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

Dr WANG, Hui 王慧博士


Associate Professor	Department of Special Education and Counselling

Contact

ORCiD

0000-0003-4722-4776

Phone

(852) 2948 7295

Fax

(852) 2948 7794

Email

hwang@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=241068&name=WANG, Hui

Scopus ID

57192314587

SDGs

3 - Good Health and Well-Being
4 - Quality Education

Research Outputs


Scholarly Books, Monographs and Chapters Chapter in an edited book (author) 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 (pp. 146-162). 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 (pp. 313-326). Springer.
Journal Publications Publication in refereed journal Wang, H., Bokë, B. N., Chan, A. W.-Y., & Heath, N. (2025). Enhancing coping self-efficacy and Well-being: A multi-context study of an emotion regulation program for preservice teachers. Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-024-00949-9 Snell, R. J. S., Klassen, R. M., Thompson-Lee, S., & Wang, H. (2025). Back to basics with teacher recruitment: What do STEM undergraduates want?. European Journal of Education, 60(1), Article e12840. https://doi.org/10.1111/ejed.12840 King, R. B., Wang, H., & McInerney, D. M. (2024). Students who want to contribute to society have optimal learning-related outcomes. Journal of Experimental Education, 92, 466- 484. https://doi.org/10.1080/00220973.2022.2146039 Nalipay, M. J. N., Wang, H., & King, R. B. (2024). The social contagion of job satisfaction from principals to teachers: Implications from TALIS. Social Psychology of Education, 27(4), 1535-1556. Wang, H., Thompson-Lee, S., Snell, R. J. S., & Klassen, R. M. (2024). Unlocking STEM pathways: A person-centred approach exploring a teacher recruitment intervention. International Journal of STEM Education, 11, Article 39. https://doi.org/10.1186/s40594-024-00499-y Thompson-Lee, S., Klassen, R. M., Wang, H., & Snell, R. J. S. (2024). Measuring the effects of motivation messages on STEM undergraduates’ interest in teaching. Teaching and Teacher Education, 146, Article 104639. https://doi.org/10.1016/j.tate.2024.104639 Burić , I., & Wang, H. (2024). Relationships among Teacher Enjoyment, Emotional Labor, and Perceived Student Engagement: A Daily Diary Approach. Journal of School Psychology, 103, Article 101271, Article 101271. https://doi.org/10.1016/j.jsp.2023.101271 Wang, I.Y., Chan, R.C.H., & Wang, H. (2024). The Associations of Procrastination with Preservice Teachers’ Stress and Experiences During the COVID-19 Pandemic: A Three‑Wave Longitudinal Investigation. Social Psychology of Education, 27, 389-409. https://doi.org/10.1007/s11218-023-09844-5 Huang, Y., Nalipay, M.J.N., & Wang, H. (2024). Profiles of Occupational Well-Being among Chinese Teachers: Associations with Basic Psychological Needs Satisfaction and Teaching Quality. Teaching and Teacher Education, 139, Article 104461, Article 104461. https://doi.org/10.1016/j.tate.2023.104461 Klassen, R.M., Wang, H., & Rushby, J.V. (2023). Can an Online Scenario-Based Learning Intervention Influence Preservice Teachers’ Self-Efficacy, Career Intentions, and Perceived Fit with the Profession?. Computers and Education, 207, Article 104935, Article 104935. https://doi.org/10.1016/j.compedu.2023.104935 Wang, H., Burić, I., Chang, ML., & Gross, J.J. (2023). Teachers’ Emotion Regulation and Related Environmental, Personal, Instructional, and Well-being Factors: A Meta-Analysis. Social Psychology of Education, 26, 1651-1696. https://doi.org/10.1007/s11218-023-09810-1 King, R. B., Wang, H., & Mcinerney, D. M. (2023). Prosocial motivation leads to better learning when mastery motivation is high: The synergistic effects of prosocial and mastery goals. Current Psychology, 42, 10669-10682. https://doi.org/10.1007/s12144-021-02331-0 Wang, H., Chiu, M. M. & Hall, N. C. (2023). Teacher anger as a double-edged sword: Contrasting trait and emotional labor effects. Motivation and Emotion, 47, 650-668. https://doi.org/10.1007/s11031-023-10027-0 Wang, H., & Burić, I. (2023). A diary investigation of teachers’ emotional labor for negative emotions: Its associations with perceived student disengagement and emotional exhaustion. Teaching and Teacher Education, 127, Article 104117. Doi:10.1016/j.tate.2023.104117 Wang, H., & Klassen, R. M. (2023). Longitudinal relationships between teachers’ utility values and quitting intentions: A person-organization fit perspective. Teaching and Teacher Education, 127, Article 104109. Doi:10.1016/j.tate.2023.104109 Wang, H., King, R. B., & McInerney, D. M. (2023). Conflicting or compatible? Evaluating teachers' self-transcendence versus self-enhancement values from a multilevel perspective. Current Psychology, 42, 7224-7234. https://doi.org/10.1007/s12144-021-02009-7 Harrison, M. G., King, R. B., & Wang, H. (2023). Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality. British Educational Research Journal, 49, 476- 498. https://doi.org/10.1002/berj.3851 Wang, H., King, R. B., & McInerney, D. M. (2023). Ability grouping and student performance: A longitudinal investigation of teacher support as a mediator and moderator. Research Papers in Education, 38(2), 121-142. https://doi.org/10.1080/02671522.2021.1961293 Chang, M.-L., Burić, I., & Wang, H. (2022). Editorial: Teachers' emotion regulation and emotional labor: Relationships with teacher motivation, well-being, and teaching effectiveness. Frontiers in Education, 7, Article 1062498. https://doi.org/10.3389/feduc.2022.1062498 Chang, C.-F., Hall, N. C., Lee, S. Y., & Wang, H. (2022). Teachers' social goals and classroom engagement: The mediating role of teachers' self-efficacy. International Journal of Educational Research, 113, Article 101952. https://doi.org/10.1016/j.ijer.2022.101952 Nalipay, M. J. N., King, R. B., Mordeno, I. G., & Wang, H. (2022). Are good teachers born or made? Teachers who hold a growth mindset about their teaching ability have better well-being. Educational Psychology, 42(1), 23-41. https://doi.org/10.1080/01443410.2021.2001791 Wang, H., Lee, S.-Y., & Hall, N. C. (2022). Coping profiles among teachers: Implications for emotions, job satisfaction, burnout, and quitting intentions.. Contemporary Educational Psychology, 68, 1-14, Article 102030. https://doi.org/10.1016/j.cedpsych.2021.102030 Wang, H., Hall, N. C., & King, R. B. (2021). A longitudinal investigation of teachers’ emotional labor, well-being, and perceived student engagement. Educational Psychology, 41, 1319-1336. Wang, H., & Hall, N.C. (2021). Exploring relations between teacher emotions, coping strategies, and intentions to quit: A longitudinal analysis. Journal of School Psychology, 86, 64-67. 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, 3, 122-134. 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, Article 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, Article 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.

Projects


Understanding the Roots of Teacher Turnover: A Transactional Model Hong Kong's teacher turnover affects 35% of the K-12 workforce. Understanding quitting intentions can help address this issue. Both individual factors (motivation, emotions, experience) and contextual features (school climate, class characteristics, principal support) influence teachers' well-being and quitting intentions. Recent studies also highlight the importance of perceived person-environment fit in influencing teacher turnouver intentions. This study proposes a mediational model examining teachers' perceived usefulness of their career, school administration values, and person-environment fit. Data will be collected from 900 teachers across 30 schools, analyzed using multilevel structural equation modeling. Project Start Year: 2023, Principal Investigator(s): WANG, Hui
Improved Student Engagement and Deteriorated Occupational Well-being? A Pilot Study on the Double-edged Effects of Teacher's Emotional Labor In this pilot project, we aim to investigate the double-edged effects of teachers’ emotional labor. On the one hand, strategic emotional labor is hypothesized to improve student engagement, while, on the other hand, long-term emotional labor leads to emotional dissonance and exhaustion. We included 460 secondary school students in Hong Kong and their teachers from 40 classes. We collected data at two-time points with a six-month lag to establish the predictive relationships between study variables. Project Start Year: 2022, Principal Investigator(s): WANG, Hui
Technology-Enabled Futures of Education: Harnessing Emerging Technologies to Enhance Education Equity, Quality and Efficiency .. Project Start Year: 2022, Principal Investigator(s): LIM, Cher Ping, CHAN, Che Hin, Chetwyn (WANG, Hui as Co-Investigator)
The Examination of a Workshop Intervention to Promote Hong Kong Preservice Teachers’ Psychological Well-being The collaborative project (CAD210,000) was granted by WYNG Foundation to principal investigators Prof. Nancy Heath from McGill University, Canada, and Dr. Arita Chan (Department of Psychology) and Dr. Hui Wang (Department of Special Education and Counselling) from EdUHK. This three-year project is entitled “Enhancing Hong Kong Pre-service Teachers' Mental Health and Well-Being: Adaptation and Evaluation of the RESST Program”. The project aims to provide pre-service teachers with evidence-based strategies for enhancing their psychological well-being and resilience as well as effective skills in supporting the well-being and positive development of their students. The project will have three phases: (1) need assessments and control group study to understand the mental health of pre-service teachers, (2) the development of the Hong Kong version of Regulating Emotions and Stress in Pre-Service Teachers (HK-RESST) program by adapting the McGill University’s Regulating Emotions and Stress in pre-Service Teachers (RESST) program and a pilot evaluation of the HK-RESST to inform program revisions, and (3) evaluation of the revised HK-RESST program and dissemination of the findings. Project Start Year: 2022, Principal Investigator(s): HEATH, Nancy, WANG, Hui, CHAN, Wing Yan, Arita
Determinants of Hong Kong Secondary Students’ Senses of Belonging to School, City, Country and the World 決定香港中學生對學校、城市、國家和世界的歸屬感之因素的調查 Understanding the relations between belonging and their determinants across levels will inform policies, procedures, and activities of school, government, and community organizations to help foster students’ belonging across levels and mitigate potential conflicts. Such knowledge can inform the expected effectiveness of policies that (a) focus on school development and activity enrichment (e.g., celebrate special days, strengthen alumni relationship, promote campus inclusivity) (b) focus on community engagement and city belonging, such as the Member Self-recommendation Scheme for Youth, (c) enrich national and civic education contents in curriculum (e.g., encourage civic engagement; learn Chinese culture and history), (d) promote a diverse range of extracurricular activities on campus, in the city, nation, or cross-culturally for national and global belonging (e.g., fund travel opportunities to mainland China, such as school trips; the Youth Development Fund and Youth Entrepreneurship programs), or (e) strengthen students’ international connections (e.g., Hong Kong Young Ambassador Scheme). Project Start Year: 2022, Principal Investigator(s): WANG, Hui
Enhancing Hong Kong Pre-Service Teachers’ Mental Health and Well-Being: Adaptation and Evaluation of the Regulating Emotions and Stress for pre-Service Teachers (RESST) Program The collaborative project (CAD210,000) was granted by WYNG Foundation to principal investigators Prof. Nancy Heath from McGill University, Canada, and Dr. Arita Chan (Department of Psychology) and Dr. Hui Wang (Department of Special Education and Counselling) from EdUHK. This three-year project is entitled “Enhancing Hong Kong Pre-service Teachers' Mental Health and Well-Being: Adaptation and Evaluation of the RESST Program”. The project aims to provide pre-service teachers with evidence-based strategies for enhancing their psychological well-being and resilience as well as effective skills in supporting the well-being and positive development of their students. The project will have three phases: (1) need assessments and control group study to understand the mental health of pre-service teachers, (2) the development of the Hong Kong version of Regulating Emotions and Stress in Pre-Service Teachers (HK-RESST) program by adapting the McGill University’s Regulating Emotions and Stress in pre-Service Teachers (RESST) program and a pilot evaluation of the HK-RESST to inform program revisions, and (3) evaluation of the revised HK-RESST program and dissemination of the findings. Project Start Year: 2022, Principal Investigator(s): Heath, Nancy, CHAN, Wing Yan Arita 陳詠欣, WANG, Hui 王慧
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., 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 (WANG, Hui 王慧 as Co-Investigator)
Fostering Teachers’ Skills to Support Students with Behavioral and Emotional Needs Fostering Teachers’ Skills to Support Students with Behavioral and Emotional Needs Project Start Year: 2020, Principal Investigator(s): YUM, Yen Na Cherry 任演納, KAN, Pui Wai Yvonne 鄞佩慧 (WANG, Hui 王慧 as Co-Investigator)
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
The Role of Emotion Regulation Strategies in Relation to Executive Function in Chinese and Australian Adolescents with ADHD Deficits in executive functions (EF) are increasingly recognised as a core feature of adolescents with attention-deficit and hyperactivity disorder (ADHD). One of the possible strategies that may help manage the symptoms of ADHD is emotional regulation strategies. Yet, it is still remain unknown which EF domains are associated with emotional regulation strategies in adolescents with ADHD. The proposed project, therefore, aims to (1) examine the mediating role of emotion regulation strategies in the relationship between EFs and behavioural outcomes; and (2) whether these relationships are diverged between Chinese and Australian adolescents with ADHD. Approximately 300 students diagnosed with ADHD aged between 13 and 15 years old will be recruited from secondary schools in Hong Kong (n = 100), Mainland China (n = 100), and Australia (n = 100). A range of neuropsychological tests and psychometric scales will be used to measure the study variables. It is hoped that the findings will help inform future intervention strategies for adolescents with ADHD. Project Start Year: 2019, Principal Investigator(s): POON, Kei Yan 潘紀恩 (WANG, Hui 王慧 as Co-Investigator)
The Antecedents and Consequences of Teachers’ Emotional Labor in Hong Kong .. Project Start Year: 2019, Principal Investigator(s): WANG, Hui 王慧
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