Dr YANG, Lan   楊蘭
Co-Director
Centre for Special Educational Needs and Inclusive Education
Assistant Professor
Department of Curriculum and Instruction
Phone No: (852) 2948 6387
Fax No: (852) 2948 7563
Email: yanglan@eduhk.hk
Contact
ORCiD
0000-0002-3457-0330
Phone
(852) 2948 6387
Fax
(852) 2948 7563
Email
yanglan@eduhk.hk
Website
http://orcid.org/0000-0002-3457-0330
Scopus ID
56461570000
Research Interest

• Self-concept

• Harnessing the power of feedback in education

• Achievement emotions

• Learning and motivation

• Educational interventions

• Positive youth development

Teaching Interest
  • Feedback and emotion
  • Assessment for learning
  • Assessment as learning
  • Questionnaire development
  • Quantitative research methodology
External Appointment

Member

  • International Positive Psychology Association (IPPA)
  • The European Association for Research on Learning and Instruction (EARLI)
  • International Forum of Researchers in Education (IFORE)
  • International Association of Cross-cultural Psychology (IACCP)
  • The Comparative Education Society of Hong Kong
  • The Special Education Society of Hong Kong
  • Centre for Advancement in Inclusive and Special Education (CAISE), The University of Hong Kong

Editorial Board

  • International Journal of Comparative Education and Development
  • Frontiers in Education: Assessment, Testing and Applied Measurement Section (Associate Editor)
  • Frontiers in Education: Special Educational Needs Section (Review Editor)
  • Frontiers in Education: Educational Psychology (Review Editor)
  • Educational Psychology: An International Journal of Experimental Educational Psychology (Consulting Editor)

Reviewer

  • Asia Pacific Journal of Education
  • British Journal of Educational Psychology
  • CAISE Review
  • Education Psychology
  • Educational Research and Evaluation
  • Educational Research for Policy and Practice
  • European Journal of Psychology of Education
  • Education Journal
  • Frontier in Education
  • Frontier in Psychology
  • Hong Kong Journal of Special Education
  • International Journal of Educational Psychology
  • Pedagogies: An International Journal
  • PlosOne
  • SAGE Open
  • School Psychology International
  • The Asian-Pacific Education Researcher
  • The Internet and Higher Education
Professional Profile

Dr. YANG Lan (Joy) is Assistant Professor at the Department of Curriculum and Instruction, the Education University of Hong Kong. She obtained her PhD degree from the University of Hong Kong in 2012 on examining the effects of performance feedback and a combination of performance and attributional feedback on enhancing Chinese students’ academic self-concept and academic achievement. She was the recipient of the Global SELF Research Network Highly Commended PhD Award (2013) based on her PhD research. Her recent research focuses on harnessing the power of formative assessment from the perspective of psychology including a wide range of influential psychological constructs (e.g., self-concept, achievement emotions, learning engagement etc.). Recently, the Psychology and Assessment SIG led by Dr. Joy Yang has been established under the KRA (https://www.eduhk.hk/artist), the Education University of Hong Kong.

Research Interest

• Self-concept

• Harnessing the power of feedback in education

• Achievement emotions

• Learning and motivation

• Educational interventions

• Positive youth development

Teaching Interest
  • Feedback and emotion
  • Assessment for learning
  • Assessment as learning
  • Questionnaire development
  • Quantitative research methodology
External Appointment

Member

  • International Positive Psychology Association (IPPA)
  • The European Association for Research on Learning and Instruction (EARLI)
  • International Forum of Researchers in Education (IFORE)
  • International Association of Cross-cultural Psychology (IACCP)
  • The Comparative Education Society of Hong Kong
  • The Special Education Society of Hong Kong
  • Centre for Advancement in Inclusive and Special Education (CAISE), The University of Hong Kong

Editorial Board

  • International Journal of Comparative Education and Development
  • Frontiers in Education: Assessment, Testing and Applied Measurement Section (Associate Editor)
  • Frontiers in Education: Special Educational Needs Section (Review Editor)
  • Frontiers in Education: Educational Psychology (Review Editor)
  • Educational Psychology: An International Journal of Experimental Educational Psychology (Consulting Editor)

Reviewer

  • Asia Pacific Journal of Education
  • British Journal of Educational Psychology
  • CAISE Review
  • Education Psychology
  • Educational Research and Evaluation
  • Educational Research for Policy and Practice
  • European Journal of Psychology of Education
  • Education Journal
  • Frontier in Education
  • Frontier in Psychology
  • Hong Kong Journal of Special Education
  • International Journal of Educational Psychology
  • Pedagogies: An International Journal
  • PlosOne
  • SAGE Open
  • School Psychology International
  • The Asian-Pacific Education Researcher
  • The Internet and Higher Education
Selected Output
Scholarly Books, Monographs and Chapters
Yan, Z., & Yang, L. (Eds.) (2021). Assessment as learning: Maximising opportunities for student learning and achievement. London: Routledge. (in press).
Wang, H., Yang, L., King, R. B., Sin, K.-F., & Yan, Z. (2021). Values, emotions, and emotion regulation in special education teachers: Influences on life satisfaction and occupational stress. R. B. King & J.-J. Chen (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives (146-162). London: Routledge.
Yang, L., Zhu, J. X. & Chen, J. J. (2020). Validating the teacher emotion inventory among special education teachers in Hong Kong using Rasch analysis. J.-J. Chen & R. B. King, Emotions in learning, teaching, and leadership: Asian perspectives (127-145). New York: Routledge.
Yang, L., Yuen, M. T., Wang, H., Wang, Z. Y. & Sin, K. F. (2020). Assessing career life skills self-efficacy of students with special educational needs: A comparative study in Hong Kong. In M. Yuen, W. Beamish, and V. S. Solberg (Eds.), Careers for students with special educational needs: Perspectives on development and transitions from the Asia-pacific region (313-326). Singapore: Springer.
Yang, L. & Yang, M. (2018). Exploring the Power of Teacher Feedback in Chinese Students: Testing the Relationships between Students’ Feedback Beliefs and Student Engagement. In Liem, G. A. D., & Tan, S. H. (Eds.)., Asian Education Miracles: In Search of Sociocultural and Psychological Explanations (155-173). New York: Routledge.
Yang, L. (2018). The internal/ external frame of reference model of academic self-concept formation: Extension to a foreign language and Chinese vocational students. In Kennedy, K. J. & Lee, J.C.K. (Eds.), Routledge International Handbook of Schools and Schooling in Asia (189-204). United Kingdom: Routledge.
Lee, J.C.K., Maclean, R., and Yang, L.J. (2018). Life Planning Vocational and Technical Educations and Secondary Schooling in the Context of Educational Reform and Socioeconomic Changes in Hong Kong. M. Pavlova, J. C-K. Lee and R. Maclean (Eds.), Transitions to Post-School Life: Responsiveness to Individual, Social and Economic Needs (129-150). Singapore: Springer.
Sin, K. F., Lui, M., Fung, K. Y., Yang, L., Liu, Y. T., Cheng, S. Y., Gao, F. Z., Luan, X. C., & Bao, H. (2018). A survey of the perception amongst early childhood educators on the needs related to identifying and supporting children at risk of developmental disabilities. Hong Kong: Society for the Protection of Children & Centre for Special Educational Needs and Inclusive Education (Chinese and English version).
Sin, K.F. & Yang, L. (2018). Post-school Transition of Students with Special Educational Needs in Hong Kong. In Pavlova, M., Lee J. K., & Maclean, R. (eds.), Transitions to Post-School Life (183-195). Singapore: Springer.
Yang, L. (2017). Academic Self-Concept and Academic Achievement: Taking account of the twofold multidimensional structure of academic self-concept and cultural influences on learning beliefs. In Margaret, W. (Eds.), Self-concept perceptions, cultural influences and gender differences (27-41). New York: Nova Science Publishers.
Yang, L., Arens, K., Xu, M., & Sin, K.F. (2016). Testing the Internal/External Frame of Reference for Academic Self-Concept in Chinese Vocational Students. In R. B. King & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (101-123). Singapore: Springer.
Yang, L., & Watkins, D. A. (2013). The effectiveness of two treatments to enhance academic self-concept among low-achieving secondary school students in China. In Y. Kashima, E. S. Kashima & R. Beatson (Eds.), Steering the Cultural Dynamics (160-166). IACCP: International Association for Cross-Cultural Psychology.

Journal Publications
Yan Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, online, xx-xx.
Yang, L., Gao, F. Z., Sin, K. F. & Lo, S. K. (2020). Linking Family Functioning to Career Planning Self-Efficacy from both Theory and Assessment Perspectives. Advances in Psychology, 10(6), 814-829.
Yang, L. & Wong, P.Y. L. (2020). Career and life planning education: Extending the self-concept theory and its multidimensional model to assess career-related self-concept of students with diverse abilities. ECNU Review of Education, (online first), 1-19.
Yang, L., Chiu, H. M., Sin, K. F., & Lui, M. (2020). The Effects of School Support on School Engagement with Self-Determination as a Mediator in Students with Special Needs. International Journal of Disability, Development and Education, XX, 1-16.
Yang, L., Gao, F.Z., & Sin, K.F. (2019). Using Rasch Measurement Model to Examine the Psychometric Properties of the Career Adapt-Abilities Scale (Short Form) among Students with Special Educational Needs. Hong Kong Journal of Special Education, 21, 33-52.
Yang, L., Gao, F. Z. & Sin, K. F. (2018). Validation of the Self-report Family Inventory (SFI) in Chinese students with special educational needs. Hong Kong Journal of Special Education, 19, 1-19.
Yang, L. (2017). Understanding In-School and Post-School Success of Adolescents: An Integrative Perspective of Multidimensional Self-Concepts in Education and Career Development. Psychology and Behavioral Science International Journal, 6(3), 1-6.
Lui, M., Yang, L., & Sin, K. F. (2017). Parents’ perspective of the impact of school practices on the functioning of students with special educational needs. International Journal of Disability, Development and Education, 64(6), 624-643.
Yang, L., Arens, A. K., & Watkins, D. A. (2016). Testing the twofold multidimensionality of academic self-concept: a study with Chinese vocational students. Educational Psychology, 36(9), 1651-1669.
Spector, J. M., Ifenthaler, D., Samspon, D., Yang, L., Mukama, E. Warusavitarana, A. Dona, K. L., Eichhorn, K. , Fluck, A., Huang, R., Bridges, S., Lu, J. Y., Ren, Y., Gui, X., Deneen, C., Diego, S., & David, C. (2016). Technology Enhanced Formative Assessment for 21st Century Learning. Journal of Educational Technology & Society, 19 (3), 58-71.
Yang, L., Sin, K. F., Cheng, S. Y., & Gao, F. Z. (2015). Developing a short form of Career Development Self-Efficacy Inventory (SF-CD-SEI) for students with special educational needs. Hong Kong Journal of Special Education, 17, 28-39.
冼權鋒、楊蘭、盧成皆、李萍英、高鳳展、栾昕暢、程三銀（2015）：「融合學生離校後轉銜的困境」，《香港特殊教育期刊》，17，124-133。
Yang, L., Sin, K. F. & Lui, M. (2015). Social, emotional, and academic functioning of children with SEN integrated in Hong Kong primary schools. The Asia-Pacific Education Researcher, 24(4), 545-555.
Lui, M., Sin, K. F., Yang, L., Forlin, C., & Ho, F. C. (2015). Knowledge and perceived social norm predict parents’ attitudes towards inclusive education. International Journal of Inclusive Education, 19(10), 1052-1067.
Yang, L., Watkins, D., Mok, M. C., & Sin, K. F. (2014). What matters to the achievement of academically disadvantaged students? An investigation of academic self-concept, perceived control and approaches of learning as predictors. Hong Kong Journal of Special Education, 16, 24-47.
冼權鋒、楊蘭、呂明、程三銀、欒昕暢、高鳳展（2014）：「香港特殊學習需學生高中後轉銜現狀研究: 來自特殊學習需要學生家長的聲音」，《香港特殊教育期刊》，16，82-95。
Yang, L., Sin, K. F., Li, X. Y., Guo, J. S. & Lui, M. (2014). Understanding the power of feedback in education: A validation study of the Feedback Orientation Scale (FOS) in Classrooms. The International Journal of Psychological and Educational Assessment, 16 (2), 21-46.

Conference Papers
Sun, D., & Yang, L. (2020, November). Designing technology supported scaffolding for fractions learning in primary schools. ICCE 2020-28th International Conference on Computers in Education Conference proceedings, Virtual.
Yang, L. (2020, November). Feedback and Emotion: Assessing the Impact of Chinese Students’ Feedback Perceptions on Learning-related Emotions. Online Keynote Speech delivered at The 8th International Psychology and Health Conference (PHC 2020), Xiamen, China.
Vyas, V. P. & Yang, L.* (2019, October). Implementation of assessment for learning through written feedback: Empirical evidence from physics education. Invited paper presented at Evidence-Based Practice International Conference, Oct 25, Hong Kong Shue Yan University, Hong Kong SAR, PRC.
Yang, L., & Frondozo, C.E. (2019, October). More Than Reappraisal and Suppression? A Qualitative Inquiry and Some New Evidence of Hong Kong University Students’ Emotion Regulation Strategies. Paper presented at the Evidence-Based Practice International Conference 2019 “Evidence Matters: ‘What Works’ for Learning and Teaching”, Hong Kong.
Yang, L., Lee, J.C.K., Yan, Z., Chiu, M. M., Mok, M. C. & Yang, M. (2019, October). Empowering future assessment for learning by changing monologue to dialogue by assessing students’ feedback beliefs toward teacher feedback. Invited paper presented at The 21st Symposium on Curriculum Theories in Mainland China, Taiwan and Hong Kong, 18-21 October, 2019, ShenZhen University, Shenzhen, China.
Yang, L. (2019, August). The impact of Team-based Learning (TBL) on enhancing emotions and learning engagement of university students. Paper presented at the 18th Biennial European Conference for Research on Learning and Instruction (EARLI 2019), 12-16 August, Aachen, Germany.
Yang, L. (2019, July). Exploring the emotional power of teacher feedback by examining the relationships between students’ feedback orientations and positive emotions in learning. Paper presented at the 6th World Congress on Positive Psychology, 18-21 July, 2019, Melbourne, Australia.
Yang, L., Sin, K. F., Frondozo, E. C., & Gao, F. Z. (2019, July). Meaning in Life, Career Goal-Setting, and Academic Self-Concept. Paper presented at 13th Biennial Asian Association of Social Psychology Academia Sinica, Taipei, July 11-13, Taiwan.
Yang, L. (2019, June). Inside out: Assessing English teachers’ perceptions of feedback utility, self-efficacy and responsibility. Paper presented at Inaugural Conference on Language Teaching and Learning: Cognition and Identity, 28-29 June 2019, The Education University of Hong Kong, Hong Kong.
Yang, L. (2019, June). Inside out: The importance and necessity of assessing students’ self-perceptions of teacher feedback for harnessing the power of feedback. Keynote Speech delivered at The 7th International Psychology and Health Conference (PHC 2019), Kunming, China.
Yang, L., Gao, F. Z., & Sin, K. F. (2019, June). In search of SpLD students’ optimal growth: What do we know about their self-determining capabilities and opportunities at home and school?. Poster presented at research conference entitled Child Development: The Role of Family and School Practices hosted by ECE,The Education University of Hong Kong, Hong Kong.
Yang, L., Sin, K. F., & Gao, F. Z. (2019, June). In search of smooth post-school transition: A perspective of career development self-efficacy with a sample of students with special educational needs. Poster presented at Rehabilitation International Asia & Pacific Regional Conference (RIAPRC2019), 26-28 June, Macau.
Yang, L., Sin, K. F., & Gao, F. Z. (2019, June). Self-Determination of Students with Specific Learning Difficulties (SpLD): Are boys more self-determined than girls?. Poster presented at Rehabilitation International Asia & Pacific Regional Conference (RIAPRC2019), 26-28 June, Macau.
Yang, L., Sin, K. F., & Gao, F. Z. (2019, May). Exploring psychological growth of students with special educational needs from a perspective of family functioning. Paper presented at Social Psychology and Social Governance Practices in New Era hosted by Southwestern University of Finance and Economics, 24-25 May, Chengdu, China.
Sin, K. F., Yang, L., & Gao, F. Z. (2019, April). Career Adaptability of Gifted students: A Pilot Study in Hong Kong. Poster presented at the International Research Association for Talent Development and Excellence (IRATDE), Taiwan.
Sin, K. F., Yang, L., & Gao, F. Z. (2019, April). Are students with giftedness more capable of developing their careers than those with SpLD? A comparative study in Hong Kong. Poster presented at the International Research Association for Talent Development and Excellence (IRATDE), Taiwan.
Sin, K. F., Yang, L., & Gao, F. Z. (2019, April). How do gifted students feel in school and what school support do they need? A qualitative study in Macau. Paper presented at the International Research Association for Talent Development and Excellence (IRATDE), Taiwan.
Sin, K. F., Yang, L., & Gao, F. Z. (2019, April). Teacher support and peer support: Are they perceived similarly important to social and emotional competences of gifted students?. Paper presented at the International Research Association for Talent Development and Excellence (IRATDE), Taiwan.
Yang, L. (2019, April). Harness the power of feedback: The necessity of assessing students’ individual differences. 5th International Conference on Humanities and Social Science Research (ICHSSR 2019), Guilin, China.
Yang, L. & Yuan, Y. F. (2019, April). Gratitude matters to well-being, but who is aware of this? A study of gratitude awareness in China. Poster presented at 5th International Conference on Humanities and Social Science Research (ICHSSR 2019), Guilin, China.
Yip, Y. T. & Yang, L. (2019, March). The effects of feedback on promoting English language learning in primary education: a comparative perspective on teachers’ reflections and students’ gains based on the FOF(Feedback Orientation Framework). Annual Conference 2019: Sustainable Development and Comparative Education: Goals, Reification and Heresies, Comparative Education Society of Hong Kong, The Education University of Hong Kong, Hong Kong SAR.
Sin, K. F., Yang, L. & Luan, X. C. (2018, December). Testing the Relationships Between Optimism, Joy, Anger and Helplessness in Macau Teachers. Paper Presented at the Symposium Entitled What Do We Know About the Effects of Inclusive Education? An Integrative Perspective of Students and Teachers on Career Adaptability, Emotions, Self-concept, and Psychological Well-being. HKERA International Conference 2018, Hong Kong SAR, PRC.
Sin, K. F., Yang, L., Gao, F. Z., & Deng, H. W. (2018, December). Post-school Transition Options for SEN Students: A Comparative Perspective Between Parents of SEN Students in Special Schools and Those in Mainstream Schools. Paper presented at HKERA International Conference 2018, Hong Kong SAR, PRC.
Yang, L. & Mok, M. M. C. (2018, December). Perceived Usefulness of Teacher Feedback, School Engagement, and Psychological Well-being of Chinese Students: The Self-system Processes Perspective. Paper Presented at the HKERA International Conference 2018, Hong Kong SAR, PRC.
Yang, L. & Sin, K. F. (2018, December). The Relationships Between Self-concept of Competence, Academic Emotions and Career Adaptability With a Sample of SpLD in Hong Kong. Paper Presented at the Symposium Entitled What Do We Know About the Effects of Inclusive Education? An Integrative Perspective of Students and Teachers on Career Adaptability, Emotions, Self-concept, and Psychological Well-being. HKERA International Conference 2018, Hong Kong SAR, PRC.
Yang, L. & Yuan, Y. F. (2018, December). State of Research on Gratitude Awareness in China: A systematic review of empirical studies published from 2005 to 2018. Paper presented at the 1st academic annual conference, 22-23 December, Tsinghua University, The Positive Psychology Committee of Chinese Psychological Society, Beijing, China.
Yang, L., Gao, F. Z. & Sin, K. F. (2018, December). Career Adaptability of Students With Special Educational Needs in Hong Kong. Paper Presented at the Symposium Entitled What Do We Know About the Effects of Inclusive Education? An Integrative Perspective of Students and Teachers on Career Adaptability, Emotions, Self-concept, and Psychological Well-being. HKERA International Conference 2018, Hong Kong SAR, PRC.
Yang, L., Sin, K. F., Wang, H., & Gao, F. Z. (2018, December). Self-concept, Emotions, and Career Planning: Multiple Voices from Stakeholders in Inclusive Education and Special Education. A session presented at The Learning & Teaching Expo, 11-13 December, Hong Kong SAR, PRC.
Yang, L., Wang, H. & Sin, K. F. (2018, December). What Do We Know About Special School Teachers’ Emotions, and Emotion Regulation, Occupational Stress and Life Satisfaction?. Paper Presented at the Symposium Entitled What Do We Know About the Effects of Inclusive Education? An Integrative Perspective of Students and Teachers on Career Adaptability, Emotions, Self-concept, and Psychological Well-being. HKERA International Conference 2018, Hong Kong SAR, PRC.
Yang, L., Yang, M. & Lee, I. (2018, December). Harnessing the power of feedback: A symposium of three papers on examining feedback from multiple perspectives. HKERA International Conference, Hong Kong SAR, PRC.
Yang, M., Song, B. R., Tsui, K. T., Yang, L., & Tam, C. H. (2018, December). How does friendship influence intercultural adaptation among Mainland Chinese students studying in Hong Kong?. HKERA International Conference, Hong Kong SAR, PRC.
Yang, M., Tam, C. H., Tsui, K. T., Yang, L., & Song, B. R. (2018, December). The acculturation experiences and intercultural communication competence among non-local university students in Hong Kong. HKERA International Conference, Hong Kong SAR, PRC.
Yang, L. (2018, November). Promoting Enjoyment and Hope in Learning: An exploratory intervention study in Hong Kong university students. ERAS-APERA International Conference 2018, Singapore.
Yang, L. (2018, November). The Power of Teacher Feedback in Education: A perspective of testing the links between Chinese students’ feedback beliefs and achievement emotions. Poster presented at ERAS-APERA International Conference 2018, Singapore.
Yang, L. & Tang, S. B. (2018, November). Exploring teachers’ perceptions of feedback usefulness, their self-efficacy, responsibility and social awareness in feedback provision. 2nd International Conference on Social Science, Public Health and Education (SSPHE 2018), Sanya, China.
Sin, K. F., Yang, L., Gao, F. Z., & Deng, H. W. (2018, September). Aim for the moon? Or target at living realistically and adaptively on the earth? A comparative study between two groups of parents’ career expectations to SEN students. Autumn Forum: Advances and emerging issues in international and comparative education research, Comparative Education Society of Hong Kong, Hong Kong SAR, PRC.
Yip, Y. T., & Yang, L. (2018, September). Revealing the effectiveness of Oral Feedback(OFB) in English language acquisition: To hear not only teachers’ voices from the heart, but also those from students with diverse abilities. Autumn Forum: Advances and emerging issues in international and comparative education research, Comparative Education Society of Hong Kong, Hong Kong SAR, PRC.
Yang, L. & Yang, M. (2018, July). Peer feedback provision, the effectiveness of peer feedback and university students’ achievement emotions. Higher Education Academy Annual Conference, Birmingham, UK.
Yang, M., Christina Han, C., Yang, L., Xu, H. X., & Lee, T. H. (2018, July). Peer feedback via mobile devices: Is it useful? Is it trustworthy? Is it safe?. Higher Education Academy Annual Conference, Birmingham, UK.
Yang, L, Chiu, H. M., Sin, K. F. and Lui, M. (2018, June). The effects of school support on school engagement with self-determination as a mediator in students with special educational needs. Poster displayed in The 2nd Asia Pacific Conference on Inclusive Education, Taiwan.
Yang, L. (2018, June). Developing a 24 items’ short-form of learning-related achievement emotions questionnaire (SF-L-AEQ) in Chinese students. Poster presented at the 9th European Conference on Positive Psychology (ECPP), Budapest, Hungary.
Yang, L. (2018, June). Enhancing positive emotions and reducing negative emotions of Chinese university students: An exploratory intervention study in a general education course. 9th European Conference on Positive Psychology (ECPP), Budapest, Hungary.
Yang, L. & Qiao, S. (2018, March). Enhancing information literacy of university students: Do male students benefit more than their female peers?. Comparative Education Society of Hong Kong (CESHK) 2018 Conference, Hong Kong.
Yang, L. & Qiao, S. (2018, February). Exploring an innovative teaching approach (TBL) to implement formative feedback to support students’ learning: Looking back and looking forward. Technology-Enhanced Assessment Conference, Hong Kong.
Yang, L. (2017, December). Developing a Chinese version of Achievement Emotion Questionnaire. WERA Focal Meeting & HKERA International Conference, Hong Kong.
Yang, L. (2017, December). Promoting Chinese students’ positive achievement emotions: A systematic review of enhancement interventions in China. Poster presented at WERA-HKERA International Conference, Hong Kong SRA, PRC.
Yang, L. & Wu, X. Y. (2017, December). Enhancing positive achievement emotions and academic performance: Cross-cultural evidence from Germany and China. WERA Focal Meeting & HKERA International Conference, Hong Kong.
Yang, L. & Yang, M. (2017, November). Exploring the relations between the effectiveness of peer feedback and achievement emotions. WERA-HKERA International Conference, Hong Kong SRA, PRC.
Yang, M., Tsui, K.T., Yang, L., Tam C.H., Song, B.-R., and Chen, S.S. (2017, November). Exploring non-local students' experiences of intercultural experiential learning. 2nd Conference on Future Education: Effective Learning in an Age of Speed, Complexity and Uncertainty, Rome, Italy.
Sin, K. F., Yang, L., Gao, F. Z., & Bao. H. (2017, October). The relationship between self-perceptions of academic competence and career goal-setting in SEN students: Testing the mediating and moderating role of meaning in life. Paper presented in The Inclusive Education Summit 2017, Australia.
Yang, L. (2017, June). Achievement emotions and academic achievement of vocational students: How do they feel in learning and class-related situations?. The 4th International Conference on Positive Psychology and Well-being (CPPWb2017), Hangzhou, China.
Yang, L., Qiao, S. & Yeung, S.S. (2017, June). Testing the Effectiveness of Team-Based Learning (TBL) in Promoting Student’s Academic Functioning in a General Education Course: A Pilot Study in Hong Kong. International Conference on Modern Education and Information Technology (MEIT2017), Chongqiong, China.
Sin, K. F., Yang, L., & Gao, F. Z. (2016, December). Social support, mental health and self-determination of students with special educational needs:A comparative study. Asia Mental Health Conference, Hong Kong.
Yang, L., Sin, K. F. & Gao, F.Z. (2016, December). What do we know about self-understanding, career exploration and career management of students with special educational needs?. Learning & Teaching Expo, Hong Kong, China.
Yang, L. (2016, August). Achievement Emotions of Chinese Students: An Investigation in Technical and Vocational Education. The 23rd International Congress of the International Association for Cross-Cultural Psychology, Nagoya, Japan, Nagoya, Japan.
Sin, K. F., Yang, L., Cheng, S. Y. (2016, April). Career development self-efficacy of students with special educational needs: An investigation in Hong Kong. The 2016 Annual Conference of the Comparative Education Society of Hong Kong, 15-16 April, Hong Kong.
Sin, K. F., Yang, L., Lo, S. K., Li, P. Y., & Lui, M. (2015, August). Influence of family functioning on Hong Kong Chinese students' mental health: A comparative study between students with and without special educational needs. The 18th ARAHE Biennial International Congress, August 3-7, Hong Kong.
Sin, K. F. & Yang, L. (2015, July). Calling for effective career planning training for students with special educational needs in Hong Kong: Preliminary findings of their perceived post-school outcomes. The CUSCS Golden Jubilee Conference: Lifelong Education and Career Development, 7 July, Hong Kong.
Sin, K. F., Yang, L., Cheng, S. Y. & Lui, M. (2015, July). Parents’ attitude toward inclusive education: An integrated perspective of family functioning and SEN students’ self-determination. The Fifteenth International Conference on Diversity in Organizations, Communities, and Nations, July 15-17, Hong Kong.
Sin, K. F., Yang, L., Li, P. Y., & Lo S. K. (2015, July). To continue or not to continue education in universities: Post-school outcomes of students with special educational needs in Hong Kong. the International Conference on Special Education 2015 (ICSE2015), July 28-31, Bangkok, Thailand.
Sin, K. F., Yang, L., Li, P. Y., & Lo, S. K. (2015, July). What do we know about post-school transition outcomes of secondary students with disabilities in Hong Kong? A qualitative investigation. The Fifteenth International Conference on Diversity in Organizations, Communities, and Nations, July 15-17, Hong Kong.
Sin, K. F., & Yang, L. (2015, June). Developing a Chinese version of Learning-related Achievement Emotions Questionnaire (LAEQ). Redesigning Pedagogy Conference, June 2-4, Singapore.
Sin, K. F., Yang, L., & Cheng, S. Y. (2015, June). Disabled children’s development of social, emotional competences, and academic performance in regular classrooms: A comparative study between children and parents in Hong Kong. Quality Childhood Conference International (QCCI), June 18-19, Hong Kong.
Sin, K. F., Yang, L., Lui, M., & Kan, M. Y. (2015, June). Early childhood teachers’ confidence in identifying and supporting children with special educational needs: A large scale survey in Hong Kong. Quality Childhood Conference International (QCCI), 2015, Hong Kong.
Sin, K. F., Yang, L., Lo, S. K., & Li, P. Y. (2015, January). Post-school transition of students with disabilities in Hong Kong: A qualitative investigation. The KCPMHD International Conference, South Korea.
Sin, K. F., & Yang, L. (2014, December). A qualitative study of post-school outcomes of senior secondary graduates with special educational needs in Hong Kong. The Learning & Teaching Expo, 11-13 December, Hong Kong.
Sin, K. F., & Yang, L. (2014, November). Innovative research and practice to support students with special educational needs. The Asia Pacific Educational Research Association International Conference (APERA), November 19-21, Hong Kong.
Sin, K. F., Yang, L., & Lui, M. (2014, October). Teacher preparation for identifying and intervening children at risk of developmental disorders. The 17th United Nations Educational, Scientific and Cultural Organization (UNESCO) & Asia-Pacific Programme of Educational Innovation for Development (APEID) International Conference, 29-31 October, Bangkok,Thailand.
Yang, L., & Sin, K. F. (2014, July). A cross-cultural validation of the Feedback Orientation Scale (FOS) in a vocational education setting in mainland China. The 28th International Congress of Applied Psychology (ICAP), 8-13 July, Paris, France.
Sin, K. F. & Yang, L. (2013, September). Understanding SEN students integrated in regular primary schools in Hong Kong. The 7th SELF Biennial International Conference’ and the ‘ERAS Conference’, jointly organized by The Educational Research Association of Singapore (ERAS), the National Institute of Education, Singapore, and SELF (Self-concept Enhancement and Learning Facilitation), Singapore.

Creative and Literary Works, Consulting Reports and Case Studies
陳韻玲、冼權鋒、楊蘭、高鳳展、程三銀（2016）：《「有特教育需要學生的職業導向及職業發展效能感」調查報告》，香港，循道衛理觀塘社會服務處，香港教育學院特殊學習需要與融合教育中心。

All Other Outputs
Yeung, S. S., Yang, L., Hui, L. P. (2017). Enhancing Student’s Learning Through Team-based Learning (TBL): A Practical Guide for TBL Practitioners. Hong Kong: The Education University of Hong Kong.
Yang, L. (2016). Achievement emotions,school engagement, and feedback orientations of secondary students. The Education University of Hong Kong: School-based research report to seven secondary schools in Guangdong, Guangzhou Province.
Yang, L. (2016). Feedback beliefs and self-efficacy of Chinese teachers in seven secondary schools. The Education University of Hong Kong: School-based research report to seven secondary schools in Guangdong, Guangzhou Province.
Yang, L., & Sin, K. F. (2013). Pilot Study on feelings toward Class, Learning and Test: Achievement emotions of Chinese students in vocational education. Research report. The Hong Kong Institute of Education.

Project
Harnessing the Power of Teacher Feedback to Enhance Learning Outcomes: The Roles of Students’ Feedback Orientations and Learning Engagement
This GRF project across Hong Kong, Macau and the mainland of China will help determine the mechanisms underlying student use of teacher feedback. Informed by these results, teachers can design and provide effective feedback that students (a) perceive as useful and (b) use to facilitate their active engagement and improve learning outcomes.
Project Start Year: 2021, Principal Investigator(s): YANG, Lan 楊蘭
 
Are Triarchic Model of Grit Dimensions Related to Subsequent Achievement Goals and Academic Engagement in Math and Science in Hong Kong, Mainland China, and Philippines?
This project will adopt a longitudinal structural equation modeling approach to explore: (a) the association of triarchic model of grit facets with Math and Science academic engagement; and (b) the mediating effects of achievement goal orientations on the hypothesized link of grit to engagement in such academic domains among over 2,100 secondary school students, over 700 each in HK, mainland China, and Philippines.
Project Start Year: 2020, Principal Investigator(s): DATU, Jesus Alfonso Daep (YANG, Lan 楊蘭 as Collaborator)
 
Extending the Impact of the Project on Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development through an Innovative Blended Learning Approach (A+BLe) in EdUHK to Local Schools: A Knowledge Transfer Perspective
This KT project aims to extend the innovative A+BLe approach developed by the PI to train pre-service teachers' assessment literacy to support them to apply effective assessment packages (online and offline) to promote their students' learning when they conduct block practices in local schools.
Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭
 
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 . . .
Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭
 
Is Kindness Linked to Positive Environmental Behaviors in Hong Kong and Mainland China? A Structural Equation Modeling Approach
This project will assess how kindness or individual’s dispositions to perform good deeds to others may be associated with positive environmental attitudes and “eco-friendly behaviors” using structural equation modeling approach. To provide evidence about precise mechanisms underscoring the link of kindness to pro-environmental behaviors, we will also explore the mediating effects of nature connectedness and positive emotions.
Project Start Year: 2020, Principal Investigator(s): DATU, Jesus Alfonso Daep (YANG, Lan 楊蘭 as Co-Investigator)
 
Jockey Club Youth Academy for Special Educational Needs (JCYASEN)
Funded by the Chief Executive’s Community Project Fund of The Hong Kong Jockey Club Charities Trust, this project is to respond to the global trend and local concern to the education of person with disabilities, for providing the alternative learning opportunities in the university campus with unified effort and in an innovative approach. In order to fill the missing service gap, it aims at providing continual education and lifelong learning opportunities for SEN school leavers in tertiary insti . . .
Project Start Year: 2020, Principal Investigator(s): SIN, Kuen Fung 冼權鋒 (YANG, Lan 楊蘭 as Co-Principal Investigator)
 
Piloting a multi-layered interface exchange mechanism among professionals, master students and undergraduate students to enhance students' meta-cognitive awareness and reflective capacity
This project aims to enhance the learning effectiveness of two professional study courses by engaging university students in an interface exchange among different student groups and primary school teachers. The project tightens the link between theory and practice as the instructor apply metacognitive awareness and reflective capacity in designing the learning context of the targeted courses.
Project Start Year: 2020, Principal Investigator(s): LAM, Bick Har 林碧霞 (YANG, Lan 楊蘭 as Co-Investigator)
 
Developing Evaluative Judgment among Students: An Interactive Assessment and Feedback Process
This project aims to develop an Interactive Assessment and Feedback Process (IAFP) and investigate its effectiveness in enhancing students’ academic achievement and developing their evaluative judgment in the context of higher education.
Project Start Year: 2019, Principal Investigator(s): YAN, Zi 晏子 (YANG, Lan 楊蘭 as Co-Investigator)
 
Investigating SEN Students’ Academic and Career self-concepts, School engagement, and Outcomes in Inclusive Education Integrated with Career Planning
The present Early Career Scheme (ECS) project (funded by University Grant Council, Hong Kong SAR) extends self-concept research by examining academic self-concept, career-related self-concept, school engagement and academic achievement in SEN students. Although not documented systematically in a single study, these factors have been consistently associated with students’ quality of learning and quality of life in and beyond schools. To overcome the limitations of cross-sectional design, the PI u . . .
Project Start Year: 2019, Principal Investigator(s): YANG, Lan 楊蘭
 
Jockey Club Experiential Learning Project for Students with Special Educational Needs: Development of Generic Skills Measurement Tool and Project Evaluation Study
Funded by The Hong Kong Jockey Club Charities Trust, The Hong Kong Christian Service is collaborating with 6 special schools for students with intellectual disabilities (ID) (CCC Kei Shun Special School, CCC Mongkok Church Kai Oi School, Hong Chi Pinehill No.3 School, PLK Anita LL Chan (Centenary) School, PLK Law’s Foundation School and PLK Mr and Mrs Chan Pak Keung Tsing Yi School) on a joint project for providing adventure based learning (ABL) and virtual reality based learning (VRBL) to stude . . .
Project Start Year: 2019, Principal Investigator(s): SIN, Kuen Fung 冼權鋒 (YANG, Lan 楊蘭 as Co-Investigator)
 
Adaptive Scaffolding for Learning Fraction among Students with Learning Disabilities
Scaffolding is generally attributed to Wood, Bruner and Ross (1978) who describe it is as a: ∙∙∙process that enables a child or a novice to solve a problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts (p. 90). If a leaner is scaffolded by the tutor, he could not lonely accomplish the task at higher level, but also would be able to internalize their thinking, strategies or mechanisms used to be able to approach other similar tasks (Rogoff and Gardner, 1984). R . . .
Project Start Year: 2018, Principal Investigator(s): SUN, Daner 孫丹兒 (YANG, Lan 楊蘭 as Co-Principal Investigator)
 
Exploring an Innovative Teaching Approach (TBL) to Implement Formative Feedback to Support Students’ Learning
This study aims to integrate an innovative pedagogy called team-based learning (TBL) with formative feedback practices to improve learning outcomes in terms of academic achievement and other social and emotional gains among university students.
Project Start Year: 2018, Principal Investigator(s): YANG, Lan 楊蘭
 
Exploring the Power of Teacher Feedback in Affecting Learning through Testing the Relationships between Students’ Feedback Orientations and School Engagement
This large scale project in mainland Chinese students aimed to 1) reveal the underlying mechanisms of teacher feedback from the students’ perspective, 2) make relevant recommendations to effective feedback practices and 3) set a follow-up research agenda by taking account of students’ feedback beliefs, feedback literacy and school engagement in promoting influential teacher feedback practices to enhance student learning.
Project Start Year: 2018, Principal Investigator(s): YANG, Lan 楊蘭
 
Teaching Development Grant (2018-2019). Productive Failure Meets the Flipped Classroom: An Innovative Pedagogy to Improve Student Learning
University lecturers typically use the direct instruction (DI) approach. Despite the strengths of DI, there is a need for constructivist pedagogy that can enhance content mastery while at the same time optimizing skills for self-regulation, collaboration, and optimal learning. The aim of this project is to apply productive-failure based flipped classroom (PF-FC) instructional design in both teacher education- and non-teacher education courses. PF-FC instructional design synergizes the strengths . . .
Project Start Year: 2018, Principal Investigator(s): KING RONNEL BORNASAL 龔仁崇 (YANG, Lan 楊蘭 as Co-Investigator)
 
All that Effort of Feedback Research, But what is the Effect in Chinese Secondary Students? Identify Impact through INFACT (Innovative Formative Assessment Collaborative Team)
The major purpose of this cluster is to develop a new Area of Strength on feedback research by integrating research and practical strengths of the team members.
Project Start Year: 2017, Principal Investigator(s): YANG, Lan 楊蘭
 
Creating a Situated Learning Environment for Constructing Knowledge
This project is to research and experiment a ‘situated learning’ learning model through activities that promote learning by doing, in a community of practice; to enhance the effectiveness of learning and teaching of the courses on areas related to students’ generic skills development.
Project Start Year: 2017, Principal Investigator(s): LAM, Bick Har 林碧霞 (YANG, Lan 楊蘭 as Co-Investigator)
 
Developing Peer- and Self-assessment Strategies for the Enhancement of Student Learning Outcomes
This project will seek to enhance student learning outcomes by developing peer-and self-assessment (PASA) strategies and training resources. PASA are student-led assessment practices in which students provide peer- and self-feedback to enhance learning (Harris, Brown, & Harnett, 2015). Hattie and Timperley’s (2007) Model of Feedback Levels will inform the development of PASA strategies and training resources. The PASA strategies will involve the use of feedback prompts for training students in . . .
Project Start Year: 2017, Principal Investigator(s): YANG, Min 楊敏 (YANG, Lan 楊蘭 as Co-Investigator)
 
In-school and Post-school Success of Students with Diverse Abilities: Testing the Longitudinal Relationships between the Academic and Career-related Domains of Self-concept, School Engagement, Academic and Career-related Outcomes
This project aims to examine the relationships between students’ multi-faceted self-concepts, school engagement and related outcomes. Students with diverse abilities are my targeted population. Possible disadvantages of students with low academic abilities in terms of these key variables will be tested. Based on findings of this study, recommendations to help with those students in need will be made.
Project Start Year: 2017, Principal Investigator(s): YANG, Lan 楊蘭
 
Testing Longitudinal and Reciprocal Relationships between Academic Self-Concept, Career-related Self-Concept, and Academic Achievement: A 3-year Longitudinal Study among SEN and Non-SEN students in Hong Kong
..
Project Start Year: 2017, Principal Investigator(s): YANG, Lan 楊蘭
 
UGC T&L Project on Information Literacy: Enhancing information literacy (IL) in Hong Kong Higher Education through the Development and Implementation of Shared Interactive Multimedia Courseware
This project is part of UGC T&L Project on Information Literacy granted to EdUHK library. It aims to enhance university students’ information literacy and positive academic functioning through a general education breath course lectured by the PI.
Project Start Year: 2017, Principal Investigator(s): YANG, Lan 楊蘭
 
Unpacking Student Self-assessment: What Are the Self-assessment Processes and How Do They Work?
The proposed cluster aims to develop a new Area of Strength by integrated cutting-edge research and high-impact knowledge transfer. Under this ultimate goal, there are three inter-related major purposes. First, the cluster aims to draw inter-disciplinary expertise to investigate a well “known unknown” area – student self-assessment, in particular, the inner process of self-assessment and the mechanism through which self-assessment influences student learning, both cognitive and emotional aspects . . .
Project Start Year: 2017, Principal Investigator(s): YAN, Zi 晏子 (YANG, Lan 楊蘭 as Co-Investigator)
 
A Multidisciplinary Approach to Investigate Acculturation Orientation and Chinese Language Learning among Ethnic Minorities in Hong Kong
The proposed study is a cross-discipline research project that aims at examining the relative value of assimilation and integration acculturation orientation for Chinese language learning among ethnic minority (EM) students in Hong Kong.
Project Start Year: 2016, Principal Investigator(s): GAO, Fang 高放 (YANG, Lan 楊蘭 as Co-Investigator)
 
Enhancing Students' Learning through Team-based Learning (TBL)
To examine the effects of an innovative pedagogy (TBL) in higher education
Project Start Year: 2016, Principal Investigator(s): YEUNG, Siu Sze 楊少詩 (YANG, Lan 楊蘭 as Co-Principal Investigator)
 
Positive Psychology and Education Research Program
Positive education and well-being
Project Start Year: 2016, Principal Investigator(s): KING RONNEL BORNASAL 龔仁崇, YEUNG, Siu Sze 楊少詩 (YANG, Lan 楊蘭 as Co-Investigator)
 
Supporting and Evaluating the E-Learning Resource Development in Hong Kong Special Schools
In 2016, for celebrating the HSBC 150th Anniversary, eleven large projects, on a very competitive basis, was awarded and supported by The HSBC 150th Anniversary Charity Program. In 2016-2019, members from Centre for Special Educational Needs and Inclusive Education participated in an innovative e-Learning project “Special School School-based Learning Materials Digitization Scheme”, with amount of HKD 31.5 million funded by HSBC 150th Anniversary Charity Programme. The project was led by Sam Shui . . .
Project Start Year: 2016, Principal Investigator(s): SIN, Kuen Fung 冼權鋒 (YANG, Lan 楊蘭 as Team Member)
 
The Longitudinal Impact of Career Planning Education on Career Development of Students with and without Special Educational Needs in Inclusive Education of Hong Kong
The major purpose of study is to study the longitudinal effects of annual career-planning programs on the expected learning outcomes among students with and without SEN. Specific research objectives are to 1) compare SEN and regular senior secondary students’ cognitive-person gains from career planning programs in terms of their career decision self-efficacy, career outcome expectations, career-related goals, career planning and career exploration; 2) examine SEN and regular senior secondary stu . . .
Project Start Year: 2016, Principal Investigator(s): SIN, Kuen Fung 冼權鋒 (YANG, Lan 楊蘭 as Co-Principal Investigator)
 
How Do They Feel in Class, Learning, and Test Related Situations? Testing Achievement Emotions of Secondary Students from Academically Disadvantaged Backgrounds
..
Project Start Year: 2015, Principal Investigator(s): YANG, Lan 楊蘭
 
Testing the Generalisability of the Control-Value Theoretical Model of Achievement Emotions in China
This research project aims to test the generalisability of the control-value theoretical model of achievement emotions in China with diverse samples of students.
Project Start Year: 2015, Principal Investigator(s): YANG, Lan 楊蘭
 
Prizes and awards
Excellent University ePortfolio Supervisor
This is a scheme to acknowledge the excellent UePortfolio supervisor’s effort in supervising the UePortfolio construction of final-year undergraduate students.
Date of receipt: /4/2021, Conferred by: The Education University of Hong Kong
 
Faculty Impact Development Award 2019/20 (Team Award)

Date of receipt: /8/2020, Conferred by: EdUHK
 
Outstanding Teaching Performance Award

Date of receipt: /12/2019, Conferred by: Department of Curriculum & Instruction, The Education University of Hong Kong
 
Excellent GECC supervisor
Recognition under “Support Scheme for Excellent General Education Consolidation Course (GECC) ePortfolio Supervision”. This is a new scheme launched in 2018/19 to acknowledge the excellent GECC supervisor’s effort in supervising the GECC ePortfolio construction.
Date of receipt: 24/5/2019, Conferred by: The Education University of Hong Kong
 
The Best Paper Award
According to HKERA, high scoring papers signpost originality, rigour and significance. Detailed descriptions are as follows: 1) Originality: the paper proposes new ways forward, challenges old ideas and takes the scholarship to the next level, 2) Significance: tries to sustain the theoretical analysis and applications throughout the paper to avoid lapsing into descriptive writing, 3) Rigour – the paper adopts innovative methods; or there is a rigorous analytical narrative in terms of intellectual argument developed in the paper.
Date of receipt: 15/12/2018, Conferred by: The Hong Kong Institute of Educational Research (HKERA)
 
Outstanding Teaching Performance Award

Date of receipt: /12/2018, Conferred by: Department of Curriculum & Instruction, The Education University of Hong Kong
 
Outstanding Teaching Performance Award

Date of receipt: /11/2017, Conferred by: Department of Curriculum & Instruction, The Education University of Hong Kong
 
Outstanding Teaching Performance Award

Date of receipt: /10/2016, Conferred by: Department of Curriculum & Instruction, The Education University of Hong Kong
 
International Highly-Commended PhD Award
Three young scholars achieved this international award at the 7th SELF Biennial International Conference & ERAS Conference in 2013.
Date of receipt: /9/2013, Conferred by: The Global SELF (Self-concept Enhancement and Learning Facilitation) Research Network