. International Psychogeriatrics, 26(6), 995-1010.Martin, A. J., Yu, K., & Hau, K. T. (2014). Motivation and engagement in the ‘Asian century’: A comparison of Chinese students in Australia, Hong Kong, and Mainland China. Educational Psychology, 34(4), 417-439.Ku, K. Y. L., Ho, I. T., Hau, K. T., & Lai, E. C. M. (2014). Integrating direct and inquiry-based instruction in the teaching of critical thinking: An intervention Study. Instructional Science, 42(2), 251-269.Wu, Y., Wen, Z., Marsh, H. W., & Hau, K. T. (2013). A comparison of strategies for forming product indicators for unequal numbers of items in structural equation models of latent interactions. Structural Equation Modeling, 20(4), 551–567.温忠麟，吴艳，侯杰泰. (2013). Latent Interaction in Structural Equation Modelling: Distribution – analytic Approaches (潜变量交互效应结构方程：分布分析方法). Psychological Exploration(心理学探新), 33(5), 409–414.Leong, C.K., Ho, M. K., Chang, J., & Hau, K. T. (2013). Differential importance of language components in determining secondary school students’ Chinese reading literacy performance. Language Testing, 30(4), 419-439.Marsh, H. W., Wen, Z. L., Hau, K. T., & Nagengast, B. (2013). Structural Equation Models of Latent Interaction and Quadratic Effects. In G. Hancock & R. O. Mueller (Eds)., A second course in Structural Equation Modeling(2nd ed. pp.267-308). Greenwich, CT: Information Age Publishing.Xu, M. K., Marsh, H. W., Hau, K. T., Ho, I. T. F., Morin, A. J. S., & Abduljabbar, A. S. (2013). The Internal/External Frame of Reference of Academic Self-concept: Extension to a Foreign Language and the Role of Language of instruction. Journal of Educational Psychology, 105(2), 489-503.Tse, C. S., Chang, J. F., Leung, T. Y., Fung, W. T., Hau, K. T., Chiu, F. K., & Lam, C. W. (2013). Effects of education on very mild dementia among Chinese people in Hong Kong: Potential mediators in the Cantonese Mini-Mental State Examination(C-MMSE) tasks. Aging and Mental Health, 17(3), 310-318. Marsh, H. W., Hau, K. T., Wen, Z., Nagengast, B., & Morin, A. J. S. (2013). Moderation. In T.D. Little (Ed.), Oxford Handbook of Quantitative Methods, Vol.2 (pp. 361-386). New York: Oxford University Press.Hau, K. T., Liu, H., & Marsh, H. W. (2012). Statistical analyses in psychology: Trends, crises, and prospect. Bulletin of Chinese Academy of Sciences(中国科学院院刊), 27(supplement), 216-224. (in Chinese).侯杰泰. (2012). 结构方程分析中的模拟研究方法. In温忠麟, 刘红云, 侯杰泰 (编). 调节效应和中介效应分析 (pp. 244-270). 北京: 教育科学出版社.Xia, P., Li, N., Hau, K. T., Liu, C. Lu, Y. (2012). Quality of life of Chinese urban community residents: A psychometric study of the mainland Chinese version of the WHOQOL-BREF. BMC Medical Research Methodology, 12: 37 (http://www.biomedcentral.com/1471-2288/12/37)Marsh, H. W., Wen, Z., Nagengast, B., & Hau, K. T. (2012). Structural equation models of latent interaction. In R. H. Hoyle (Ed.), Handbook of Structural Equation Modeling (pp.436-458). New York: Guilford Press.Wu, Y., Wen, Z.-L., Hau, K.-T., & Marsh, H. W. (2011). Appropriate standardized estimates of latent interaction models without the mean structure. Acta Psychologica Sinica(心理学报), 43, 1219-1228. Nagengast, B., Marsh, H. W., Scalas, F., Xu, M. K., Hau, K. T., & Trautwein, U. (2011). Who took the “×” out of expectancy-value theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. Psychological science, 22(8), 1058-1066.Ho, I. T., Hau, K. T. (2010). Consequences of the Confucian culture: High achievement but negative psychological attributes? Learning and Individual Differences, 20, 571-573. Chang, J., Hau, K. T., & Leng, Y. (2010). Features and improvement of sociometric assessment of peer status. Psychological Science, 33, 1220-1222. (in Chinese).Wen, Z., Marsh, H. W., & Hau, K. T. (2010). Structural equation models of latent interactions: An appropriate standardized solution and its scale-free properties. Structural Equation Modeling: A Multidisciplinary Journal, 17(1), 1–22.Martin, A. J., & Hau, K. T. (2010). Achievement motivation among Chinese and Australian school students: Assessing differences of kind and differences of degree. International Journal of Testing, 10(3), 274-294.Hau, K. T., & Ho, I. T. (2010). Chinese students’ motivation and achievement. In M. H. Bond, The Oxford handbook of Chinese psychology (pp.187-204). New York: Oxford University Press.Yu, C. W., Sung, R. Y. T., Hua, K. T., Lam, P. K. W., Nelson, E. A. S., & So, R. (2008). The effect of diet and strength training on obese children’s physical self-concept. Journal of Sports Medicine and Physical Fitness, 48, 76-82.Hau, K. T., & Ho, J., W. Y. (2008). Feedback and system monitoring of Students’ learning: The Hong Kong Experience (学习回馈及系统监察：香港的经验). Journal of Educational Research and Development, 4(4), 1-18. Wen, Z. L., Hau, K. T., & Marsh, H. W. (2008). Appropriate standardized estimates for moderating effects in structural equation models. Acta Psychologica Sinica(心理学报), 40, 729-736.Hau, K. T. (侯杰泰), & Zhang, S. (张珊珊). (2008). Conducting academic quality analyses: Could accountability and educational feedback be achieved simultaneously? (开展学业质量分析：问责与教学反馈能否两者兼得？). People’s Education (人民教育), 570, 36-39. Wen, Z. L., & Hau, K. T. (2008). Cutoff Values for Testing: How Great the Difference between the True and the False Makes Them Distinguishable? 检验的临界值:真伪差距多大才能辨别?——评《不同条件下拟合指数的表现及临界值的选择》. Acta Psychologica Sinica(心理学报), 40, 119-124.Marsh, H. W., Seaton, M., Trautwein, U., Ludtke, O., Hau, K. T., Alison, O’M., & Craven, R. G. (2008). The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319-350.Leong, C. K., Tse, S. K., Loh, K. Y., & Hau, K. T. (2008). Text comprehension in Chinese children: Relative contribution of verbal working memory, pseudoword reading, rapid automatized naming and onset-rime phonological segmentation. Journal of Educational Psychology, 100, 135-149.Ho, I. T., & Hau, K. T. (2008). Academic achievement in the Chinese context: The role of goals, strategies, and effort. International Journal of Psychology, 43, 892-897. Hau, K.T. & Ho, I. T. (2008). Editorial: Insights from research on Asian students’ achievement motivation. International Journal of Psychology, 43, 865-869.Ho, I. T., Hau, K. T., & Salili, F. (2007). Expectancy and value as predictors of Chinese students’ achievement goals. In F. Salili & R. Hoosain (Eds.), Culture, motivation, and learning: A multicultural perspectives (pp.69-90). Greenwich, CT: Information Age Publishing.Leong, C. K., Hau, K. T., Tse, S. K., & Loh, K. Y. (2007). Component skills of text comprehension in less competent Chinese comprehenders. Annals of Dyslexia, 57, 75-97.Marsh, H. W., Wen, Z., Hau, K. T., Little, T. D., Bovaird, J. A., & Widaman, K. F. (2007). Unconstrained structural equation models of latent interactions: Contrasting residual- and mean-centered approached. Structural Equation Modeling: A Multidisciplinary Journal, 14, 570-580. Marsh, H. W., & Hau, K. T. (2007). Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies. Contemporary Educational Psychology, 32, 151-170. Marsh, H. W., Hau, K. T., Sung, R. Y. T., & Yu, C. W. (2007). Childhood obesity, gender, Actual-Ideal Body Image Discrepancies, and Physical Self-concept in Hong Kong Children: Cultural Differences in the Value of Moderation. Developmental Psychology, 43(3), 647-662. Marsh, H. W., Hau, K. T., Artelt, C., Baumert, J., & J. L. Peschar. (2006).OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311-360 (whole issue).Yuen, K. M. & Hau, K. T. (2006). Constructivist teaching and teacher-centred teaching: A comparison of students’ learning in a university course. Innovations in Education and Teaching International, 43(3), 279-290. Yu, C. C. W., Chan, S, Cheng, F., Sung, R. Y. T., Hau, K. T. (2006) Are Physical Activity and Academic Performance Compatible? Academic Achievement, Conduct, Physical Activity and Self-esteem of Hong Kong Chinese Primary School Children. Educational Studies, 32(4), 331-341.Wen, Z. L., Chang, L., & Hau, K. T. (2006). Mediated moderator and moderated mediator有中介的调节变量和有调节的中介变数量. Acta Psychologica Sinica(心理学报), 38(3), 448-452.Marsh, H. W., Wen, Z. L., & Hau, K. T. (2006). Structural Equation Models of Latent Interaction and Quadratic Effects In G. Hancock & R. O. Mueller (Eds)., A second course in Structural Equation Modeling(pp.225-265). Greenwich, CT: Information Age Publishing. Marsh, H. W., Martin, A. J., & Hau, K. T. (2006). A Multiple Method Perspective on Self-concept Research in Educational Psychology: A Construct Validity Approach. In M. Eid & E. Diener (Eds.), Handbook of multimethod measurement in psychology (pp.441-456). American Psychological Association.Leong, C. K., Hau, K. T., Cheng, P. W., & Tan, L. H. (2005). Exploring two-wave reciprocal structural relations among orthographic knowledge, phonological sensitivity, reading and spelling English words by Chinese students. Journal of Educational Psychology, 97(4), 591-600.Hau, K. T., Sung, R. Y. T., Marsh, H. W., Yu, C. W., & Lau, P. W. C. (2005). Factorial structure and comparison between obese and non-obese children’s physical self-concept. In H. W. Marsh & R. G. Craven & D. M McInerney (Eds.), Advances in self-research (Volume 2)(pp.257-278). Greenwich, CT: Information Age Publishing.Leung, C. K., Chang, H. H., & Hau, K. T. (2005). Computerized adaptive testing: A mixture item selection approach for constrained situations. British Journal of Mathematical and Statistical Psychology, 58, 239-257.Leong, C. K., Tan, L. H., Cheng, P. W., & Hau, K. T. (2005). Learning to read and spell English words by Chinese students. Scientific Studies of Reading, 9(1), 63-84.Wen, Z. L., Hau, K. T., & Chang, L.(温忠麟　 侯杰泰　 张雷) (2005). A comparison of moderator and mediator and their applications(调节效应与中介效应的比较和应用). Acta Psychologica Sinica(心理学报), 37(2): 268-274. Marsh, H. W., Hau, K. T., & Grayson, D. (2005). Goodness of fit in structural equation models. In A. Maydeu-Olivares & J. J. McArdle (Eds.), Contemporary Psychometrics: A Festschrift for Roderick P. McDonald (pp.225-340). Mahwah, NJ: Lawrence Erlbaum Associates. Sung, R. Y. T., Yu, C. W., So, R. C. H., Lam, P. K. W., & Hau, K. T. (2005). Self-perception of physical competences in preadolescent overweight Chinese children. European Journal of Clinical Nutrition, 59, 101-106. Wen, Z. L., Chang, L., Hau, K. T., & Liu, H. (2004). Testing and application of the mediating effects(中介效应检验程序及其应用). Acta Psychologica Sinica(心理学报), 36(5), 614-620.Wen, Z.L., Hau, K. T., Wang, G., He, Y.(温忠麟　 侯杰泰　 王桂祥　 何以建) (2004). Self-concept and internal/external frame of reference model of vocational and ordinary high school students(职中和高中学生的自我概念与内外参照模型). Psychological Science(心理科学), 27(4), 946-948.Hau, K. T. & Marsh, H. W. (2004). The use of item parcels in structural equation modeling: Nonnormal data and small sample sizes. British Journal of Mathematical and Statistical Psychology, 57, 327-351.Marsh, H. W., Wen, Z. L., & Hau, K. T. (2004). Structural equation models of latent interactions: Evaluation of alternative estimation strategies and indicator construction. Psychological Methods, 9(3), 275-300.Wen, Z. L., Hau, K. T., Marsh, H. W.(温忠麟　侯杰泰　马什赫伯特) (2004). Structural equation model testing: Cutoff criteria for goodness of fit indices and chi-square test(结构方程模型检验:拟合指数与卡方准则). Acta Psychologica Sinica (心理学报), 36, 186-194.Marsh, H. W., Hau, K. T., & Craven, R. (2004). The big-fish-little-pond effect stands up scrutiny. American Psychologist, 59, 269-271.Marsh, H. W. & Hau, K. T. (2004) Explaining Paradoxical Relations Between Academic Self-concepts and Achievements: Cross-cultural Generalizability of the Internal-External Frame of Reference Predictions Across 26 Countries. Journal of Educational Psychology, 96, 56-67.Marsh, H. W., Hau, K. T., & Wen, Z. L. (2004). In search of golden rules: Comment on hypothesis testing approaches to setting cutoff values for fit indexes and dangers in overgeneralising Hu & Bentler (1999) findings. Structural Equation Modeling (Lawrence Erlbaum Associates), 11, 320-341.Ho, I.T. & Hau, K.T. (2004). Australian and Chinese teacher efficacy: Similarities and differences in personal instruction, discipline, guidance efficacy and beliefs in external determinants. Teaching and Teacher Education, 20, 313-323.Hau, K. T., Marsh, H. W., & Wen, Z. (2004). Goodness of fit measures in structural equation modeling. International Journal of Psychology, 39(5-6), 513 (Supple S).Wen, J. B., & Hau, K. T. (2004). Effects of number of strata and unbalanced structure on item pool usage in stratified computer adaptive testing. International Journal of Psychology, 39(5-6), 383 (Supple S).Wen, Z., Hau, K. T., Marsh, H. W. (2003). Methods and recent development in analysis of interaction effects between latent variables(潜变量交互效应分析方法). Advances in Psychological Science (心理科学进展), 11(5), 593-599.Hau, K. T., Kong, C. K., & Marsh, H. W. (2003). Chinese self-description questionnaire: Cross-cultural validation and extension of theoretical self-concept models. In H. Marsh, R. Craven, & D. M. McInerney (Eds), International advances in self research (Volume 1)(pp.49-65). Greenwich, CT: Information Age Publishing.Wen, Z., & Hau, K. T. (2003). Regression toward the mean in psychological testing and the reoccurrence probability of extreme scores(心理测验中的趋中回归与超常分数重现概率). Acta Psychological Sinica(心理学报), 35, 419-425.Kong, C. K., Hau, K. T., Marsh, H. W. (2003). Cross-cultural validation of self-concept measures and theoretical models in the Chinese context. F. Salili & R. Hoosain (Eds.), Teaching, learning, and motivation in a multicultural context (pp.117-145). Greenwich, CT: Information Age Publishing.Marsh, H. W., & Hau, K. T. (2003). Big-fish-little-pond effect on academic self-concept: A cross-cultural (26 country) test of the negative effects of academically selective schools. American Psychologist, 58, 364-376. Leung, C. K., Chang, H. H., & Hau, K. T. (2003). Incorporation of content balancing requirements in stratification designs for computerized adaptive testing. Educational and Psychological Measurement, 63, 257-270. Cheng, Z. J., & Hau, K. T. (2003). Are intelligence and personality changeable? Generality of Chinese students' beliefs across various personal attributes and age groups. Personality and Individual Differences, 34, 731-748. Leung, C. K., Chang, H. H., & Hau, K. T. (2002). Item selection in computerized adaptive testing: Improving the a-stratified design with the Sympson-Hetter Algorithm. Applied Psychological Measurement, 26, 376-392.Marsh, H. W., Hau, K. T. & Kong, C. K. (2002). Multilevel Causal Ordering of Academic Self-concept and Achievement: Influence of Language of Instruction (English compared with Chinese) for Hong Kong Students. American Educational Research Journal, 39, 727-763. Marsh, H. W., Hau, K. T., & Kong, C. K. (2002). Multilevel Modeling of Longitudinal Growth and Change: Substantive Effects or Regression Toward the Mean Artifacts? Multivariate Behavioral Research, 37, 245-282. Chang, L., Guo, A., & Hau, K. T. (2002). A Comparative Study of the Egalitarian Gender Role Attitudes in American and Chinese College Students. Psychological Science(心理科学), 25(2), 219-221.Cheng, Z. J., & Hau, K. T. (2002) Do those believe intelligence to be unchangeable also think personality is nonmalleable? Universality of implicit theories across personal attributes. Acta Psychologica Sinica(心理学报), 34(1), 81-88. Wen, Z., Marsh, H. W., & Hau, K. T. (2002). Interactional effects in growth modeling: A full model. Structural Equation Modeling: A Multidisciplinary Journal, 9, 20-39. (USA, Lawrence Erlbaum Associates).Leung, C.K., Chang, H.H., & Hau, K.T. (2001). Making a-Stratified Computerized Adaptive Testing Design More Practical: Imposing Non-statistical Constraints. Global Chinese Journal (Electronic) for Computers in Education, http://www.fed.cuhk.edu.hk/GCJCE/Hau, K. T., & Chang, H. H. (2001). Item selection in computerized adaptive testing: Should more discriminating items be used first. Journal of Educational Measurement, 38(3), 249-266.Chang, L., Hau, K. T., Ho, W. K., Wen, J. B., & Wang Y. (2001). Putonghua Text: Flexibility of tape-recorded marking, reliability and economic efficiency. Acta Psychologica Sinica(心理学报), 33(2), 97-103. Marsh, H. W., Kong, C. K., & Hau, K. T. (2001). Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students. Journal of Educational Psychology, 93(3), 543-553. Marsh, H. W., Hau, K. T., & Kong, C. K. (2001). Late immersion and language of instruction (English vs. Chinese) in Hong Kong high schools: Achievement growth in language and nonlanguage subjects. In: Beck, S. W., & Olah, L. N. (Eds.), Perspectives on langauge and literacy: Beyond the here and now (pp.247-287). Cambridge, MA: Harvard Educational Review.Hau, K. T., Poon, C. S. A., Wen, J. B. (2000). Setting minimum language competence standard in Hong Kong primary and secondary schools. International Journal of Psychology, 35(3-4), 416 (Sp. Issue).Cheng, Z. J., & Hau, K. T. (2000). Universality of implicit theories: Are intelligence and personality both unchangeable? International Journal of Psychology, 35(3-4), 247 (Sp. Issue). Hau, K. T. (2000). Through-road: Are there better substitutes than the abolishment of the high stakes academic aptitude test (AAT)? Journal of Psychology in the Chinese Societies, 1, 163-169. Hau, K. T. (2000). Book Review: Structural Equation Modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Structural Equation Modeling: A Multidisciplinary Journal (USA, Lawrence Erlbaum Associates), 7, 640-643.Marsh, H. W., Hau, K. T., & Kong, C. K. (2000). Late immersion and language of instruction (English vs. Chinese) in Hong Kong high schools: Achievement growth in language and nonlanguage Subjects. Harvard Educational Review, 70, 302-346.Marsh, H. W., Kong, C. K., & Hau, K. T. (2000). Longitudinal multilevel modeling of the Big Fish Little Pond Effect on academic self-concept: Counterbalancing social comparison and reflected glory effects in Hong Kong high schools. Journal of Personality and Social Psychology, 78, 337-349. Cao, Y. W., & Hau, K. T. (1999). Sex differential item functioning of a Chinese vocabulary test. Psychological Testing (测验年刊), 46(1), 119-128.Ho, I. T., Salili, F., Biggs, J. B., & Hau, K. T. (1999). The relationship among causal attributions learning strategies and level of achievement: A Hong Kong Chinese study. Asia Pacific Journal of Education, 19(1), 44-58. Hau, K. T., & Cheng Z. J., & Marsh, H. W. (1999). Confirmatory factor analyses: Number of items and other coping strategies for small sample. Acta Psychologica Sinica(心理学报), 31(1), 76-83. Marsh, H. W., & Hau, K. T. (1999). Confirmatory factor analysis: Strategies for small sample sizes (pp.251-284). In R. H. Hoyle (Ed.), Statistical strategies for small sample research. Thousand Oaks, CA: Sage. Salili, F., Hau, K. T. (1999). Teachers’ evaluative feedback and its relationship with students’ perception of ability and effort: An analysis of the effects of culture and context on students’ perceptions. Asia Pacific Journal of Education(Singapore), 19(2), 60-71.Marsh, H. W., Hau, K. T., Chung, C. M., & Siu, T. L. P. (1998). Confirmatory factor analysis of students’ evaluations: Chinese SEEQ version. Structural Equation Modeling(Lawrence Erlbaum Associate, USA), 5(2), 143-164.Marsh, H. W., Hau, K. T., Balla, J. R., Grayson, D. (1998). Is more ever too much: The number of indictors per factor in confirmatory factor analysis. Multivariate Behavioural Research(Lawrence Erlbaum Associate, USA), 33(2), 181-220.Marsh, H. W., & Hau, K. T. (1998). Is parsimony always desirable: Response to Hoyle, Sivo & Willson, Markus, Mulaik, Tweedledee, Tweedledum, the Cheshire Cat, and Others. Journal of Experimental Education(Heldref, USA), 66(3), 274-285.Marsh, H. W., Hau, K. T., Chung, C. M., & Siu, T. L. P. (1997). Students’ evaluations of university teaching: Chinese version of the students’ evaluations of educational quality (SEEQ) instrument. Journal of Educational Psychology(APA), 89, 568-572. Marsh, H. W., & Hau, K. T. (1996). Assessing goodness of fit: Is parsimony always desirable? The Journal of Experimental Education(Heldref, USA), 64, 364-390. Hau, K. T. (1996). Classroom structure and students’ goal orientation of Chinese students in Hong Kong. International Journal of Psychology, 31(3-4), 384.71 (Sp. Issue).Marsh, H. W., Balla, J. R., & Hau, K. T. (1996). An evaluation of incremental fit indexes: A clarification of mathematical and empirical properties. In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling techniques(pp. 315-353). Mahwah, NJ: Lawrence Erlbaum. Kong, C. K., & Hau, K. T. (1996). Students' Achievement Goals and Approaches to Learning: Relationship between emphasis of self-improvement and thorough understanding. Research in Education (UK), 55, 74-85.Hau, K. T., & Salili, F. (1996). Motivational Effects of Teachers' Ability versus Effort Feedback on Chinese Students' Learning. Social Psychology of Education: An International Journal (Kluwer, Netherlands), 1, 69-85.Hau, K. T., & Salili, F. (1996). Prediction of academic performance among Chinese students: Effort can compensate for lack of ability. Organizational Behavior and Human Decision Processes(Academic Press, USA), 65, 83-94.Hau, K. T., & Salili, F. (1996). Achievement goals and causal attributions of Chinese children. In S. Lau (Ed.), Growing up the Chinese way: The role of culture in socialization. Hong Kong: Chinese University Press.Gow, L., Balla, J., Kember, D., Hau, K. T. (1996). The learning approaches of Chinese people: A function of socialization processes and the context of learning? In M. Bond (Ed.), A handbook of Chinese psychology (pp. 109-123). New York: Oxford University Press.Hau, K. T. (1995). Confirmatory Factor Analyses of Seven Locus of Control Measures. Journal of Personality Assessment(Lawrence Erlbaum Associate, USA), 65, 117-132.Salili, F. & Hau, K. T. (1994). The effects of teachers' evaluative feedback on Chinese students' perception of ability: A cultural and situational analysis. Educational Studies (Carfax, UK), 20, 223-236.Marsh, H. W., Hau, K. T., Roche, L., Craven, R., Balla, J., McInerney, V. (1994). Problems in the application of structural equation modeling: Comment on Randhawa, Beamer, and Lundberg (1993). Journal of Educational Psychology (APA), 86, 457-462.Hau, K. T. & Salili, F. (1993). Measurement of achievement attribution - A review of instigation methods, question contents, and measurement formats. Educational Psychology Review (Plenum Press, USA), 5(4), 377-422.Hau, K. T. (1993). Suicide in Hong Kong 1971-1990: Age trend, sex ratio, and method of suicide. Social Psychiatry and Psychiatric Epidemiology(Springer-Verlag), 28, 23-27.Berndt, T. J., Cheung, P. C., Lau, S., Hau, K. T., & Lew, J. F. (1993). Perceptions of parenting in Mainland China, Taiwan, and Hong Kong: Sex differences and societal differences. Developmental Psychology(APA), 29(1), 156-164.Hau, K. T., Salili, F. (1992). Academic causal attribution and achievement goals of Chinese students in Hong Kong. International Journal of Psychology, 27 (3-4), 198 (sp issue).Cheung, P. C., Conger, A. J., Hau, K. T., Lau, S., & Lew, J. F. (1992). Development of the Multi-Trait Personality Inventory (MTPI): Comparison Among Four Chinese Populations. Journal of Personality Assessment(Lawrence Erlbaum Associate, USA), 59(3), 528-552.Hau, K. T. & Salili, F. (1991). Structure and Semantic Differential Placement of Specific Causes: Academic Causal Attributions by Chinese Students in Hong Kong. International Journal of Psychology(Lawrence Erlbaum Associate, UK), 26(2), 175-193.Lau, S., Lew, J. F., Hau, K. T., Cheung, P. C., & Berndt, T. (1990). Relations among perceived Parental Control, Warmth, Indulgence and Family Harmony of Chinese in Mainland China. Developmental Psychology(APA), 26(4), 674-677.Hau, K. T. & Salili, F. (1990). 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