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., Wang, I, Y., Chen, Y., & Burić, I. (2025). Is "faking" emotions always bad? Exploring the relationships between teachers' emotional labor, expressed enthusiasm, and teaching quality. Teaching and Teacher Education, 161, Article 105042. https://doi.org/10.1016/j.tate.2025.105042
Wang, H., & Frenzel, A. C. (2025). "Exhaustive but effective": A multi-site study investigating the profiles of teachers' emotions and emotional labor. Journal of School Psychology, 110, Article 101456. https://doi.org/10.1016/j.jsp.2025.101456
Chan, A. W.-Y., Leigh, T.-N., Böke, B. N., Wang, H., So, C.-N., & Heath, N. (2025). Evaluation of a wellness programme for preservice teachers in Hong Kong: Promoting Educational Excellence through Resilience to Stress (PEERS). European Journal of Education, 60(1), Article e70018. https://doi.org/10.1111/ejed.70018
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
Wang, H., Thompson-Lee, S., & Klassen, R. M. (2025). Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective. British Journal of Educational Psychology, 1-17. https://doi.org/10.1111/bjep.12761
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
United by common goals: Influences of teacher goals and school goal structures on teacher retention
This project aims to understand Hong Kong’s teacher attrition crisis and provide long-term policy solutions.
Project Start Year: 2025, Principal Investigator(s): WANG, Hui
SDGs Information: 3 - Good Health and Well-Being, 4 - Quality Education
 
Professional Development Initiatives for Education Sector Leaders
Initiated and funded by The Hong Kong Jockey Club Charities Trust, co-created with The Education University of Hong Kong and offered in collaboration with the Center to Support Excellence in Teaching (CSET), Stanford Graduate School of Education, JC InnoPower Education Fellowship is a 15-month talent and sector development programme. It provides school principals and leaders with broad exposure to global trends, Mainland foresights and local best practices while also building their adaptive leadership skills to tackle ever-changing challenges in schools.

Coupled with intensive coaching support and funding for initiate change, the training-and-learning model will bring new, existing, and recently retired senior educators together to share experience and expertise in a Community of Practice and to nurture school innovation and collaboration. In this way, the transformation towards a future-ready and inclusive school system in Hong Kong will be accelerated.

For more details, please visit: https://www.eduhk.hk/hkjcipef
Project Start Year: 2024, Principal Investigator(s): LU, Jiafang (WANG, Hui as Co-Investigator)

 
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

 
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