Dr LAM, Chun Bun Ian    林俊彬 博士
Associate Professor
Department of Early Childhood Education
Contact
ORCiD
0000-0002-3195-7919
Phone
(852) 2948 7107
Fax
(852) 2948 7160
Email
ianlam@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
36799180900
Research Outputs

Journal Publications
Publication in refereed journal
Sun Y., Lam, C. B., & Cheung, R. Y. M. (2024). Child surgency and child aggression: The moderating effect of parental nurturance, emotion coaching, and family income. Children and Youth Services Review, 158, 107484. https://doi.org/10.1016/j.childyouth.2024.107484
Fung, W. K., Chung, K. K. H., & Lam, C. B. (2022). Parental self-efficacy: Examining its mediating and reciprocally predictive roles in supportive emotion socialization. Family Process, 61(2), 779- 791. https://doi.org/10.1111/famp.12688
Liew, J., Chung, K. H. H., & Lam, C. B. (2022). If culture is all around us, where is it in our theories and our research?. Early Education and Development, 33(5), 739-745. https://doi.org/10.1080/10409289.2022.2078618
Sun, Y., Lam, C. B., & Chung, K. K. H. (2022). Being hopeful and mindful during adversity: A longitudinal study on college students' adjustment during COVID-19. Mindfulness, 13(1), 1499-1509. https://doi.org/10.1007/s12671-022-01892-w
Chung, K. K. H., Li, X., Lam, C. B., Fung, W. K., & Liu, C. (2022). What predicts first- and second-language difficulties? Testing language and executive functioning skills as correlates. Learning Disabilities Research & Practice, 37(2), 85-99. https://doi.org/10.1111/ldrp.12275
Chung, K. K. H., Li, X., Lam, C. B., Fung, W. K., & Liu, C. (2022). What predicts first- and second-language difficulties? Testing language and executive functioning skills as correlates. Learning Disabilities Research & Practice, 37(2), 85- 99. https://doi.org/10.1111/ldrp.12275
Li, X., Lam, C. B., & Chung, K. K. H. (2022). Linking mindfulness to psychological, parenting, and family well-being: An actor-partner interdependence approach. Mindfulness, 13, 1281- 1291. https://doi.org/10.1007/s12671-022-01875-x
Chung, K. K. H., Li, X., Lam, C. Y. Z., Lam, C. B., Fung, W. K., & Lai, P. Y. P. (2022). The effects of bilingual reading program on Chinese children from low socioeconomic status families. Early Education and Development, 33(2), 204-218. https://doi.org/10.1080/10409289.2021.1891803
Chung, K. K. H., Li, X., Lam, C. Y., Lam. C. B., Fung, W. K., & Lai, P. Y. (2022). The effects of bilingual reading program on Chinese children from low socioeconomic status families. Early Education and Development, 33(2), 204-218. https://doi.org/10.1080/10409289.2021.1891803
Lam, C. B., Lam, C. S., & Chung, K. K. H. (2022). Does mindfulness moderate the link of worry about COVID-19 with adjustment? An actor-partner interdependence model approach. Mindfulness, 13(3), 627- 636. https://doi.org/10.1007/s12671-021-01818-y
Lam, C. B., Lam, C. S., Li, X., & Chung, K. K. H. (2022). Linking social-emotional competence to behavioral and academic adjustment among Chinese kindergarten children: A multilevel approach. Early Education and Development, 33 (5), 627- 636. https://doi.org//10.1080/10409289.2021.1979836
Cheung, R. Y. M., Cheng, W. Y., Li, J. B., Lam, C. B., & Chung, K. K. H. (2021). Parents’ Depressive Symptoms and Child Adjustment: the Mediating Role of Mindful Parenting and Children’s Self-Regulation. Mindfulness, 12, 2729-2742.
Lam, C. B., McHale, S. M., Lam, C. S., Chung, K. K. H., & Cheung, R. Y. M. (2021). Sibling relationship qualities and peer and academic adjustment: A multi-informant longitudinal study of Chinese families.. Journal of Family Psychology, 35, 584-594.
Sun, Y., Lam, C. B., & Chung, K. K. H. (2021). Child emotion knowledge moderates the longitudinal associations of maternal reactions to child negative emotions with child social competence 0893-3200. Journal of Family Psychology, 35, 671–679., 35, 671-679.
Lam, C. B., McHale, S. M., Lam, C. S., Chung, K. K. H., & Cheung, R. Y. M. (2021). Maternal differential treatment and child socioemotional competence: A multi-informant longitudinal study of Chinese families.. Journal of Social and Personal Relationships, 38, 1046-1065.
Bi, S. S., Lam, C. B., & Chung, K. K. H. (2021). Sibling relationships and civic development: A longitudinal study of Chinese young adults. International Journal of Psychology, 56, 138-142.
Fung, W. K., Chung, K. K. H., & Lam, C. B. (2020). Mathematics, executive functioning, and visual–spatial skills in Chinese kindergarten children: Examining the bidirectionality. Journal of Experimental Child Psychology, 199, 00-00.
Chung, K. K. H., Lam, C. B., & Leung, C. O. Y (2020). Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia. Reading and Writing. Reading and Writing, 33(7), 1721-1743.
Fung, W. K., Chung, K. K. H., & Lam, C. B. (2020). Executive functioning and word reading in Hong Kong Chinese children: A one-year longitudinal perspective. Journal of Research in Reading, 43(3), 382-393.
Fung, W. K., Chung, K. K. H., Lam, I. C. B., & Li, N. X. (2020). Bidirectionality in kindergarten children's school readiness and emotional regulation. Social Development Issues, 29(3), 801-817.
Chung, K. K. H., Lam, C. B., & Liew. J (2020). Studying Children's Social-Emotional Development in School and at Home through a Cultural Lens. Early Education and Development, 31(6), 927-929.
Chung, K. K. H., & Lam, C. B. (2020). Cognitive-linguistic skills underlying word reading and spelling difficulties in Chinese adolescents with dyslexia. Journal of Learning Disabilities, 53(1), 48-59.
Sun, Y., Lam, C. B., Chan, K. K. S., Li, J. B., & Chung, K. K. H. (2020). Trait Mindfulness Moderates the Longitudinal Association of Family Financial Strain with Perceived Cognitive Difficulties. Mindfulness, 11, 1267-1274.
Li, X., Lam, C. B., Chung, K. K. H., Cheung, R. Y. M., Leung, M., & Fung, W. K. (2020). Development and Validation of the Chinese Inventory of Children's Socioemotional Competence (CICSEC). Early Education and Development, 31, 854-872.
Liu, C., Cheung, S. K., Chung, K. K. H., McBride, C., Lam, C. B. I., & Li, X. (2020). The roles of executive functioning and oral language skills in young Chinese children's arithmetic competence. Learning and Individual Differences, 77, 101810.
Li, X., Lam, C.B., Chung, K.K.H. (2019). Linking maternal caregiving burden to maternal and child adjustment: Testing maternal coping strategies as mediators and moderators. Journal of Developmental and Physical Disabilities, 32, 323-338.
Cheung, R. Y. M., Leung, M. C., Chan, K. K. S., Lam, C. B. (2019). Effects of mother-child and father-child dynamics on emerging adults’ adjustment: The mediating role of emotion regulation. PLoS ONE, 14(2), e0212331.
Li, X., Lam, C. B., Chung, K. K. H., & Leung, C. (2019). Linking parents' self-stigma to the adjustment of children with disabilities.. American Journal of Orthopsychiatry, 89(2), 212-221.
Chan, K. K. S., & Lam, C. B. (2018). The impact of familial expressed emotion on clinical and personal recovery among patients with psychiatric disorders: The mediating roles of self-stigma content and process. American Journal of Orthopsychiatry, 88, 626-635.
Lam, C. B., Chung, K. K. H., Tam, C. Y. S., & Li, X. (2018). The Link between Coparenting Cooperation and Child Social Competence: The Moderating Role of Child Negative Affect. Journal of Family Psychology, 32, 692-698.
Li, T., Lam C. B., & Chan, K. K. S. (2018). Grandparental involvement and young adults’ cognitive and social adjustment: The moderating role of filial piety in Hong Kong. Journal of Social and Personal Relationships, 35, 999-1018.
Kwong, S. C., Lam, C. B., Li, X., Chung, K. K. H., Cheung, R. Y. M., & Leung, M. (2018). Fit in but stand out: A qualitative study of parents’ and teachers’ conceptualization of child socioemotional competence. Early Childhood Research Quarterly, 44, 275-287.
Lam, C. B., Chung, K. K. H., & Li, X. (2018). Parental warmth and hostility and child executive function problems: A longitudinal study of Chinese families.. Frontiers in Psychology, 9, 1063-1063.
Chan, K. K. S., & Lam, C. B. (2018). Self-stigma among parents of children with autism spectrum disorder.. Research in Autism Spectrum Disorders, 48, 44-52.
Chan, K. K. S., Lam, C. B., Law, N. C. W., & Cheung, R. Y. M. (2018). From child autistic symptoms to parental affective symptoms: A family process model.. Research in Developmental Disabilities, 75, 22-31.
Chung, K. K. H., Lam, C. B., & Cheung, K. C. (2018). Visuomotor integration and executive functioning are uniquely linked to Chinese word reading and writing in kindergarten children.. Reading and Writing, 31, 155-171.
Lau, E. Y. H., Chan, K. K. S., & Lam, C. B. (2018). Social support and adjustment outcomes of first-year university students in Hong Kong: Self-esteem as a mediator. Journal of College Student Development, 59, 129-134.
Lam, C. B., & Chung K. K. H. (2017). Associations of sleep problems with externalizing behaviors and pre-academic performance: The moderating role of family socioeconomic status.. Infant and Child Development, 26, 2026-2026.
Lam, C. B., Stanik, C., & McHale, S. M. (2017). The development and correlates of gender attitudes in African American adolescents.. British Journal of Developmental Psychology, 35, 406-419.
Chan, K. K. S., & Lam, C. B. (2017). Trait mindfulness attenuates the adverse psychological impact of stigma on parents of children with autism spectrum disorder. Mindfulness, 8, 984-994.
Wang, X., & Lam, C. B. (2017). An exploratory case study of an American-style, play-based curriculum in China.. Journal of Research in Childhood Education, 31, 28-39.
Chan, K. K. S., & Lam, C. B. (2016). Parental maltreatment of children with autism spectrum disorder: A developmental-ecological analysis.. Research in Autism Spectrum Disorders, 32, 106-114.
Lam, C. B., & Lefkowitz, E. S. (2016). Male role attitudes and self-esteem: A 3-year longitudinal study of heterosexual college students.. Emerging Adulthood, 4, 427-435.
Lam, C. B., Greene, K. M., & McHale, S. M. (2016). Changes in housework time from middle childhood through adolescence: Links to parental work hours and youth adjustment.. Developmental Psychology, 52, 2071-2084.
Lee, S., Davis, K. D., Neuendorf, C., Grandey, A., Lam, C. B., & Almeida, D. M. (2016). Individual and organizational work-to-family spillover are uniquely associated with hotel managers’ work exhaustion and satisfaction.. Frontiers in Psychology, 7, 1180-1180.
Doughty, S. E., Lam, C. B., Stanik, C. E., & McHale, S. M. (2015). Links between sibling experiences and romantic competence from adolescence through young adulthood. Journal of Youth and Adolescence, 44, 2054-2066.
Lam, C.B., & McHale, S.M. (2015). Time use as cause and consequence of youth development. Child Development Perspectives, 9, 20-25.
Lam, C.B., & McHale, S.M. (2015). Developmental patterns and parental correlates of youth leisure-time physical activity. Journal of Family Psychology, 29, 100-107.
Lam, C. B., McHale, S. M., & Crouter, A. C. (2014). Time with peers from middle childhood to late adolescence. Child Development, 85, 1677-1693.
Lam, C. B., & Lefkowitz, E. S. (2013). Risky sexual behaviors in emerging adults: Longitudinal changes and within-person variations.. Archives of Sexual Behavior, 42, 523-532.
Lam, C. B., Solmeyer, A. R., & McHale, S. M. (2012). Sibling relationships and empathy across the transition to adolescence.. Journal of Youth and Adolescence, 41, 1657-1670.
Lam, C. B., McHale, S. M., & Crouter, A. C. (2012). Parent-child shared time from middle childhood to late adolescence: Developmental course and adjustment correlates.. Child Development, 83, 2089-2103.
Lam, C. B., McHale, S. M., & Crouter, A. C. (2012). The division of household labor: Longitudinal changes and within-couple variation.. Journal of Marriage and Family, 74, 944-952.
Lam, C. B., Solmeyer, A. R., & McHale, S. M. (2012). Sibling differences in parent-child conflict and risky behavior: A 3-wave longitudinal study. Journal of Family Psychology, 26, 528-531.
Lam, C. B., McHale, S. M., & Updegraff, K. A. (2012). Gender dynamics in Mexican American families: Connecting mothers’, fathers’, and youths’ experiences. Sex Roles, 67, 17-28.
Lam, C. B., & McHale, S. M. (2012). Developmental patterns and family predictors of adolescent weight concerns: A replication and extension.. International Journal of Eating Disorders, 45, 524-530.

Conference Papers
Refereed conference paper
Chung, K. K. H., Wang, L-C., & Lam, C. B. (2022, February). Beyond cognitive-linguistic skills, what are the psychological factors contributing to reading skills in adolescents with dyslexia?. The 6th Annual Conference for the Association for Reading and Writing in Asia, Hong Kong.
Fung, W. K., Chung, K. K. H., & Lam, C. B. (2020, September). Longitudinal associations between executive functioning and word reading in Hong Kong Chinese kindergarten children. Paper presented at the 4th Annual Conference for the Association for Reading and Writing in Asia (ARWA 2020), Hong Kong.
Chung, K.K.H., Li, X., Lam, C.B., Lam, C.Y., Lai, P.Y., McBride, C., & Cheung, S.K. (2018, July). Addressing the reading achievement gap in low-income families: An early reading intervention program. 25th Annual Meeting of Society for the Scientific Study of Reading, United Kingdom.
Li, X., Chung, K. K. H., & Lam, C. B. (2018, July). Linking parental self-efficacy and homework involvement to child Chinese word reading: The unique roles of fathers and mothers. 25th Annual Meeting of Society for the Scientific Study of Reading, United Kingdom.
Chung, K. K. H., & Lam, C. B. (2017, March). Mothers’ autonomy granting predicts preschoolers’ emotional and behavioral control: A longitudinal study of Chinese families. Poster presented in the 2nd biennial International Convention of Psychological Science, Vienna, Austria.
Lam, C. B., & Chung, K. K. H. (2017, March). Maternal warmth and verbal hostility and child self-regulation: A longitudinal analysis. Poster presented in the 2nd biennial International Convention of Psychological Science, Vienna, Austria.
Chung, K. K. H., & Lam, C. B. (2016, July). Parental marital conflict and child coercion/aggression in Chinese families: Which parental emotion regulatory strategy is protective. Poster presented in The 31st International Congress of Psychology, Yokohama, Japan.
Lam, C. B., & Chung, K. K. H. (2016, July). Family economic pressure and child socioemotional adjustment: The protective role of maternal mindfulness in Chinese families. Poster presented in The 31st International Congress of Psychology, Yokohama, Japan.
Lau, E. Y. H., & Lam, C. B. (2016, April). Co-parenting co-operation and child aggression: Parental efficacy and psychological wellbeing as mediators.. The British Psychological Society Annual Conference 2016., Nottingham, England..
Lam, C. B. (2015, March). Coparenting and child social functioning in Chinese families: The moderating role of child negative affect. In R. Mills-Koonce & B. Zvara (Chairs), Coparenting in clinically and culturally diverse family systems.. Paper presented at the biennial meeting of the Society for Research on Child Development, Philadelphia, PA, USA.
Lam, C. B., & McHale, S. M. (2015, March). Global self-worth from middle childhood through adolescence: Developmental patterns and links with sibling relationship qualities. In K. Tsai (Chair), Gender dynamics in family relationships and their links to adolescent daily well-being and long-term adjustment.. Paper presented at the biennial meeting of the Society for Research on Child Development, Philadelphia, PA, USA.
Lam, C. B. (2014, March). Parental involvement and Chinese preadolescent learning motivation: The moderating roles of parental warmth and family economic pressure. In P. Qualter (Chair), Young adolescents' school transitions and motivation: The importance of connection in China, the UK, and the US. Paper presented at the biennial meeting of the Society for Research on Adolescents, Austin, Texas, USA.
Lam, C. B., & McHale, S. M. (2014, March). Time with peers from middle childhood to late adolescence: Developmental course and adjustment correlates. In K. Greene (Chair), New directions in research on adolescent time use and adjustment.. Paper presented at the biennial meeting of the Society for Research on Adolescents, Austin, Texas, USA.
Lam, C. B., Stanik, S. E., & McHale, S. M. (2014, March). The development and correlates of gender attitudes in African American adolescents. Poster presented at the biennial meeting of the Society for Research on Adolescents, Austin, Texas, USA.
Greene, K. M., Lam, C. B., & McHale, S. M. (2013, April). Familism moderates associations between youth housework participation and adjustment.. Poster presented in the biennial meeting for the Society for Research on Child Development., Seattle, Washington, USA..
Lefkowitz, E. S., & Lam, C. B. (2013, April). Gendered behaviors in adolescents’ conversations: Marian Sigman’s influence on studying context during interpersonal interactions. In M. Siller (Chair), Marian Sigman’s enduring influence as a scientist and mentor.. Paper presented in the biennial meeting for the Society for Research on Child Development, Seattle, Washington, USA..
Rodríguez, S. A., Lam, C. B., Updegraff, K. A., & McHale S. M. (2013, April). The role of siblings in Mexican American adolescents’ interactions with same-and opposite-sex peers.. Poster presented in the biennial meeting for the Society for Research on Child Development, Seattle, Washington, USA..
Doughty, S., Lam, C. B., & McHale S. M. (2012, October). Links between sibling experiences and romantic competence from adolescence through young adulthood.. Poster presented in the themed meeting for the Society for Research on Child Development, Tampa, Florida, USA..
Solmeyer, A. R., Kim, J.-Y., Lam, C. B., & McHale, S. M. (2012, October). Parent-child relationships in childhood and adolescence: Implications for love and work in young adulthood.. Paper presented in the themed meeting for the Society for Research on Child Development, Tampa, Florida, USA..

Projects

Parental Problematic Use of Smartphones and Child Internalizing Symptoms and Externalizing Behaviors: Towards a Comprehensive Model
..
Project Start Year: 2023, Principal Investigator(s): LAM, Chun Bun, Ian
 
Resilience in Families Amid Economic Downturns: A Synthesized Model
..
Project Start Year: 2022, Principal Investigator(s): LAM, Chun Bun Ian 林俊彬
 
Scaling up C-For-Chinese@JC in Kindergarten Sector to Cultivate Culturally Responsive Education
This is phase II of the C-for-Chinese@JC project. It aims to consolidate learnings and experience into a benchmark and related reference materials for the kindergarten sector in supporting the non-Chinese speaking children. The project also provides professional development for school leaders and educators so as to increase their capacity and cultural competency in promoting children’s Chinese ability, social and emotional skills, and social integration through culturally responsive teaching (CRT).
Project Start Year: 2022, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華 (LAM, Chun Bun Ian 林俊彬 as Co-Investigator)
 
Beyond Language Skills, What are the Cognitive Skills and Environmental Risk Factors Contributing to Literacy Skills in Chinese Children at Family Risk of Dyslexia?
This project will examine the environmental factors (family socio-economic status and home literacy environment), cognitive skills (executive functioning and visual attention span), language and literacy skills in Chinese children at family risk of dyslexia (FRD) and their subtypes in order to determine the unique contribution of risk factors and skills to literacy ability across different groups of children at FRD and those without. This project will advance the understanding of the heterogeneity issue of FRD, its characteristics and subgroups, and thus may provide the taxonomic classification for future research into the physiological correlates and genetic contributions of Chinese children at FRD. Findings may also assist in enhancing early identification processes and intervention strategies to support Chinese children and their families. The findings will also provide insights into teachers, parents, and policy makers, including ways to facilitate the support of parents’ socialisation efforts, especially among families at risk of literacy difficulties in Hong Kong and Taiwan.
Project Start Year: 2021, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華 (LAM, Chun Bun Ian 林俊彬 as Co-Investigator)
 
Parental Use of Smartphones and Child Adjustment
..
Project Start Year: 2020, Principal Investigator(s): LAM, Chun Bun Ian 林俊彬
 
Studying Families as Systems
..
Project Start Year: 2020, Principal Investigator(s): LAU, Yi Hung, Eva, LAM, Chun Bun, Ian
 
3Es: Early Prevention, Early Identification, and Early Intervention: A School-based Support Model of Social-Emotional Development for Kindergarten Children – Towards Dissemination and Awareness
This project is to develop and implement a tiered intervention model of the response to intervention (RTI) for promoting children’s social-emotional competence, preventing and addressing challenging social emotional difficulties. This project aims to encompass support for teachers and parents of young children with social-emotional needs who attend kindergartens at K2 and K3.
Project Start Year: 2019, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華, LAM, Chun Bun Ian 林俊彬
 
Hong Kong Adolescent’s Well-bing: An Ecological Perspective
This project aims to examine Hong Kong early adolescents’ well-being from the ecological perspectives. Specifically, we are interested in understanding the normative levels of a wide range of well-being indicators (e.g., physical well-being, psychosocial well-being), the individual and ecological correlates of these indicators, and how these correlates work jointly to predict subsequent well-being.
Project Start Year: 2019, Principal Investigator(s): LI, Jianbin 黎建斌 (LAM, Chun Bun Ian 林俊彬 as Co-Investigator)
 
A Longitudinal Study on Family Process and Child Development
..
Project Start Year: 2018, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華, LAM, Chun Bun Ian 林俊彬
 
Experiencing Stigma when Parenting Children with Autism Spectrum Disorder: A Longitudinal Study
General Research Fund
Project Start Year: 2018, Principal Investigator(s): CHAN, Ka Shing Kevin 陳家承 (LAM, Chun Bun Ian 林俊彬 as Co-Investigator)
 
Sibling Experiences and Youth Adjustment
The study examined how sibling relationships may affect youth adjustment in both direct (e.g., through warm and hostile interactions) and indirect (e.g,. through parental differential treatment) ways.
Project Start Year: 2016, Principal Investigator(s): LAM, Chun Bun Ian 林俊彬
 
Reducing early literacy differences in preschool children from low-SES families: The effects of an early metalinguistic intervention
Literacy is vital to children’s academic achievement throughout their school years. However, most children from families with low socio-economic status (SES) are at risk of making poor progress in cognitive and language skills, thereby adversely affecting their later academic achievement. The academic achievement gap between disadvantaged and advantaged children seems to play an important role in the intergenerational transmission of poverty. The academic inequalities linked with low SES begin in early childhood and may persist and worsen over time.

Increasing evidence has found that Hong Kong preschool children from low-SES backgrounds tend to lag behind their middle-SES peers in language and literary skills. To assist at-risk children from low-SES families and provide them with opportunities to thrive academically, the proposed project intends to develop and implement early literacy intervention programmes based on home-school collaboration and education for Chinese preschool children with low SES. The project also examines the effect of SES on metalinguistic and literacy skills, as well as investigates the metalinguistic profile involved in the literacy development of children from low-SES backgrounds. A total of 240 grade 3 (K3) kindergartners will be recruited from two regions in Hong Kong and will be assigned to either the intervention or non-intervention group. Among the 180 low-SES children, 120 will be equally divided into two intervention groups: the home-school collaborative and school literacy programmes. These programmes will administer training in six domains, namely, orthographic skills, morphological skills, phonological skills, vocabulary knowledge, oral language, and simple writing skills. The remaining 60 low- and 60 middle-SES children will act as controls. We expect that children will benefit more from the home-school and school intervention conditions relative to other non-intervention conditions and would benefit more from the home-school intervention than from the school intervention conditions.

This project has theoretical and practical implications. The findings would help clarify the factors that hinder the literacy achievement of low-SES children. Moreover, the findings will assist researchers and educators in understanding the language and literacy skills of Hong Kong children from low-SES backgrounds including home environment factors and social emotional skills. The results will also practically promote home-school collaboration in the literacy development of children, promote parent/teacher and child relationship, and provide appropriate curriculum content and instructional and supporting strategies for these children. Importantly, this study will provide research-based evidence for formulating public policies and services, targeting the issues of early language and literacy intervention, poverty, and early childhood education.

Project Start Year: 2016, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華 (LAM, Chun Bun Ian 林俊彬 as Co-Investigator)
 
3Es: Early Prevention, Early Identification and Early Intervention: A School-based Support Model of Social-Emotional Development for Kindergarten Children, 2015-2019
“A School-Based Support Model of Social-Emotional Development for Kindergarten Children” sponsored by the Simon K Y Lee Foundation. This project is to develop and implement a tiered intervention model of the response to intervention (RTI) for promotion children’s social-emotional competence, preventing and addressing challenging social-emotional difficulties. This project aims to encompass support for teachers and parents of young children with social-emotional needs who attend kindergartens at K2 and K3.
Project Start Year: 2015, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華 (LAM, Chun Bun Ian 林俊彬 as Co-Investigator)
 
Parental Emotion Socialization: The Roles of Fathers, Parental Gender Attitudes, and Child Temperament
Research suggests that emotional competence has important implications for multiple aspects of adjustment, including psychological well-being, social functioning, and academic achievement. Therefore, researchers’ attention has been directed to the socialization of children's emotion knowledge and regulatory skills. Most of this work, however, has focused on the direct links between mothers’ emotion socialization practices and child outcomes, and little is known about (a) whether socializers other than mothers play a unique role in children’s emotional development; (b) how parents’ socialization values may affect their emotion socialization practices; and (c) how parents’ emotion socialization may interact with children's characteristics to affect child outcomes. Grounded in theories of fathering, gender socialization, and differential susceptibility, the goal of the proposed study is to fill some of these gaps in the literature by examining (a) whether fathers’ and mothers’ emotion socialization practices independently contribute to children’s emotional competence; (b) how parents’ gender role attitudes may shape their emotion socialization practices for sons and daughters and; (c) how child temperament may moderate the links between parental emotion socialization practices and child emotional adjustment.
Project Start Year: 2015, Principal Investigator(s): LAM, Chun Bun Ian 林俊彬
 
Family Influences on Children's Social Competence
Although parents have been recognized as important socializing agents who shape the social development of children, most research focuses on parents’ roles as interaction partners and neglects their roles as role models, instructors, and opportunity providers. The goal of the proposed study is to fill some of these gaps in the literature by examining the multifaceted influences of parents on children’s social competence. Interview data were collected from about 300 children from 6 local preschools, and questionnaire data were collected from their parents and class teachers. On a theoretical level, the study will add to the larger socialization literature by demonstrating how family experiences may affect child adjustment through different mechanisms. On an applied level, the study will also provide insights for designing effective programs by elucidating what parents may actually do to help their children to develop social and emotional skills.
Project Start Year: 2013, Principal Investigator(s): LAM, Chun Bun Ian 林俊彬
 
Prizes and awards

Gold Medal

Date of receipt: 18/11/2021, Conferred by: International Invention Innovation Competition in Taiwan 2021
 
Sliver Medal

Date of receipt: 28/8/2021, Conferred by: International Invention Innovation Competition in Canada 2021
 
Special Award

Date of receipt: 28/8/2021, Conferred by: International Invention Innovation Competition in Canada 2021