Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 3 |
Descriptor
Foreign Countries | 3 |
Academic Achievement | 2 |
Prevention | 2 |
Academic Failure | 1 |
Attribution Theory | 1 |
Bullying | 1 |
College Students | 1 |
Correlation | 1 |
Educational Change | 1 |
Educational Environment | 1 |
Experiments | 1 |
More ▼ |
Author
Lam, Shui-fong | 3 |
Chan, Chi-Keung | 1 |
Law, Wilbert | 1 |
Law, Yin-kum | 1 |
Shu, Tse-Mei | 1 |
Wong, Bernard P. H. | 1 |
Zhang, Xiao | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Higher Education | 2 |
Secondary Education | 1 |
Audience
Location
Hong Kong | 3 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Lam, Shui-fong; Law, Wilbert; Chan, Chi-Keung; Wong, Bernard P. H.; Zhang, Xiao – School Psychology Quarterly, 2015
The contribution of social context to school bullying was examined from the self-determination theory perspective in this longitudinal study of 536 adolescents from 3 secondary schools in Hong Kong. Latent class growth analysis of the student-reported data at 5 time points from grade 7 to grade 9 identified 4 groups of students: bullies (9.8%),…
Descriptors: Bullying, Social Theories, Self Determination, Victims
Shu, Tse-Mei; Lam, Shui-fong – Learning and Individual Differences, 2011
The present study extended regulatory focus theory (Idson & Higgins, 2000) to an educational setting and attempted to identify individuals with high motivation after both success and failure feedback. College students in Hong Kong (N = 180) participated in an experiment with a 2 promotion focus (high vs. low) x 2 prevention focus (high vs.…
Descriptors: Feedback (Response), Prevention, Foreign Countries, Identification
Lam, Shui-fong; Law, Yin-kum – Asia Pacific Journal of Education, 2008
We have investigated how open attitudes, attribution beliefs, pedagogical knowledge, and pedagogical content knowledge were related to teaching performance among teacher interns. The participants were 72 teacher interns in Hong Kong, where large-scale education reform has been launched since 2000. Multiple methods (self-report, academic grades,…
Descriptors: Educational Change, Foreign Countries, Teacher Interns, Pedagogical Content Knowledge