鄭穎怡博士
首席講師
https://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Rebecca_edited_181203.jpg
(852) 2948 8787
D1-2/F-13
rwycheng@eduhk.hk

Introduction
Rebecca obtained her PhD at the University of Hong Kong.Her research is focused on educational psychology, specifically on student achievement motivation and positive education. She has been working on research projects on goal orientation, academic self-concept, social comparison processes in school settings, project-based learning, and cross-cultural comparison. She is the Consulting Editor of the journal Educational Psychology. She is the reviewer of a number of international journals including Contemporary Educational Psychology, Learning and Instruction, Learning and Individual Differences, and British Journal of Educational Psychology.
Highest Degree Obtained
PhD, Department of Psychology, The University of Hong Kong
Honours/Awards
FEHD Leaders of Learning Award, Faculty of Education and Human Development, The Education University of Hong Kong (2017-2018)
President’s Award for Outstanding Performance in Administrative Services (Team Award), The Education University of Hong Kong (2017-2018)
Certificate for Highly Cited Research, Contemporary Educational Psychology (2016)
The Top 10% Teaching Award, Faculty of Education and Human Development, The Education University of Hong Kong (2015-2016)
Best Session Paper in International Conference on Studies in Humanities and Social Sciences, International Centre of Economics, Humanities & Management (2015)
Teaching Awards Scheme Certificate of Merit, Faculty of Education and Human Development, The Hong Kong Institute of Education (2011-2012)
Teaching in Current Academic Year
Educational Psychology
Research Methods
Current External Competitive Grants
The predictor and outcome of social support giving – A self-determination theory perspective (Jan 2021 - 31 Aug 2022),HK$559,820, funded by Research Grants Council General Research Fund. (PI: Lam Bick Har;Co-Is:Cheng Rebecca Wing-yi, Yang Lan,Cheng Chi Keung Eric).
The complexity and dynamics of social goals: An investigation of a hidden dimension of Hong Kong student motivation (Jan 2014 - Jun 2016), $564,000, funded by Research Grants Council General Research Fund. (PI: Cheng Rebecca Wing-yi; Co-Is: McInerney Dennis Michael, Lam Shui-fong)
Optimizing the potential of Hong Kong students: Harnessing the interaction between psychological variables and student achievement (Jan 2010 - Dec 2012), $1,334,000, funded by Research Grants Council General Research Fund. (PI: McInerney Dennis Michael; Co-Is: Mok Magdalena Mo-ching, Cheng Rebecca Wing-yi, Lai Po-yin)
Consultancy in Past 3 Years
School Supervisor, the School Management Committee of EdUHK Early Childhood Learning Centre
School Manager, the Incorporated Management Committee of EdUHK Jockey Club Primary School
Mentor, Mentorship Programme in HKU SPACE Community College
Selected Recent Publications
Tang, E.,Cheng, R. W. Y., & Fung, W. K. (in press). Perceived parental stress in face of kindergarten children’s academic setback: Roles of parents’ goals and education.European Journal of Psychology of Education.
鄭穎怡(2019)：〈自主學習〉，輯於石美寶、李子建和姚偉梅(編)，《迎接未來的四大能力―家長與孩子一起踏上成功之路》，（頁19-27），香港，中華書局(香港)有限公司。
鄭穎怡(2019)：〈目標訂定〉，輯於石美寶、李子建和姚偉梅(編)，《迎接未來的四大能力―家長與孩子一起踏上成功之路》，（頁28-35），香港，中華書局(香港)有限公司。
Cheng, R. W. Y., Leung, B. F. H., & McInerney, D. M. (2019). Social goal orientation, behavioral engagement and coping of Hong Kong Chinese students. In G. A. D. Liem, & S. H. Tan (Eds.), Asian education miracles: In search of sociocultural and psychological explanations (pp. 29-44). New York: Routledge.
Fung, W. K., Chung, K. K. H., & Cheng, R. W. Y. (2019). Gender differences in social mastery motivation and its relationships to vocabulary knowledge, behavioral self-regulation, and socioemotional skills. Early Education and Development, 30, 280-293.
Wong, S. W. L., Cheng, R. W. Y., Chow, B. W. Y., & Chung, S. M. C. (2019). The link between a set a tangram-based tasks and Chinese and English reading and related skills among Chinese kindergarteners. AERA Open, 5, 1-14.
Cheng, R. W. Y., & Fung, W. K. (2017). Academic achievement of Hong Kong Chinese students: Motivational perspective. In M. C. W. Yip (Ed.), Cognition, metacognition and academic performance: An East Asian perspective (pp.40-52). London: Routledge.
Fung, W. K., &Cheng, R. W. Y.(2017). Effect of school pretend play on preschoolers’ social competence in peer interactions: Gender as a potential moderator. Early Childhood Education Journal, 45, 35-42.
Lam, B. H., Cheng, R. W. Y., & Yang, M. (2017). Formative feedback as a global facilitator: Impact on intrinsic and extrinsic motivation and positive affect. In S. C. Kong, T. L. Wong, M. Yang, C. F. Chow, & K. H. Tse (Eds.), Emerging practices in scholarship of learning and teaching in a digital era (pp.265-288). Singapore: Springer.
Wong, S. W. L., Miao, H., Cheng, R. W. Y., & Yip, M. C. W. (2017). Graphic novel comprehension among learners with differential cognitive styles and reading abilities. Reading & Writing Quarterly: Overcoming Learning Difficulties, 33, 412-427.
Cheng, R. W. Y.,Shu, T. M., Zhou, N., & Lam, S. F. (2016). Motivation of Chinese learners: An integration of etic and emic approaches.InR. B. King & A. B. I. Bernardo (Eds.),The psychology of Asian learners – A festschrift in honor of David Watkins(pp.355-368). Singapore: Springer.
Cheng, R. W. Y., McInerney, D. M., & Mok, M. M. C. (2014). Does big-fish-little-pond effect always exist? Investigation of goal orientations as moderators in the Hong Kong context.Educational Psychology, 34, 561-580.
Cheng, R. W. Y., & Lam, S. F. (2013). The interaction between social goals and self-construal on achievement motivation. Contemporary Educational Psychology, 38, 136-148.
Cheng, R. W. Y., & Phillipson, S. N. (2013). Goal orientations and the development of subjective action space in Chinese students. In S. N. Phillipson, H. Stoeger, & A. Ziegler (Eds.),Exceptionality in East Asia: Explorations in the actiotope model of giftedness(pp. 114-131). London: Routledge.
Cheng, R. W. Y.(2012). Lessons from goal orientation theory: Expansion of systemic theory of gifted education.High Ability Studies, 23,31-33.
McInerney, D. M.,Cheng, R. W. Y., Mok, M. M. C., & Lam, K. H.(2012). Academic self-concept and learning strategies: Direction of effect on student academic achievement.Journal of Advanced Academics,23, 249-269.
Lam, S. F.,Cheng, R. W. Y., & Choy, H. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20,487-497.
McInerney, D. M.,Cheng, R. W. Y., & Lai, P. Y. (2010).Utilize motivation to fulfill potentials: Tips for teaching and learning(in Chinese). Charlotte, NC: Information Age Publishing.
Lam, S. F.,Cheng, R. W. Y., & Ma, W. Y. K. (2009). Teacher and student intrinsic motivation in project-based learning. Instructional Science,37, 565-578.
Cheng, R. W. Y., Lam, S. F., & Chan, J. C. Y. (2008). When high achievers and low achievers work in the same group: The roles of group heterogeneity and processes in project-based learning.British Journal of Educational Psychology,78, 205-221.
Cheng, R. W. Y., & Lam, S. F. (2007). Self-construal and social comparison effects.British Journal of Educational Psychology, 77, 197-211.
Ho, C. S. H., Chan, D. W. O., Chung, K. K. H., Tsang, S. M., Lee, S. H., &Cheng, R. W. Y.(2007).The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Primary School Students(2^nded.). Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
Lam, S. F., &Cheng, R. W. Y.(2007). Special education in Hong Kong. In C. R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals(3^rded., Vol. 2, pp. 1055-1057). Hoboken, NJ: John Wiley & Sons.