Dr BUCHTEL, Emma Ellen Kathrina   蒲安梅
Associate Head (International Engagement) / Associate Professor
Department of Psychology
Member
Centre for Psychosocial Health
Phone No: (852) 2948 8756
Email: buchtel@eduhk.hk
Contact
ORCiD
0000-0002-9417-9106
Phone
(852) 2948 8756
Email
buchtel@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
57212322905
Research Interest

My research seeks to explore and deepen our understanding of Chinese cultural influences on psychology, including moral concepts, values, motivation and reasoning styles, and their implications for Western theories. I use interdisciplinary approaches, multiple/mixed methods with cross-cultural data (e.g. psychophysiological data, qualitative data, quantitative surveys and experiments) and adopt open-science practices.

See updated publications and projects at: https://repository.eduhk.hk/en/persons/emma-ellen-kathrina-buchtel

Teaching Interest

In my teaching, I aim to cultivate positive attitudes towards diversity, curiosity and excitement about new ideas, and to teach skills that help my students learn and benefit from different perspectives. Please take a look at our pedagogical projects on teaching discussion skills in the Hong Kong context (https://eduhk-pt.wixsite.com/ptindiscussion) and teaching Global Perspectives through a focus on affective pedagogy and affective cultural competence (https://cultivateglobalpers.wixsite.com/home), an animated video to help visualize how "within culture differences are (almost) always bigger than between-culture differences," (De-essentializing Bar Graphs: Diversity within Differences"), and my TEDx talk, “Culture, Morality and Connecting Across Differences” (https://youtu.be/LToLDHWKGBE).

Personal Profile

Dr. Buchtel received her PhD in cultural psychology (social/personality area; quantitative minor) from the University of British Columbia in 2009, and her B.A. from Yale University in 1999. In between, she spent four years in Changsha and Beijing, teaching English at the high school and university levels and learning Mandarin Chinese.


Research Interest

My research seeks to explore and deepen our understanding of Chinese cultural influences on psychology, including moral concepts, values, motivation and reasoning styles, and their implications for Western theories. I use interdisciplinary approaches, multiple/mixed methods with cross-cultural data (e.g. psychophysiological data, qualitative data, quantitative surveys and experiments) and adopt open-science practices.

See updated publications and projects at: https://repository.eduhk.hk/en/persons/emma-ellen-kathrina-buchtel

Teaching Interest

In my teaching, I aim to cultivate positive attitudes towards diversity, curiosity and excitement about new ideas, and to teach skills that help my students learn and benefit from different perspectives. Please take a look at our pedagogical projects on teaching discussion skills in the Hong Kong context (https://eduhk-pt.wixsite.com/ptindiscussion) and teaching Global Perspectives through a focus on affective pedagogy and affective cultural competence (https://cultivateglobalpers.wixsite.com/home), an animated video to help visualize how "within culture differences are (almost) always bigger than between-culture differences," (De-essentializing Bar Graphs: Diversity within Differences"), and my TEDx talk, “Culture, Morality and Connecting Across Differences” (https://youtu.be/LToLDHWKGBE).

Selected Output

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Buchte, E. E. (2022). Cultural Psychology and the Meaning of Morality in Chinese and China: Misconceptions, Conceptions, and Possibilities. In R. Nichols (Ed.), The Routledge International Handbook of Morality, Cognition, and Emotion in China (215-236). New York and London: Routledge
Buchtel, E. E. (2021). The frailty of human nature: Drawing on local conflicts to teach against prejudice, discrimination, and stereotyping. In Wong, M.S., Weiner, L., Cerniak, J., & Yee, L.T.S. (Eds.), Incorporating diversity in classroom settings: Real and engaging examples for various psychology courses (214-220). http://teachpsych.org/ebooks/diverse1: Society for the Teaching of Psychology
Buchtel, E. E., & Lu, J. (2021). Enculturating perspective taking across cultures: Academic discussion as a cross-cultural competence skill. Wong, M.S., Weiner, L., Cerniak, J., & Yee, L.T.S. (Eds.), Incorporating diversity in classroom settings: Real and engaging examples for various psychology courses (76-82). http://teachpsych.org/ebooks/diverse1: Society for the Teaching of Psychology
Gardiner, G., Sauerberger, K., Buchtel, E.E.K., Funder, D., Maite, B., & Brock, B., et al. (2019). Towards Meaningful Comparisons of Personality in Large-scale Cross-cultural Studies. In A. Realo (Ed.), In Praise of An Inquisitive Mind: A Festschrift in Honor of Jüri Allik on the Occasion of His 70th Birthday (123-139). Tartu, Estonia: University of Estonia Press
Buchtel, E. E. (2011). Methodology and current research directions in cross-cultural conflict resolution.. In L. Biukovic & P. B. Potter (Eds.), International Trade and Selective Adaptation (28-58). Vancouver: University of British Columbia Press
Buchtel, E. E. & Norenzayan, A. (2009). Thinking across cultures: Implications for dual processes. In J. Evans & K. Frankish (Eds.), In two minds: Dual processes and beyond (217-238). Oxford: Oxford University Press
Buchtel, E. E. & Heine, S. J. (2007). Cultural Psychology. In D. S. Clark (Ed.), Encyclopedia of Law and Society: American and Global Perspectives (Section IX) (363-367). Thousand Oaks: SAGE Publications

Journal Publications
Publication in refereed journal
Ye, F. T.-f. & Buchtel, E. E. (2021). Multiculturalism, culture mixing, and prejudice: Effects of priming Chinese diversity models among Hong Kong university students. Frontiers in Psychology, 12 Doi:10.3389/fpsyg.2021.691858.
Gardiner, G., Lee, D., Baranski, E., Funder, D., Members of the International Situations Project, & Buchtel, E. E. (2020). Happiness around the world: A combined etic-emic approach across 63 countries. PLoS One, 15(12), 1-31
Buchtel, E. E., Ng, L. C. Y., Bidwell, A., & Cannon, P. R. (2020). Moral expressions in Hong Kong, New Zealand, and the United Kingdom: Cultural similarities and differences in how affective facial muscle activity predicts judgments. Emotion. Advance online publication. doi: 10.1037/emo0000766, 0, 0-0
Lee, D.I., Gardiner, G., Baranski, E., Members of the International Situations Project, Funder, D.C. (2020). Situational experience around the world: A replication and extension in 62 countries. Journal of Personality, 0, 1-20
Buchtel, E. E. (2020). The joy of obligation: Human cultural worldviews can enhance the rewards of meeting obligations. Behavioral and Brain Sciences, 43, e63
Yang, X., Guan, Y., Zhang, Y., She, Z., Buchtel, E. E., Mak, M. C. K., & Hu, H. (2019). A relational model of career adaptability and career prospects: The roles of leader–member exchange and agreeableness. Journal of Occupational and Organizational Psychology, 93(2), 405-430
Buchtel, E. E., Ma, P. P. L., & Guan, Y. (2019). Assessing the similarity of injunctive norm profiles across different social roles: The effect of closeness and status in the United States and China. Journal of Cross-Cultural Psychology, 50(10), 1140-1160
Hannikainen, I. R., Machery, E., Rose, D., Stich, S., Olivola, C. Y., Sousa, P., . . . Zhu, J. (2019). For whom does determinism undermine moral responsibility? Surveying the conditions for free will across cultures. Frontiers in Psychology, 10, 1-13
Zhu, F., Cai, Z., Buchtel, E. E., & Guan, Y. (2019). Career construction in social exchange: A dual-path model linking career adaptability to turnover intention. Journal of Vocational Behavior, 112, 282-293
Rose, D., Machery, E., Stich, S., Alai, M., Angelucci, A., Berniūnas, R., Buchtel, E. E. . . . Zhu, J. (2019). Nothing at stake in knowledge. Noûs, 53 (1), 224-247
Buchtel, E. E., Ng, L. C. Y., Norenzayan, A., Heine, S. J., Biesanz, J. C., Chen, S. X., . . . Su, Y. (2018). A sense of obligation: Cultural differences in the experience of obligation. Personality and Social Psychology Bulletin, 44 (11), 1545-1566
Cova, F., Olivola, C. Y., Machery, E., Stich, S., Rose, D., Alai, M., . . . Zhu, J. (2018). De Pulchritudine non est Disputandum? A cross‐cultural investigation of the alleged intersubjective validity of aesthetic judgment. Mind and Language, doi: 10.1111/mila.12210, 1-22
Gervais, W. M., van Elk, M., Xygalatas, D., McKay, R. T., Aveyard, M., Buchtel, E. E., Dar-Nimrod, I., Kundtová Klocová, E., Ramsay, J. E., Riekki, T., Svedholm-Häkkinen, A. M., Bulbulia, J. (2018). Analytic atheism: A cross-culturally weak and fickle phenomenon?. Judgment and Decision Making, 13, 268-274
Magee, C., Buchtel, E. E., Human, L. J., Murray, D. R., & Biesanz, J. C. (2018). Is personality variability associated with adjustment?. Journal of Research in Personality, 72, 22-43
Gervais, W. M., Xygalatas, D., McKay, R. T., van Elk, M., Buchtel, E. E., Aveyard, M., Schiavone, S., Dar-Nimrod, I., Svedholm-Häkkinen, A. M., Riekki, T., Kundtová Klocová, E., Ramsay, J. E., Bulbulia, J. (2017). Global evidence of extreme intuitive moral prejudice against atheists. Nature Human Behavior, 1 (0151), 1-5
Machery, E., Stich, S., Rose, D., Alai, M., Angelucci, A., Berniūnas, R., Buchtel, E. E. . . . Zhu, J. (2017). The Gettier intuition from South America to Asia. Journal of Indian Council of Philosophical Research, 34(3), 517-541
Rose, D., Machery, E., Stich, S., Alai, M., Angelucci, A., Berniūnas, R., Buchtel, E. E. . . . Zhu, J. (2017). Behavioral circumscription and the folk psychology of belief: A study in ethno‐mentalizing. Thought, 6(3), 193-203
Chen, S. X., Ng, J. C. K., Buchtel, E. E., Guan, Y., Deng, H., & Bond, M. H. (2017). The added value of worldviews over self-views: Predicting modest behaviour in Eastern and Western cultures. British Journal of Social Psychology, 56, 723-749
Chen, S. X., Lam, B. C. P., Wu, W. C. H., Ng, J. C. K., Buchtel, E. E., Guan, Y., & Deng, H. (2016). Do people’s world views matter? The why and how. Journal of Personality and Social Psychology, 110 (5), 743-765
Chen, S. X., Lam, B. C. P., Hui, B. P. H., Ng, J. C. K., Mak, W. W. S., Guan, Y., Buchtel, E. E., Tang, W. C. S., & Lau, V. C. Y. (2016). Conceptualizing psychological processes in response to globalization: Components, antecedents, and consequences of global orientations. Journal of Personality and Social Psychology, 2016, 302-331
Buchtel, E. E., Guan, Y., Peng, Q., Su, Y., Sang, B., Chen, S. X., & Bond, M. H. (2015). Immorality East and West: Are immoral behaviors especially harmful, or especially uncivilized?. Personality and Social Psychology Bulletin, 41(10), 1382-1394
Chen, S. X., Lam, B. C. P., Buchtel, E. E., & Bond, M. B. (2014). The conscientiousness paradox: Cultural mindset shapes competence perception. European Journal of Personality, 28 (5), 425-436
Buchtel, E. E. (2014). Cultural sensitivity or cultural stereotyping? Positive and negative effects of a cultural psychology class. International Journal of Intercultural Relations, 39, 40-52
Dunn, E. W., Buchtel, E. E., & Aknin, L. B. (2011). Consensus at the Heart of Division: Comment on Norton & Ariely (2011).. Perspectives on Psychological Science, 6, 13-14
Leu, J., Mesquita, B., Ellsworth, P. C., Zhang, Z-Y., Yuan, H-J., Buchtel, E. E., Karasawa, M., & Masuda, T. (2010). Situational differences in dialectical emotions: Boundary conditions in a cultural comparison of North Americans and East Asians. . Cognition & Emotion, 24, 419-435
Chen, S. X., Bond, M.B., Chan, B., Tang, D., & Buchtel, E. E. (2009). Behavioral Manifestations of Modesty. Journal of Cross-Cultural Psychology, 40 (4), 603-626
Heine, S. J. & Buchtel, E. E. (2009). Personality: The universal and the culturally specific. . Annual Review of Psychology, 60, 369-394
Heine, S. J., Buchtel, E. E., & Norenzayan, A. (2008). What do cross-national comparisons of personality traits tell us? The case of conscientiousness. . Psychological Science, 19 (4), 309-313
Buchtel, E. E. & Norenzayan, A. (2008). Which should you use, intuition or logic? Cultural differences in injunctive norms about reasoning. . Asian Journal of Social Psychology, 11, 264-273

Conference Papers
Invited conference paper
Buchtel, E. E. (2014, 3). Immorality in China: Lay concepts and moral cognition. Paper presented at the Cross-Cultural Perspectives on Moral Psychology conference, Seoul, South Korea
Buchtel, E. E. (2013, 11). Chinese and Western lay concepts of morality: What does morality mean when impropriety is immoral?. Paper presented at the 21st meeting of the Moral Psychology Research Group, MN, USA
Buchtel, E. E. (2010, 7). A Sense of Obligation: Culture and the subjective experience of meeting expectations. Award address at the International Association of Cross Cultural Psychology Annual Congress, Melbourne, Australia
Refereed conference paper
Buchtel, E. E., Ye, F. T.-F., Liu, X.X., Guan, Y., & Sarkissian, H. (2021, 6). Moral guilt, Particularism, and Corruption: What virtues help us resist "unhealthy" requests from friends and family? (道德愧疚,特殊主义和腐败:哪些美德使人们抵制亲朋的不良请求?). Chinese Psychological Society Psychology and Social Governance Committee 2021 Annual Academic Meeting, Yantai, Shandong, PRC
Ye, T. F., & Buchtel, E. E. (2021, 4). Multicultural Identity Styles, Culture Mixing and Well-being: The Cultural Adaptation of Mainland Chinese Sojourner Students in Hong Kong [Conference presentation]. SRCD 2021 Virtual Biennial Meeting, USA
Lam, K.H., & Buchtel, E.E. (2020, 6). Bridging the Metaethics of Moral Objectivism and Moral Relativism: Wong’s Pluralistic Relativism. Paper presented at the European Experimental Philosophy Conference, Prague, Czech Republic
Lam. K.H., & Buchtel, E.E. (2020, 2). Pluralistic Moral Relativism: A Specific Relativism That May not Necessarily Lead to Immorality. [Poster session canceled] Society for Personality and Social Psychology Annual Convention, New Orleans, LA, United States
Buchtel, E. E., Guan, Y., & Wang, N. (2017, 8). Chinese moral character: Principled vs. Caring, Laws vs. Personality: How universal moral character trait categories reveal cultural differences. 12th Biennial Conference of the Asian Association of Social Psychology, Auckland, New Zealand
Buchtel, E. E., Guan, Y. & Su. Y. (2016, 12). Morality in China vs. the West: Lay concepts and challenges. Paper presentation in the symposium “China: Civic and Moral Education,” at the 42nd Annual Conference of the Association for Moral Education, Cambridge, MA, USA
Buchtel, E. E., Ng, C. Y., & Cannon, P. R. (2016, 8). Chinese moral expressions: Cultural similarities and differences in how affective facial muscle activity predicts moral judgments. Paper presentation in the symposium “Cross-Cultural Experimental Philosophy,” at the 23rd International Congress of the International Association for Cross-Cultural Psychology, Nagoya, Japan
Buchtel, E. E. (2015, 2). What are we talking about when we talk about morality? Chinese and Western differences in harm vs. incivility as central indicators of immoral behavior. Poster presented at the Advances in Cultural Psychology preconference, Long Beach, CA, USA
Buchtel, E. E. (2015, 2). What is Immoral? Chinese vs. Western Prototypes of Immoral Behaviors. Poster presented at the SPSP Annual Meeting, Long Beach, CA, USA
Buchtel, E. E., Guan, Y., & Su, Y. (2013, 8). Chinese and Western lay concepts of morality: Is morality about impropriety, or sin?. The 10th Biennial Conference of the Asian Association of Social Psychology , Jogyakarta, Indonesia
Buchtel, E. E. & Guan, Y. (2012, 12). Reaching for eudaemonia: What does it mean to be virtuous? Chinese vs. Western prototypes of virtue. . 3rd HK-UK Joint International Conference, Hong Kong, PRC
Buchtel, E. E. & Guan, Y. (2012, 1). Being Cultivated: Chinese vs. Western concepts of moral character. Poster presented at the SPSP Annual Meeting, San Diego, CA, USA
Buchtel, E. E. (2011, 7). The meaning of morality. Presentation at the Asian Association of Social Psychology, Kunming, Yunnan, PRC.
Buchtel, E. E., Heine, S. J., & Norenzayan, A. (2009, 7). Comparing Personality across Cultures. Presentation at the Association for Research in Personality (ARP) First Stand-Alone Conference, Evanston, IL, USA
Buchtel, E. E. (2009, 2). Principled Moral Relativism. Poster presented at the SPSP Annual Meeting, Tampa, FL, USA
Buchtel, E. E. (2007, 1). Cultural sensitivity without stereotyping? The effect of learning about cultural psychology on attitudes toward cultural groups. . Poster presented at the SPSP Annual Meeting, Memphis, TN, USA

Creative and Literary Works, Consulting Reports and Case Studies
Film, video
Buchtel, E. E. (2020). De-essentializing bar graphs: Diversity within differences [Video]. YouTube: https://youtu.be/RsPFyy4MptY

All Other Outputs
Review of books or of software
Buchtel, E. E. (2011). Review of “Memory in Mind and Culture”. [Review of the book Memory in Mind and Culture, edited by P. Boyer and J. V. Wertsch]. . Canadian Psychology/Psychologie Canadienne (61-62). Canadian Psychology/Psychologie Canadienne, 52, 61-62

Project

The Meaning of Cognitive Conflict across Cultures: Using Pupil Dilation to Identify Culturally-Relevant Meaning Disruptions and Conflict Compensation (R1287 / 18605921)
UGC-funded GRF project. Uses psychophysiological methods to test hypotheses about culture, holistic thinking, and responses to morally problematic behaviors across cultures.
Project Start Year: 2022, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅
 
A Cross-cultural Analysis of Gratitude in Education
Gratitude and Humility in Education, East Meets West
Project Start Year: 2021, Principal Investigator(s): JACKSON, Liz null (BUCHTEL, Emma Ellen Kathrina 蒲安梅 as Team Member)
 
Gratitude and Humility in Education, East Meets West
Gratitude and Humility in Education, East Meets West
Project Start Year: 2021, Principal Investigator(s): JACKSON, Liz null (BUCHTEL, Emma Ellen Kathrina 蒲安梅 as Team Member)
 
Cultivating Students’ Global Perspectives through Course Design with an Emphasis on the Affective Aspect of Learning
The global challenges of our century underscore the need for students to be able to value diverse cultures and perspectives, empathise and work with others dramatically different from themselves and solve problems that transcend national borders. While the academic departments at EdUHK are being strongly encouraged to enhance their courses to cultivate students’ global perspectives, some lecturers remain uncertain about how to achieve this goal meaningfully. This TDG addresses an urgent need of empowering lecturers to improve their understanding of global perspectives and facilitate their reflection on appropriate course design and successful delivery. Over the past decade, the "affective turn" (Clough, 2007) in social sciences and the humanities has resulted in educational applications that show how emotional responses and sensory perceptions can maximize affective engagement in the classroom (e.g. Cavanagh, 2016). This project proposes that the integration of such an approach with internationalisation of the curriculum can effectively cultivate students' global perspectives, which includes not only knowledge of different cultures, societies and global issues but also affective attributes conducive to intercultural empathy, efficacy, and tolerance. The project will develop an instructional framework for cultivating students’ global perspectives. It will demonstrate the impact that a due emphasis on the affective aspect of learning has on students' development of intercultural competence (including knowledge and attitudes). Finally, the project will develop case studies and other resources highlighting the participating lecturers’ best pedagogical practices. This cross-disciplinary project will include team members from nine departments across all three faculties, including five Teaching Award recipients, together with two external Co-Ss from North America specialising in cultural psychology and global citizenship education.
Project Start Year: 2020, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅, CHATELIER STEPHEN ERIC , YU, Kwan Wai Eric 余君偉
 
The Meaning of Cognitive Conflict across Cultures: Pilot Study
Prior cultural psychological research presents conflicting evidence on how East Asians vs. Westerners react to expectancy-violating information. This seed grant supports an initial study among participants in Hong Kong to test that pupil dilation (PD) is a measure of attentional arousal in response to simple and factual error feedback, via a replication and extension of Sleegers et al. 2020 (in press). Using an objective physiological measure of arousal (pupil dilation, PD) to measure expectancy-violation and an objective measure of hindsight bias, this study will first test that PD is associated with error feedback.
Project Start Year: 2020, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅
 
Communicating about Cultural Differences to Increase Understanding
This Impact Pathway grant supports the creation of a fun and interesting interactive website that uses graphic displays to allow researchers to communicate to the public about our findings on cultural differences, while emphasizing elements that counteract nasty side effects such as essentialism, prejudice, and outgroup homogenization (Buchtel, 2014).
Project Start Year: 2020, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅
 
Mask Wearing Behaviors and Attitudes: Cultural and Individual Influences
In the current worldwide COVID-19 pandemic, different public norms regarding mask wearing have emerged across cultures. The public health efficacy of mask-wearing depends on more than the physical efficacy of masks themselves: Instead, it depends on social behavior—compliance and acceptance. How can we improve the social efficacy of masks for public health? Specifically, what facilitates mask acceptance in USA and Hong Kong, what discourages it, and how can we learn from one another to encourage more enthusiastic public acceptance and positive interpersonal/social effects (and therefore public health effects)?
Project Start Year: 2020, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅
 
Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development Through an Innovative Blended Learning Approach (A+BLe)
Educators in higher education encounter lots of difficulties in maintaining high academic standards and high quality attributes in today's classes with a large number of students with diverse needs. It remains a challenging task for teachers to, on one side, well organize the teaching/learning content so that all students are more likely to actively participate in the learning process, and on the other side, to well assess students’ use of their higher-order/self-directed learning processes (e.g., self-assessment, peer-assessment, use of formative feedback from teachers) to achieve academic success and high quality attributes upon graduation. There is a compelling need to provide a rigorous blended learning approach that can link teaching, both online and offline learning and assessment practices (self-assessment, peer-assessment, and teacher-assessment) in a visible, achievable and sustainable way. The A+BLe approach is expected to also encourage students to not only undertake the learning activities actively, but also tell students and teachers how well the objectives of teaching and learning have been achieved. Based on these concerns, this project aims to provide an innovative and creative blended learning approach (A+BLe) to link teaching, learning, and assessment practices in a visible and systematic way to promote EdUHK students’ multiple learning outcomes that are essential for their professional development.
Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭 (BUCHTEL, Emma Ellen Kathrina 蒲安梅 as Co-Investigator)
 
Diversity and Academic Discussion in the Classroom: Using Perspective Taking to Improve Process and Educational Outcomes of Small-group Discussion in the Classroom
Invigorating, student-led academic discussion does not happen automatically in university classrooms, especially those characterized by cultural differences in preferred communication styles. This project aims at developing critical thinking and academic conversation skills of EdUHK students by developing pedagogical and student skill-building activities around academic discussion.https://eduhk-pt.wixsite.com/ptindiscussion
Project Start Year: 2019, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅
 
Understanding China’s Changing Moral Psychology
This project brings together a team of cross-disciplinary academics whose joint efforts will lead to a new understanding of Chinese moral traits, where these traits came from, and their future influence.https://www.ryantatenichols.com/understanding-chinas-changing-moral-psychology
Project Start Year: 2019, Principal Investigator(s): Ryan Nichols (BUCHTEL, Emma Ellen Kathrina 蒲安梅 as Team Member)
 
Personal, Social, and Community Well-Being Cluster
..
Project Start Year: 2018, Principal Investigator(s): POON, Kai Tak 潘啟德 (BUCHTEL, Emma Ellen Kathrina 蒲安梅 as Team Member)
 
Filial Values and “Unhealthy Practices:” When is Corruption Increased by Confucian Virtues? The Roles of Moral Conflict and Societal Transparency
Does the Confucian virtue of filial piety-- and its requirement to "love with distinction"-- encourage corruption? This question has received recent interest from philosophers, but has not been addressed empirically. Despite the intuitively appealing nature of the accusation, we propose that being highly filial, as a virtue, should in fact protect one from temptations to participate in self-enriching corruption; but conversely, it may morally motivate one to help particular others in one’s social circle (particularism), if the social institutions of one’s environment are perceived as inadequate to prevent corruption.
Project Start Year: 2018, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅
 
Are Filial Values Opposed to Universal Benevolence? The Relationship Between Traditional Confucian Virtues and Particularism
This research project develops a localized measure of particularism vs. corruption tolerance, and serves as a pilot study for further research on their influence by the possible contradictions between the Confucian virtues of filial piety and universal benevolence.
Project Start Year: 2016, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅
 
Chinese Moral Character: What Does It Mean to be Principled in a Confucian Culture?
This project will seek evidence that "personality inconsistency"-- acting differently towards different people-- is morally motivated in Chinese cultures.
Project Start Year: 2016, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅
 
Engaging students in online discussions using the Moodle LMS.
This project studies how discussion forums can be used to engage students in small-group peer exchange with the goal of the social construction of knowledge and deeper understanding. We will:
1. Compare the use of the new Participation Forum in comparison to the basic Moodle forum.
2. Examine student perceptions about what makes a Participation Forum successful or not, e.g. due dates, student goals, social rewards of participating, role of the teacher, role of grades, etc.
3. Examine student perceptions about the social and educational outcomes of using the Participation Forum.
4. Utilize the Participation Map learning analytic to qualitatively describe and quantitatively analyze the resulting discussions.

This study should result in a better understanding of how blended discussions on Moodle can be used to motivate and engage students in sustainable formative assessment activities, and how these discussions can support diverse classrooms.

Project Start Year: 2015, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅
 
International Situations Project
Culture is reflected and transmitted through the daily experience of ordinary situations. However, psychological research has traditionally paid much more attention to the conceptualization and measurement of persons than of situations, and this imbalance extends to cross-cultural psychology. The proposed research moves to remedy this imbalance, in a project guided by the hypothesis that attributes of situational experience are active ingredients of culture. Participants recruited by an international team of collaborators login to a multi-lingual website, where they use the recently-developed Riverside Situational Q-sort (RSQ) to describe a situation they experienced within the previous 24 hours. Participants also describe their behavior in these situations and, separately, their personalities. Data analyses address both descriptive and theoretically-guided questions. (http://www.nsf.gov/awardsearch/showAward?AWD_ID=1528131&HistoricalAwards=false)
Project Start Year: 2015, Principal Investigator(s): FUNDER, David (BUCHTEL, Emma Ellen Kathrina 蒲安梅 as Team Member)
 
The Distracted Student? Engaging Competing Texts and (Re)Constructing Authority to guide Learning and Discovery
Recent studies demonstrate that college students routinely use their laptops and mobile phones to perform “extracurricular” activities in class. This study explores how students who have “grown up digital” often simultaneously interact with communication technologies, their professors and their peers in the college classroom and how educators can best facilitate student engagement and learning in mediated contexts. This project seeks to a) assess students’ communicative practices, particularly their engagement with professorial and peer voices, and course texts used in the classroom amidst attending to potential competing messages on mobile devices, and b) investigate professors’ perceptions and communicative strategies as they constitute their authority to guide students to achieve targeted learning outcomes.
Project Start Year: 2015, Principal Investigator(s): SHUTER, Robert (BUCHTEL, Emma Ellen Kathrina 蒲安梅 as Collaborator)
 
Good Teaching Practice – Incorporation of Development of Generic Skills into Course Teaching at Higher Education Context
The present project is related to Community of Practice (CoP). It aims to promote good teaching practice with the focus of incorporating the generic intended learning outcomes (GILOs) in course teaching and develop a peer sharing atmosphere on campus. It engages our colleagues in sharing and exchanging their teaching experience through an online platform.
Project Start Year: 2015, Principal Investigator(s): CHENG, May Hung May 鄭美紅 (BUCHTEL, Emma Ellen Kathrina 蒲安梅 as Team Member)
 
The Blended & Online Learning & Teaching (BOLT) Project: Collaborative professional development for capacity building in blended and online learning and teaching in Hong Kong
Professional development for tertiary teaching in Hong Kong is conducted in many different ways. Each institute of higher education has its own approaches, provisions and requirements, and varied resources to address this issue. In most of Hong Kong’s universities resources for supporting professional development for teachers on blended and online learning are limited and ad hoc in approach, with funding for such work competing against many other priorities. To address the apparent gap in consistent professional development provision in relation to online and blended learning and teaching, this project proposes a common foundation course open to all collaborating partners, and a range of other activities through which collaborating partners will build-on and share resources in different ways.

By taking a coherent and coordinated approach to address a complex educational challenge, the project benefits staff and students of all collaborating partners. A greater range of activities can be offered than any one institution could provide alone, and all benefit from sharing varied approaches and considering different priorities and contexts. At the same time each partner is able to address their own institutional needs.

The overall aim of this project is to provide a graduated professional development support experience across all participating UGC funded institutions to facilitate the development of teachers’ skills in online and blended teaching. Coordinating this effort across institutions and conducting in a blended mode will:
a) encourage consistency and quality through good practices and broad evaluation
b) add authenticity through offering blended professional development experiences to teachers located in different institutions
c) allow the pooling of professional development staff and resources for the benefit of all.

The project involves five institutions (PolyU, HKIEd, HKBU, HKU and HKUST) who will work collaboratively towards the overall aim of the project, whilst further developing strategies and initiatives that contextualise and address their own institutional needs.

The collaboration between EDC in PolyU and academic staff in the Faculty of Education and Human Development in HKIEd provides a strong foundation for this project. It signifies the importance and synery between professional development activities in elearning, and its direction connection to learning and teaching delivered by academic staff in faculties. PolyU will provide a top-down approach through a formal professional development foundation course while HKIEd will provide a bottom-up approach via the formation of learning communities within academic faculties. Combining both these perspectives within one overall project provides valuable benefits and greater impact to advance blended learning within the sector.

Project Start Year: 2014, Principal Investigator(s): LIM, Cher Ping 林质彬, HARBUTT, Darren (BUCHTEL, Emma Ellen Kathrina 蒲安梅 as Co-Investigator)
 
Cultural-moral Relativism: Scale Development and Initial Correlates
A moral relativism personality scale focused mainly on cultural-moral relativism will be developed. Some negative and positive correlates of being high in cultural-moral relativism will be tested.
Project Start Year: 2014, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅
 
Plagiarism and Culture: Is Avoiding Plagiarism more than Just a Technical Issue?
This set of studies will explore Hong Kong students' reasons for plagiarizing and whether plagiarism knowledge and unintentional plagiarism are predicted by cultural factors.
Project Start Year: 2014, Principal Investigator(s): WONG, Kit Yi Angel 黃潔儀 (BUCHTEL, Emma Ellen Kathrina 蒲安梅 as Co-Investigator)
 
Chinese Morality: When Propriety Is Part of the Picture, What Does Morality Mean? Testing and Extending Moral Theory to Fit Lay Concepts of a Confucian Moral System
Do morality concepts of Chinese laypeople fit Western psychological theories? A series of studies over three years are planned to examine the connection between Chinese morality concepts, Moral Foundations Theory (Graham, Haidt), and Social-Cognitive Domain Theory (Turiel).
Project Start Year: 2014, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅
 
Intellectual Humility and Cultural Diversity in Philosophy
This project will conduct the largest and most systematic study of philosophical intuitions in different cultural groups ever undertaken. Collecting data in more than 15 countries around the world, we will seek to determine the extent to which philosophical intuitions really do differ cross-culturally. When the data are in, we will assemble an international conference, web-cast live and open to people around the world, to debate their implications. Do they show that philosophers should make major changes in their standard methodology? If so, what changes are appropriate to accommodate cultural differences in philosophical intuition? http://xphi-europe.org/intellectualhumility/
Project Start Year: 2013, Principal Investigator(s): Stich, Stephen P., Machery, Edouard (BUCHTEL, Emma Ellen Kathrina 蒲安梅 as Team Member)
 
Self-referent and Other-referent Career Success: A Cross-cultural Investigation
Subjective judgment of career success may depend on references to one's own criteria (e.g. one's own career goals), or it may depend on comparisons to others (e.g. whether one's income is as good as that of peers). We hypothesize that collectivistic cultures will emphasize other-referent judgments of career success more than individualistic cultures. These studies will develop a scale to measure these two dimensions, and will examine several hypotheses about Chinese vs. American differences in their utility.
Project Start Year: 2013, Principal Investigator(s): GUAN, Yanjun (BUCHTEL, Emma Ellen Kathrina 蒲安梅 as Co-Investigator)
 
Grounding Morality in Thought and Practice: A Cross-Cultural Study of Lay Morality
Pilot studies on lay concepts of immoral behavior
Project Start Year: 2011, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅
 
Moral Character: Language and Cognition
A prototype approach to defining "Excellent Moral Character" among university students in Hong Kong and Beijing.
Project Start Year: 2011, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅
 
Morality Concepts in Greater China and Beyond
Pilot studies of indigenous concepts of immorality and moral character in Greater China and beyond.
Project Start Year: 2011, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅
 
Prizes and awards

President's Award for Outstanding Performance in Administrative Services (Team Award)
( http://p-awards.eduhk.hk/FEHD&PS.php )The President’s Award for Outstanding Performance in Administrative Services was established to recognise and reward University staff members, individually and in teams, who demonstrate exemplary performance in areas such as administration, information technology, project management, outreach and other support functions not directly related to teaching and research. To support the University’s successful achievement of its “Education-plus” vision, the Department of Psychology and Faculty of Education and Human Development Team worked diligently to complete two challenging, high-stake exercises, namely the Re-accreditation of Programme of the Bachelor of Social Sciences (Honours) in Psychology [BSocSc(Psy)], and Programme Area Accreditation (PAA) in Psychology. The achievements represent an important milestone in the University’s pursuit of full self-accrediting status for disciplines complementary to education.
Date of receipt: 14/5/2018, Conferred by: The Education University of Hong Kong
 
President's Award for Outstanding Performance in Teaching 2014/15
( https://www.eduhk.hk/p_award/view.php?m=5834&secid=5836 ) Dr Emma Buchtel is committed to teaching excellence through the development of integrated learning activities, assessment and feedback strategies that engage undergraduate and postgraduate students and help them to orientate themselves toward university scholarship. Motivated by a desire to increase cross-cultural tolerance and critical thinking skills, Dr Buchtel demonstrates dynamism and versatility in her teaching of psychology.
Date of receipt: /5/2015, Conferred by: The Education University of Hong Kong