Dr HE WU, Jing Mavis    何競 博士
Associate Head
Department of Special Education and Counselling
(852) 2948 8547
(852) 2948 7794
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
Research Outputs

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
He, M. W. J., Hui, A. N. N., & Tsang, T. Y. M. (2022). Challenges for gifted and talented students in Hong Kong: Insights from an asynchronous development perspective and Chinese cultural values. In M. T. Hue, & S. Karim (Eds.), Supporting Diverse Students in an Asian Inclusive Classroom: From Policies and Theories to Practices (108-123). London: Routledge.
Hui, A. N. N., & He, M. W. J. (2021). A life-span developmental approach to creativity. In J. C. Kaufman & R. J. Sternberg (Eds.), Creativity: An Introduction (67-83). New York: Cambridge University Press.
Hui, A. N. N., He, M. W. J., & Wong, W. C. (2019). Understanding the development of creativity across the life span. J. C. Kaufman & R. J. Sternberg, The Cambridge handbook of creativity (69-87). New York: Cambridge University Press.
Hui, A. N. N., He, M. W. J., Kuo, C. C., Tan, A. G., Lyu, V. Y. F., & Chan, L. K. (2018). Gaps and go’s in policy, practice and research of gifted education in China, Hong Kong, Singapore and Taiwan. In K. J. Kennedy, & J. C. K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (555-569). London: Routledge.
He, M. W. J., Wong, W. C., & Hui, A. N. -N. (2015). Gender differences in means and variability on creative thinking: Patterns in childhood, adolescence, and emerging adulthood. In A. G. Tan & C. Perleth (Eds.), Creativity, Culture and Development (85-98). Singapore: Springer.
Hui, A., He, M., Liu-Au, E., & Ching, C. (2015). Thinking creatively across the lifespan. In R. Wegerif, L. Li, & J. C. Kaufman (Eds.), The Routledge International Handbook of Research on Teaching Thinking (212-225). London: Routledge.
Hui, A. N. N., He, W. J., & Liu-Au, E. S. C. (2012). Creativity development in the arts in young and schoolchildren. In A. G. Tan(Ed.), Creativity, Talent and Excellence (78-97). Dordrecht, Netherlands: Springer Science + Business Medic B. V..
許娜娜, 何競, 謝燕娜, 蔡冠軒,李逸鳴 (2012)。 「幼兒藝術教育倡導計劃」評估報告。明日藝術教育機構, 愛上學–幼兒藝術教育倡導計劃資料冊 (7-40)。香港: 明日藝術教育機構。

Journal Publications
Publication in refereed journal
He, W. J.* & Chiang, T. W. (2024). From growth and fixed creative mindsets to creative thinking: An investigation of the mediating role of creativity motivation. Frontiers in Psychology-Personality and Social Psychology, 15, 1353271-.. https://doi.org/10.3389/fpsyg.2024.1353271
He, W. J. (2023). The predictive power of dispositional mindfulness and dispositional serenity for creative functioning. Thinking Skills and Creativity, 49, .-.. https://doi.org/10.1016/j.tsc.2023.101328
He, W. J. (2023). Positive and negative affect facilitate creativity motivation: Findings on the effects of habitual mood and experimentally induced emotion. Frontiers in Psychology, 14 https://doi.org/10.3389/fpsyg.2023.1014612
He, W. J., & Wong, W. C. (2022). Affective state contributes to creative self-efficacy: Evidence from an experimental study of emotion induction. Thinking Skills and Creativity, 45, .-.. https://doi.org/10.1016/j.tsc.2022.101061
He, W. J. (2022). Creative self-efficacy as a predictor of the use of creative cognition. Global Journal of Health Science, 14, 10-16. https://doi.org/10.5539/gjhs.v14n5p10
He, W. J., & Wong, W. C. (2022). Middle school students from China’s rice area show more adaptive creativity but less innovative and boundary-breaking creativity. Frontiers in Psychology, 12 https://doi.org/10.3389/fpsyg.2021.749229
He, W. J., & Wong, W. C. (2021). Gender differences in creative self-efficacy: Findings of mean and variability analyses. Thinking Skills and Creativity, 42 https://doi.org/10.1016/j.tsc.2021.100955
He, W.-J., & Wong, W.-C. (2021). Gender differences in the distribution of creativity scores: Domain-specific patterns in divergent thinking and creative problem solving. Frontiers in Psychology, 12, .-..
He, W. J. (2018). A 4-year longitudinal study of the sex-creativity relationship in childhood, adolescence, and emerging adulthood: Findings of mean and variability analyses. Frontiers in Psychology, 9, 2331.
He, W. J., Wong, W. C., & Hui, A. N. N. (2017). Emotional reactions mediate the effect of music listening on creative thinking: Perspective of the arousal-and-mood hypothesis. Frontiers in Psychology, 8, 1680.
He, W. J., Wong, W. C., & Chan M. K (2017). Overexcitabilities as important psychological attributes of creativity: A Dabrowskian perspective. Thinking Skills and Creativity, 25, 27-35.
He, W.J. & Wong, W.C. (2017). Stress appraisals of school transition in early adolescence: Longitudinal trends and gender differences. Journal of Education and Human Development, 6(1), 129-137.
He, W. J. & Wong, W. C. (2015). Creativity slump and school transition stress: A sequential study fromthe perspective of the cognitive-relational theory of stress. Learning and Individual Differences, 43, 185-190.
Hui, A. N. N., He, M. W. J., & Ye, S. S. (2015). Arts education and creativity enhancement in young children in Hong Kong. Educational Psychology, 35(3), 315-327.
Wong, W. C., Xu, H., Li, Y., & He, W. J. (2014). What can we know about the creative potentials of teachers and students? What can we hope for in terms of the cultivation of creativity?. International Journal of Creativity and Problem Solving, 24, 23-42.
He, W. J. & Wong, W. C. (2014). Greater male variability in Overexcitabilities: Domain-Specific Patterns. Personality and Individual Differences, 66, 27-32.
He, W. J., Wong, W. C., Li, Y., & Xu, H. (2013). A study of the greater male variability hypothesis in creative thinking in Mainland China: Male superiority exists. Personality and Individual Differences, 55(8), 882-886.
He, W.J. & Wong, W.C. (2011). Gender differences in creative thinking revisited: Findings from analysis of variability. Personality and Individual Differences, 51(7), 807-811.
Hui, A. N. N., Cheung, P. K., Wong, S. T. K., & He, W. J. (2011). How effective is a drama-enhanced curriculum doing to increase the creativity of preschool children and their teachers?. Journal of Drama and Theatre Education in Asia, 2(1), 21-48.

Conference Papers
Invited conference paper
He, W. J., Wong, W. C., & Hui, A. N. N. (2018, November). Arts exposure and creative thinking: New insights on creativity education. Paper presented at Taiwan Educational Research Association-Global Association on Chinese Creativity 2018 International Conference, Kaohsiung, Taiwan.
Hui, A. N. N., Shek, D. T. L., Wu, J. K. F., & He, M. W. J. (2018, June). Do demographic characteristics make a difference to psychological well-being among secondary school teachers in Hong Kong?. Paper presented at 16th Annual Meeting International Society for Quality-of-Life Studies: “Promotion of Quality of Life in the Changing World”, Hong Kong.
He, M. W. J., Wong, W. C., & Hui, A. N. N. (2014, June). Gender differences in means and variability on creative thinking: A developmental pattern across childhood, adolescence, and early adulthood. The Creativity Conference 2014 “Reframing Creativity for the Needs of the Present and the Future”, Tokyo, Japan.
Refereed conference paper
He, W. J., & Chan, M. K. (2017, August). Music training facilitates creative thinking via greater interhemispheric interaction. Paper presented at the International Conference on Education, Psychology, and Organizational Behavior (ICEPO 2017), Osaka, Japan.
Chan, M. K., He, W. J., & Wong, W. C. (2017, July). Can music exposure enhance computational thinking? Insights from the findings on the music-creativity relations. Conference proceedings of International Conference on Computational Thinking Education 2017, Hong Kong.
He, W. J. (2017, July). Can music enhance creative thinking?. Paper presented at the Conference on Catering for Diverse Learning Needs, Hong Kong, China.
He, W. J., Chan, M. K., & Wong, W. C. (2017, May). Music exposure, emotional responses, and creativity: Perspective from the arousal-and-mood hypothesis. Paper presented at the Asian Conference on Education and Psychology (ACEP 2017), Bangkok, Thailand.
He, M. W. J., Wong, W. C., & Chan, M. M. K. (2016, July). A study of the predictive power of overexcitabilities to creativity.. Paper presented at the 14th Asia Pacific Conference on Giftedness, Macau, China.
Hui, A.N.N., He, W.J., Kuo, C.C., Tan, I.G., Lyu, Y.F. & Chan, L.K. (2016, July). Gaps and Go in Policy, Practice and Research of Gifted Education in China, Hong Kong, Singapore, and Taiwan. Paper presented at 14th Asia Pacific Conference on Giftedness, Macau.


Understanding Individual Differences in the 4th-Grade Creativity Slump: The Roles of Cognitive Stress Appraisals and Cognitive Development
This pilot study aims to explain the 4th-grade slump from two theoretical perspectives, namely, the cognitive-relational theory of stress and the cognitive-developmental perspective. While the cognitive-relational theory of stress predicts the 4th-grade slump in relation to stress appraisals with reference to school life during the transition from grade three to grade four, the cognitive-developmental perspective predicts the 4th-grade slump in relation to the development of conventional thinking or logical reasoning. This 12-months pilot study allows a small scale longitudinal study, in which a total of 60 4th-graders (at 9 years of age) will be invited to take part in the study. Participants’ creative thinking, stress appraisals, and cognitive-developmental level will be measured with the Test for Creative Thinking - Drawing Production (TCT-DP), the Stress Appraisal Measure (SAM), and the Conventionality and Postconventionality Test (CPCT), respectively Three parallel forms of each measure will be employed to elicit data before, during, and after school transition.
Project Start Year: 2020, Principal Investigator(s): HE WU, Jing Mavis 何競

The Immediate and Sustaining Effects of Music Listening on Creativity in Individuals with High vs. Low Overexcitabilities
The present research aims to understand how creativity is related to the nature and quality of musical exposure through the lens of the arousal-and-mood hypothesis. In achieving this overarching aim, rigorous experimental designs will be employed to achieve a series of specific research objectives that aim to (1) extend the research on the arousal-and-mood hypothesis by applying two standardized creativity tests that captures different aspects of creativity; (2) extend the research on the arousal-and-mood hypothesis by investigating both the immediate and sustaining effects of music listening on creativity; and (3) examine whether the types and the duration of the music effect in creative thinking can be moderated by individual characteristics in relation to emotional reactions towards musical stimuli. The findings derived from the present study will shed important light on the cultivation of creativity, gifted education, and music education.
Project Start Year: 2016, Principal Investigator(s): HE WU, Jing Mavis 何競

Studying the Mozart Effect in Creativity through the Lens of the Arousal-and-Mood Hypothesis
Does music make people smarter? Widespread interest in the potential benefits of music listening in intellectual functioning was sparked by a series studies that reported that listening to music composed by Mozart leads to improvements in spatial intelligence (e.g., Rauscher, Shaw, & Ky, 1993, 1995). The present study aims at studying the underlying nature of the Mozart effect on creativity through the lens of the arousal-and-mood hypothesis, which posits that the Mozart effect on creativity is actually the consequence of emotional reactions towards listening to Mozart.
Project Start Year: 2012, Principal Investigator(s): HE WU, Jing Mavis 何競

A longitudinal study on stress appraisals across school transition in early adolescence
The transition from primary to secondary school has been viewed as a significant shift in early adolescent development that is often suggested to be related to stress (Gunter & Bakken, 2010). A high level of stress often debilitates psychological well-being, physical health, and task performance. The present study aims to study school transition stress by adopting the framework of the cognitive-relational theory of stress. This theory emphasizes that an environmental factor (e.g., school transition) alone would not necessarily lead to stress. Rather, individuals’ subjective cognitive appraisal of the situation is a key mediating factor.
Project Start Year: 2012, Principal Investigator(s): HE WU, Jing Mavis 何競