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. 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.
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Journal Publications
King, R. B., Wang, H., & Mcinerney, D. M. (2021). Prosocial motivation leads to better learning when mastery motivation is high: The synergistic effects of prosocial and mastery goals. Current Psychology, ., .-. Wang, H., Hall, N. C., & King, R. B. (2021). A longitudinal investigation of teachers’ emotional labor, well-being, and perceived student engagement. Educational Psychology, ., .-. Wang, H., King, R. B., & McInerney, D. M. (2021). Ability grouping and student performance: A longitudinal investigation of teacher support as a mediator and moderator. Research Papers in Education, ., .-. Wang, H., King, R. B., & McInerney, D. M. (2021). Conflicting or compatible? Evaluating teachers' self-transcendence versus self-enhancement values from a multilevel perspective. Current Psychology, ., .-. 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, ., .-. 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.
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