Dr MENDOZA, Norman Biliwang    博士
Assistant Professor
Department of Curriculum and Instruction
Contact
ORCiD
0000-0003-0344-0709
Phone
(852) 2948 7852
Fax
(852) 2948 7563
Email
nbmendoza@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=252869&name=MENDOZA, Norman Biliwang
Scopus ID
57194439134
SDGs
3 - Good Health and Well-Being
4 - Quality Education
10 - Reduced Inequality
Research Interests
  • Self-directed learning practices (e.g., self-assessment practices; engagement; growth competencies and practices)
  • Motivation, engagement, mindset
  • Need-supportive instruction
  • Well-being and mental health
Personal Profile

Norman's research integrates theories and methods from formative assessment and educational psychology to develop evidence-based curriculum innovations that enhance student learning beliefs, practices, and achievement. Using rigorous measurement tools and uncovering psychological mechanisms, he identifies optimal ways to structure instruction, assessment, and learning environments—both in-person or online—to foster achievement, self-regulated learning, and resilience. His research can be categorized into (1) psychological and behavioural mechanisms of learning; (2) measurement studies, and (3) learning interventions.

Research Interests
  • Self-directed learning practices (e.g., self-assessment practices; engagement; growth competencies and practices)
  • Motivation, engagement, mindset
  • Need-supportive instruction
  • Well-being and mental health
Research Outputs
Scholarly Books, Monographs and Chapters
Mendoza, N. B. & Yan, Z. (2022). Involved and autonomy-supportive teachers make reflective students: Linking need-supportive teacher practices to student self-assessment practices. Routledge. https://doi.org/10.4324/9781003052081-12
SDGs infomation: 4 - Quality Education
Liang, M., Juliana, Mendoza, N.B., Lim, C.P. (2022). Localizing teacher professional development at scale enabled by professional learning communities: A study of Teacher Learning Centers in Indonesia. In Lee, W.O., Brown, P., Goodwin, A.L., Green, A. (Eds), International Handbook on Education Development in Asia-Pacific (1-17). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-16-2327-1_136-1

Journal Publications
Ba, S., Lu, G., Mendoza, N. B., Yang, Y., Pan, Z., & Wang, Y. (2025). Leveraging network analytics to examine the impact of generative artificial intelligence-assisted feedback on inquiry-based discussion. Journal of Educational Computing Research. https://doi.org/10.1177/07356331251396357
SDGs infomation: 4 - Quality Education
Cheng, C. K. E., Mendoza, N. B., & Yan, Z. (2025). Collaborative lesson planning influences teachers' self-regulated learning instruction (SRL-I): The mediating role of perceived benefits of SRL. European Journal of Education, 60(4), Article e70303. https://doi.org/10.1111/ejed.70303
SDGs infomation: 4 - Quality Education
Yan, Z. & Mendoza, N.B. (2025). Learning and practicing simultaneously: The synergistic effect of online self-assessment diaries and teacher self-assessment instruction on learning and growth mindset. Assessment in Education: Principles, Policy and Practice. https://doi.org/10.1080/0969594X.2025.2534134
SDGs infomation: 4 - Quality Education
Li, J., Mendoza, N. B., & King, R. B. (2025). Beyond achievement goals: How different goals drive second language learning and achievement. Studies in Second Language Learning and Teaching, 15(2), 325-348. https://doi.org/10.14746/ssllt.48242
SDGs infomation: 4 - Quality Education
Zhang, L., Mendoza, N. B. & Jiang, Y. (2025). From classroom goal structures to academic outcomes: The mediating role of expectancy-value beliefs in adolescent learning. European Journal of Psychology of Education, 40, Article 59. https://doi.org/10.1007/s10212-025-00958-2
SDGs infomation: 4 - Quality Education
Karim, S., Bautista, A. A., & Mendoza, N. B. (2025). Early childhood education in Cambodia: Preschool teachers’ beliefs, curriculum priorities, and professional development needs. Journal of Early Childhood Teacher Education. https://doi.org/10.1080/10901027.2025.2473734
SDGs infomation: 4 - Quality Education
Karim, S., Bautista, A., Mendoza, N. B., Soth, S., & Lee, K. (2025). Early childhood education in Cambodia: Preschool teachers’ beliefs, curriculum priorities. Journal of Early Childhood Teacher Education, x, 1-17. https://doi.org/10.1080/10901027.2025.2473734
SDGs infomation: 4 - Quality Education
Karim, S., Bautista, A., Mendoza, N. B., Soth, S., & Lee, K. (2025). Early childhood education in Cambodia: Preschool teachers’ beliefs, curriculum priorities, and professional development needs. Journal of Early Childhood Teacher Education, 1-17. https://doi.org/10.1080/10901027.2025.2473734
SDGs infomation: 4 - Quality Education
Lee, H. J. & Mendoza, N. B. (2025). Does parental support amplify growth mindset predictions for student achievement and persistence? Cross-cultural findings from 76 countries/regions. Social Psychology of Education, 28, Article 88. https://doi.org/10.1007/s11218-025-10038-4
SDGs infomation: 4 - Quality Education
Mendoza, N. B., Zadorozhnyy, A., & Dizon, J. I. W. T. (2025). A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12752
SDGs infomation: 4 - Quality Education
Mendoza, N.B. & Yan, Z. (2025). From beliefs to behaviors: Conceptualizing and assessing students’ practices that reflect a growth mindset. Social Psychology of Education, 28, Article 73. https://doi.org/10.1007/s11218-025-10032-w
SDGs infomation: 4 - Quality Education
Capio C. M., Mendoza, N. B., Jones, R. A., Masters, R. S. W., & Lee, K. (2024). The contributions of motor skill proficiency to cognitive and social development in early childhood. Scientific Reports, 14, Article 27956. https://doi.org/10.1038/s41598-024-79538-1
SDGs infomation: 3 - Good Health and Well-Being, 4 - Quality Education
Ganotice Jr, F. A., Mendoza, N. B., Dizon, J. I. W. T., Shen, X., Lee, J. C. Y., Chan, E., … Tipoe, G. L. (2024). Students’ motivation and engagement in interprofessional education: the mediating role of peer relatedness. Medical Education Online, Advance online publication, 2430593. https://doi.org/10.1080/10872981.2024.2430593
SDGs infomation: 4 - Quality Education
Valdez, J.P.M., & Mendoza, N.B. (2024). Digital learning for preschools: Validation of basic ICT competence beliefs of preschool teachers in Hong Kong and the Philippines. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12591-5
Liang, M., Lim, C.P., Park, J., & Mendoza, N.B. (2023). A review of ICT-enabled learning for schoolgirls in Asia and its impacts on education equity. Educational Technology Research and Development, 71, 267-293. https://doi.org/10.1007/s11423-022-10178-w
Dizon, J.I.W.T., Mendoza, N.B., & Nalipay, Ma. J.N. (2023). Anxiety and well-being amidst the COVID-19 outbreak and the moderating role of locus-of-hope: Evidence from a large sample in the Philippines. Journal of Pacific Rim Psychology, 17, 1-16. https://doi.org/10.1177/18344909231156532
Mendoza, N., & Yan, Z. (2023). Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement. Studies in Educational Evaluation, 77, Article 101249. https://doi.org/10.1016/j.stueduc.2023.101249
Mendoza, N.B., Yan, Z., & Ronnel, B.K. (2023). Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance. Computers & Education, 193, 1-15. https://doi.org/10.1016/j.compedu.2022.104663
Ma, Q., Chiu, M. M., Lin, S., & Mendoza, N. (2022). Teacher’s perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study. ReCALL, 35(1), 19-39. https://doi.org/10.1017/S0958344022000180
SDGs infomation: 4 - Quality Education, 17 - Partnerships for the Goals
Frondozo, C. E., Mendoza, N. B., Dizon, J. I. W. T., & Buenconsejo, J. U. (2022). The Factor Structure and Measurement Invariance of the Cognitive Emotion Regulation Questionnaire-Short Specific to the COVID-19 Pandemic.. Measurement and Evaluation in Counseling and Development, 56(3), 225-240. https://doi.org/10.1080/07481756.2022.2102506
Mendoza, N.B., Frondozo, C.E., Dizon, J.I.W.T., & Buenconsejo, J.U. (2022). The Factor Structure and Measurement Invariance of the PHQ-4 and the Prevalence of Depression and Anxiety in a Southeast Asian Context amid the COVID-19 Pandemic. Current Psychology, Online publication, 1-10. https://doi.org/10.1007/s12144-022-02833-5
Dizon, J.I.W.T., Mendoza, N.B., Mordeno, I.G., & Nalipay, M.J.N. (2022). Validating the Suicide Behavior Questionnaire-Revised among Filipino Adults during the COVID-19 Pandemic. Death Studies, Online publication, online. https://doi.org/10.1080/07481187.2022.2039327
Dizon, J.I.W.T., & Mendoza, N.B. (2022). Low Perceived Social Rank Increases the Impact of Mental Health Symptoms on Suicidal Ideation: Evidence among Young Adults from the Philippines. Archives of Suicide Research, Online publication, online. https://doi.org/10.1080/13811118.2021.2022050
Mendoza, N.B., & Dizon, J.I.W.T. (2022). Prevalence of Severe Anxiety in the Philippines Amid the COVID-19 Outbreak. Journal of Loss and Trauma, 27(8), 787-789. https://doi.org/10.1080/15325024.2021.2023298
Mendoza, N.B., Mordeno, I.G., & Nalipay, M.J.N. (2021). The Transdiagnostic Role of Rumination in the Comorbidity of PTSD and Depression. Journal of Loss and Trauma, 27(8), online. https://doi.org/10.1080/15325024.2021.2018197
King, R.B., & Mendoza, N.B. (2021). The Social Contagion of Students' Social Goals and Its Influence on Engagement in School. Learning and Individual Differences, 88, 102004.
Mendoza, N.B., & King, R.B. (2021). The Social Contagion of Work Avoidance Goals in School and its Influence on Student (dis)Engagement (doi: https://doi.org/10.1007/s10212-020-00521-1). European Journal of Psychology of Education, retrieved from https://link.springer.com/article/10.1007%2Fs10212-020-00521-1, online publication, online.
Mendoza, N.B., & King, R.B. (2020). The Social Contagion of Student Engagement in School. School Psychology International, 41(5), 454-474.
Bernardo, A.B.I., & Mendoza, N.B. (2020). Measuring Hope during the COVID-19 Outbreak in the Philippines: Development and Validation of the State Locus-of-Hope Scale Short Form in Filipino (doi: https://doi.org/10.1007/s12144-020-00887-x). Current Psychology, retrieved from https://link.springer.com/article/10.1007/s12144-020-00887-x#citea, Online publication, 1-10.
King, R.B., & Mendoza, N.B. (2020). Achievement Goal Contagion: Mastery and Performance Goals Spread among Classmates. Social Psychology of Education, 23, 795-814.

Conference Papers
Mendoza, N. B. & Yan, Z. (2024, July). From beliefs to behaviours: The Integrated Growth Systems Framework and the Growth Practices Scale [Oral Presentation]. 33rd International Congress of Psychology, Prague, Czech Republic.
SDGs infomation: 4 - Quality Education
Mendoza, N. B., Zadorozhnyy, A., & Dizon, J. I. W. T. (2024, July). A rising tide lifts all boats: Unpacking achievement composition effect in L2 language learning [Poster presentation]. 33rd International Congress of Psychology, Prague, Czech Republic..
SDGs infomation: 4 - Quality Education
Sitchon, G.C., & Mendoza, N.B. (2024, July). The Moderating Role of Growth Practices on the Growth Mindset to Achievement Link. [Paper presentation] 2024 International Congress of Psychology, Prague, Czech Republic. https://icp2024.com/
SDGs infomation: 4 - Quality Education
Yeung, S.S., Tsang, A., & Mendoza, N.B. (2024, July). Private but not Social Enjoyment Predicts Children's Foreign Language Skills through Engagement. [Paper persentation] 2024 International Congress of Psychology, Prague, Czech Republic. https://icp2024.com/
SDGs infomation: 4 - Quality Education
Mendoza, N. B., Dizon, J. I. W. T., & Zadorozhnyy, A. (2024, April). The achievement composition effect in language learning: The moderating role of age and engagement outcomes. [Poster presentation]. 2024 Annual Meeting of American Educational Research Association: "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action" (AERA 2024), Philadelphia, USA.
Mendoza, N.B. & Yan, Z. (2024, April). Toward assessing behaviors that reflect growth mindset: Development and validation of the Growth Practices Scale. Paper presentation]. 2024 Annual Meeting of American Educational Research Association: "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action" (AERA 2024), Philadelphia, USA.
Mendoza, N.B. & Yan, Z. (2021, December). Paper-and-pencil versus online assessment of student well-being amid COVID-19: The measurement invariance of the Mental Health Continuum-Short Form (MHC-SF). Paper presented at Pacific Rim Objective Measurement Symposium (PROMS) 2021, Online.

Prizes and awards
Emerging Psychologists' Programme Awardee
As a recipient of the Emerging Psychologists' Programme (EPP) award, I have been selected to participate in this prestigious opportunity in conjunction with the 33rd International Congress of Psychology (ICP) in Prague, Czech Republic from July 21-26, 2024. Through the EPP, I will take part in a special program from July 18-21, 2024, immediately preceding the main ICP congress. This provides me a unique platform to connect with fellow early-career psychologists from around the world. I will engage in group meetings, workshops and lectures on topics like writing and publishing, visit psychological institutions in Prague, and attend social events to foster networking. As an EPP awardee, my ICP 2024 registration fee is waived and accommodation is subsidized for the 3 nights of the EPP program. I will also have additional opportunities to network and share knowledge gained during the main ICP congress. Being selected for the EPP recognizes my potential as a promising young scholar.
Date of receipt: 18/7/2024, Conferred by: The International Congress of Psychology
 
RGC Postdoctoral Fellowship
The PDFS provides support to 50 awardees for a period of 36 months in terms of full-time appointment as a postdoctoral fellow (PdF) at a UGC-funded university in each round of the yearly exercise. For each awardee, the supporting university will receive an annual stipend of HK$413,060 per year for the awardee’s basic salary as well as a conference and research-related travel allowance (of HK$13,130 per year inclusively). PDFS covers all academic disciplines and is divided into two broad academic streams: (i) Humanities, Social Sciences and Business Studies; and (ii) Sciences, Medicine, Engineering and Technology. Norman is awarded the fellowship for the following project: Fostering resilient learners in the peri- and post-pandemic world: Examining the role of student self-assessment and its psychological mechanisms in online learning contexts
Date of receipt: 22/4/2022, Conferred by: University Grants Council
 
Hong Kong Belt and Road Scholarship (Research Postgraduate)
This scholarship was established to recognize outstanding full-time students from B&R countries who have achieved excellent academic performance, exceptional leadership and communication skills, contribution to the institution/society, and interest in integrating into and contributing to the Hong Kong society. The scholarship covers full tuition fees, and are tenable for the normal duration of the programmes concerned.
Date of receipt: /9/2019, Conferred by: Hong Kong SAR Government Scholarship Fund
 
Projects
Sustainable Development through Experiential Learning: A University-wide Initiative Fostering Student SDG Awareness and Competencies
Higher education (HE) institutions have an undeniable responsibility to increase students’ awareness of the Sustainable Development Goals (SDGs) and nurture societal leaders to work towards a sustainable future. To accelerate the university’s work towards the UN’s 2030 agenda and SDGs, this project aims to develop an SDGs co-curriculum for the university halls. This study would first recruit 120 student residents, open to both undergraduate and postgraduate, to participate in a weekly evening program over two semesters. Through participating in different experiential learning activities (e.g., stimulation games, field trips and workshops) each week, these students will be trained to be SDGs student ambassadors who will then work in groups to further plan and implement at least one activity for each SDG within the university to both residents and non-residents under the project team’s supervision during the project period. Hall provides students with a collaborative space for frequent interaction. Thus, its physical proximity to the campus could facilitate student involvement and promotion of SDGs in the university. The main deliverables include an SDG residential co-curriculum, 120 SDGs student ambassadors, an assessment instrument for SDG literacies, an e-learning platform for the SDG co-curriculum, a policy draft, and three international peer-reviewed papers.
Project Start Year: 2025, Principal Investigator(s): CHENG, Wing Tung, Michelle, MENDOZA, Norman Biliwang, XIONG, Weiyan
SDGs Information: 1 - No Poverty, 2 - Zero Hunger, 3 - Good Health and Well-Being, 4 - Quality Education, 5 - Gender Equality, 6 - Clean Water and Sanitation, 7 - Affordable and Clean Energy, 8 - Decent Work and Economic Growth, 9 - Industry, Innovation and Infrastructure, 10 - Reduced Inequality, 11 - Sustainable Cities and Communities, 12 - Responsible Consumption and Production, 13 - Climate Action, 14 - Life Below Water, 15 - Life on Land, 16 - Peace, Justice and Strong Institutions, 17 - Partnerships for the Goals