Profile of Dr WANG, Hui 王慧 - The Education University of Hong Kong


Assistant Professor	Department of Special Education and Counselling

Contact

Phone

(852) 2948 7295

Fax

(852) 2948 7794

hwang@eduhk.hk

Scopus ID

57192314587

Selected Output


Scholarly Books, Monographs and Chapters 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. Wang, H. (2020). A longitudinal evaluation of teachers' values and commitment. In R. B. King, I. Caleon, & A. Bernado (Eds.), Positive psychology and positive education in Asia: Understanding and fostering well-being in schools (.-.). Singapore: Springer. 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.
Journal Publications Wang, H., Hall, N., Chiu, M. M., Goetz, T., & Gogol, K. (2020). Exploring the structure of teachers’ emotional labor in the classroom: A multitrait-multimethod analysis. Educational Measurement: Issues and Practice, ., .-. Wang, H., & Hall, N. C. (2019). When "I care" is not enough: An interactional analysis of teacher values, value congruence, and well-being. Teaching and Teacher Education, 86, 102906-. Wang, H., Hall, N. C., & Taxer, J. L. (2019). Antecedents and consequences of teachers’ emotional labor: A systematic review and meta-analytic investigation. Educational Psychology Review, 31, 663-698. Wang, H., & Hall, N. C. (2018). A systematic review of teachers’ causal attributions: Prevalence, correlates, and consequences. Frontiers in Psychology, 9:2305, .-. McInerney, D. M., Korpershoek, H., Wang, H., & Morin, A. J. S. (2018). Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. Teaching and Teacher Education, 71, 145-158. Rahimi, S., Hall, N. C., Wang, H., & Maymon, R. L. (2017). Upward, downward, and horizontal social comparisons: Effects on adjustment, emotions, and persistence in teachers. Interdisciplinary Education and Psychology, 1(1), 1-20. Czajkowska, Z., Wang, H., Hall, N. C., Sewitch, M., & Körner, A. (2017). Validation of the English and French versions of the Brief Health Care Climate Questionnaire. Health Psychology Open, 4(2), 1-9. Wang, H., Hall, N. C., Goetz, T., & Frenzel, A. C. (2017). Teachers' goal orientations: Effects on classroom goal structures and emotions. British Journal of Educational Psychology, 87(1), 90-107. Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130.

Scholarly Books, Monographs and Chapters
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.
Wang, H. (2020). A longitudinal evaluation of teachers' values and commitment. In R. B. King, I. Caleon, & A. Bernado (Eds.), Positive psychology and positive education in Asia: Understanding and fostering well-being in schools (.-.). Singapore: Springer.
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.

Journal Publications
Wang, H., Hall, N., Chiu, M. M., Goetz, T., & Gogol, K. (2020). Exploring the structure of teachers’ emotional labor in the classroom: A multitrait-multimethod analysis. Educational Measurement: Issues and Practice, ., .-.
Wang, H., & Hall, N. C. (2019). When "I care" is not enough: An interactional analysis of teacher values, value congruence, and well-being. Teaching and Teacher Education, 86, 102906-.
Wang, H., Hall, N. C., & Taxer, J. L. (2019). Antecedents and consequences of teachers’ emotional labor: A systematic review and meta-analytic investigation. Educational Psychology Review, 31, 663-698.
Wang, H., & Hall, N. C. (2018). A systematic review of teachers’ causal attributions: Prevalence, correlates, and consequences. Frontiers in Psychology, 9:2305, .-.
McInerney, D. M., Korpershoek, H., Wang, H., & Morin, A. J. S. (2018). Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. Teaching and Teacher Education, 71, 145-158.
Rahimi, S., Hall, N. C., Wang, H., & Maymon, R. L. (2017). Upward, downward, and horizontal social comparisons: Effects on adjustment, emotions, and persistence in teachers. Interdisciplinary Education and Psychology, 1(1), 1-20.
Czajkowska, Z., Wang, H., Hall, N. C., Sewitch, M., & Körner, A. (2017). Validation of the English and French versions of the Brief Health Care Climate Questionnaire. Health Psychology Open, 4(2), 1-9.
Wang, H., Hall, N. C., Goetz, T., & Frenzel, A. C. (2017). Teachers' goal orientations: Effects on classroom goal structures and emotions. British Journal of Educational Psychology, 87(1), 90-107.
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130.

Project


Teachers’ and Principals Psychological Well-being: The Case of Value Congruence Teachers’ and Principals Psychological Well-being: The Case of Value Congruence Project Start Year: 2021, Principal Investigator(s): WANG, Hui 王慧
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 (WANG, Hui 王慧 as Co-Investigator)
Genuine, Faking, and Hiding Emotions in Teachers: A Longitudinal Investigation of Teachers' Emotional Labour, Psychological Well-being, and Perceived Student Engagement .. Project Start Year: 2019, Principal Investigator(s): WANG, Hui 王慧
The Antecedents and Consequences of Teachers’ Emotional Labor in Hong Kong .. Project Start Year: 2019, Principal Investigator(s): WANG, Hui 王慧
What Makes Me a Better Future Teacher? An Investigation into Pre-service Teachers’ Career Adaptability and Psychological Well-being What Makes Me a Better Future Teacher? An Investigation into Pre-service Teachers’ Career Adaptability and Psychological Well-being Project Start Year: 2019, Principal Investigator(s): WANG, Hui 王慧