王慧博士
助理教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2020/Dr_Wang_hui_webphoto.jpg
(852) 2948 7295
(852) 2948 7794
B4-2/F-14
hwang@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=241068
專長：成就動機及成就情緒，教育心理學
Ph D, Educational Psychology, McGill University, Canada
簡介
Dr. Wang Hui received her doctoral degree in Educational Psychology at McGill University, Canada. Her research focuses on teachers’ achievement motivation, emotions, and psychological well-being, as well as the impact of teacher motivation and emotions on students’ motivational, behavioral, and achievement outcomes.
教學範疇
Positive Psychology
Inclusive Education
Learning Disabilities
研究領域
Psychological Well-being
Achievement Motivation
Emotions
Emotion Regulation
出版
Wang, H., King, R. B., & McInerney, D. M. (2021). Conflicting or compatible? Evaluating teachers’ self-transcendence versus self-enhancement values from a multilevel perspective. Current Psychology. https://doi.org/10.1007/s12144-021-02009-7
Wang, H., King, R. B., & McInerney, D. M. (2021). Ability grouping and student performance: A longitudinal investigation of teacher support as a mediator and moderator. Research Papers in Education. https://doi.org/10.1080/02671522.2021.1961293
Wang, H., & Hall, N. C. (2021). Exploring relations between teacher emotions, coping strategies, and intentions to quit: A longitudinal analysis. Journal of School Psychology, 86,64-77.https://doi.org/10.1016/j.jsp.2021.03.005
Wang, H., Hall, N. C., Chiu, M. M., Goetz., T., & Gogol, K. (2020). Exploring the structure of teachers’ emotional labor in the classroom: A multitrait-multimethod analysis. Educational Measurement: Issues and Practice, 39(3), 122-134. https://doi.org/10.1111/emip.12353
Wang, H., & Hall, N. C. (2019). When “I care” is not enough: An interactional analysis of teacher values, value congruence, and well-being.Teaching and Teacher Education, 86,xx-xx. doi:10.1016/j.tate.2019.102906
Wang, H., Hall, N. C., & Taxer, J. L. (2019). Antecedents, correlates, and consequences of teachers’ emotional labor: A systematic review and meta-analytic investigation. Educational Psychology Review, 31,663-698.doi:10.1007/s10648-019-09475-3
Wang, H., & Hall, N. C. (2018). A systematic review of teachers’ causal attributions: Prevalence, correlates, and consequences. Frontiers in Psychology.9:2305.doi:10.3389/fpsyg.2018.02305
McInerney, D. M., Korpershoek, H., Wang, H., & Morin, A. J. S. (2018). Teachers’ occupational attributes and their psychological well-being, job satisfaction, job self-concept, and quitting intentions. Teaching and Teacher Education, 71, 145-158. doi:10.1016/j.tate.2017.12.020
Czajkowska, Z., Wang, H., Hall, N. C., Sewitch, M., & Körner, A. (2017). Validation of the English and French versions of the brief Health Care Climate Questionnaire. Health Psychology Open, 4(2), 1-9. doi:10.1177/2675
Rahimi, S., Hall, N. C., Wang, H., & Maymon, R. L. (2017). Upward, downward, and horizontal social comparisons: Effects on adjustment, emotions, and persistence. Interdisciplinary Education and Psychology. 1(1), 10. doi:10.31532/InterdiscipEducPsychol.1.1.010
Wang, H., Hall, N. C., Goetz, T., & Frenzel, A. C. (2017). Teachers’ goal orientations: Effects on classroom goal structures and emotions. British Journal of Educational Psychology, 87, 90-107. doi:10.1111/bjep.12137
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. doi:10.1016/j.tate.2014.12.005