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Associate Professor Alexander Yeung
Associate Professor Alexander Yeung is an an Associate Professor at CPPE and leads the Positive Lifelong Education Research Program. He has been an Associate Professor in the National Institute of Education within Nanyang Technological University, Singapore; a Senior Curriculum Developer at the Hong Kong Institute of Education; a Chief Curriculum Development Officer in the Hong Kong Government; and a teacher and teacher educator. He completed his PhD in education at the University of New South Wales, Australia. He is an active researcher and is widely published in the most prestigious journals in his field of research such as Journal of Educational Psychology, American Educational Research Journal, Educational Psychologist, Contemporary Educational Psychology, Educational and Psychological Measurement, Personality and Social Psychology Bulletin, and Journal of Personality and Social Psychology. He has also presented over 100 papers at international conferences. He is an internationally acclaimed expert in educational research and has demonstrated high-level expertise in quantitative and qualitative methods. He has a strong track record of effectively and successfully conducting large-scale longitudinal research with a mixed-methods approach. His specialisations include self-concept, motivation, cognition and instruction, pedagogies, and evaluation of interventions.
Qualifications
BEd (ECU), MA (CUHK), PhD (UNSW), NAATI III, DipEd (CUHK)
Selected Publications
Books
Lee, F.L.M., Liu, W.P., Dai, J., Wu, H., Wu, J. & Yeung, A.S. (2006) Enhancing student self-concept and motivation, Hong Kong: Hong Kong Institute of Education Printing Unit.
Chow, P.C.W., Chow, A.P.Y., Liu, W.P., To, K.H., Lee, F.S.W., Ng, W.W. L., Yeung, F.S.W. & Yeung, A.S. (2005) Project Amazing Grace in Buddhist Wing Yan (A.M.) School: Where small fish become big fish, Hong Kong: Author.
Chow, P.C.W., Chow, A.P.Y., Luk, F., Wong, E.K.P., Liu, W.P. & Yeung, A.S. (2005) Project Amazing Grace: Where all fish grow big, Hong Kong: Author.
Chow, P.C.W., Chow, A.P.Y., Siu A.N.H., Chau, J.S.K., Li I.S.Y., Lee, K.C.W., Liu, W.P. & Yeung, A.S. (2005) Fly, my child! Project Amazing Grace can help you, Hong Kong: Author.
Book Chapters
Craven, R.G. & Yeung, A.S. (2008) International best practice in effective educational interventions: Why self-concept matters and examples from bullying, peer support, and reading research, in D. M. McInerney, V. E. Shawn and M. Dowson (Eds), Research on sociocultural influences on motivation and learning, Vol. 8: Teaching and learning: International best practice, Greenwich, CT: Information Age.
Yeung, A.S., Liu, W.P., Lee, F.L.M., Wu, J., Dai, J. & Wu, H. (2008) Motivation of high and low achievers in China over time, in P.A. Towndrow, C. Koh & T.H. Soon (Eds), Motivation and practice in the classroom, Rotterdam: Sense Publishers.
Yeung, A.S. & Yeung, A. (2008) Ability vs. effort: Perceptions of students from the east and from the west, in O.S. Tan, D.M. McInerney, A.D. Liem & A.G. Tan (Eds), Research on multicultural education and international perspectives. Vol. 7: What the west can learn from the east: Asian perspectives on the psychology of learning and motivation. Greenwich, CT: Information Age.
Mo, K.W., Chow, A.P.Y., Yeung, A.S. & Wong, E.K.P. (2005) An appraisal system for formative and summative purposes in Hong Kong schools: Who to appraise and who to be appraised, in L.V. Barnes (Ed), Contemporary teaching and teacher issues, New York: Nova.
Yeung, A.S. (2005) Reconsidering the measurement of student self-concept: Use and misuse in a Chinese context, in H.W. Marsh, R.G. Craven & D.M. McInerney (Eds), International advances in self-concept research: Theory, measurement, research and application, Sydney: Information.
Journal Articles
Arens, A.K., Yeung, A.S., Craven, R.G. & Hasselhorn, M. (2011) The twofold multidimensionality of academic self-concept: Domain specificity and separation between competence and affect components. Journal of Educational Psychology, 103, 970-981.
Ngu, B.H. & Yeung, A.S. (2011) Fostering analogical transfer: The multiple components approach to algebra word problem solving in a chemistry context. Contemporary Educational Psychology.
Seaton, M., Marsh, H.W., Yeung, A.S. & Craven, R.G. (2011) The big fish down under: Examining moderators of the big-fish-little-pond effect for Australia’s high achievers. Australian Journal of Education, 55(2), 93-115.
Yeung, A.S. (2011) Student self-concept and effort: Gender and grade differences. Educational Psychology, 31(6), 749-772.
Yeung, A.S., Lau, S. & Nie, Y. (2011) Primary and secondary students’ motivation in learning English: Grade and gender differences. Contemporary Educational Psychology, 36(3), 246-256.
Yeung, A.S., Taylor, P.G., Hui, C., Lam-Chiang, A.C. & Low, E-L. (2011) Mandatory use of technology in teaching: Who cares and so what? British Journal of Educational Technology.
Bodkin-Andrews, G., Ha, M.T., Craven, R.G. & Yeung, A.S. (2010) Factorial invariance testing and latent mean differences for the Self-Description Questionnaire II (Short Version) with Indigenous and non-Indigenous Australian secondary school students. International Journal of Testing, 10, 47-79.
Bodkin-Andrews, G., Seaton, M., Nelson, G.F., Craven, R.G. & Yeung, A.S. (2010) Questioning the general self-esteem vaccine: General self-esteem, racial discrimination, and standardized achievement across Indigenous and non-Indigenous students. Australian Journal of Guidance and Counselling, 20, 1-21.
Pena, M.I. & Yeung, A.S. (2010) Satisfaction with online learning: Does university students’ computer competence matter? International Journal of Technology. Knowledge and Society, 6(5), 97-108.
Pena, M.I. & Yeung, A.S. (2009) University students’ satisfaction with online and face-to-face Spanish learning. International Journal of Learning, 16, 637-648.
Yeung, A.S., Mooney, M., Barker, K. & Dobia, B. (2009) Does school-wide positive behaviour system improve learning in primary schools? Some preliminary findings. New Horizons in Education, 57, 17-32.
Jin, P., Yeung, A.S., Tang, T.O. & Low, R. (2008) Identifying teachers at risk in Hong Kong: Psychosomatic symptoms and sources of stress. Journal of Psychosomatic Research, 65, 357-362.
McInerney, D.M., Dowson, M. & Yeung, A.S. (2008) Impact of support from significant others on adolescents’ academic performance, self-esteem and interest in academic work. Australian Educational and Developmental Psychologist, 25, 48-69.
Yeung, A.S. & Wong, E.K.P. (2004) Domain specificity of trilingual teachers’ verbal self-concepts. Journal of Educational Psychology, 96, 360-368.
Marsh, H.W., Parada, R.H., Yeung, A.S. & Healey, J. (2001) Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of self-concept. Journal of Educational Psychology, 93, 411-419.
Yeung, A.S., Chui, H.S., Lau I.C.Y., McInerney, D.M., Suliman, R. & Russell-Bowie, D. (2000) Where is the hierarchy of academic self-concept? Journal of Educational Psychology, 92, 556-567.
Yeung, A.S., Marsh, H.W. & Suliman, R. (2000) Can two tongues live in harmony: Analysis of the National Education Longitudinal Study of 1988 (NELS88) longitudinal data on the maintenance of home language. American Educational Research Journal, 37, 1001-1026.
Lau, I.C.Y., Yeung, A.S., Jin, P. & Low, R. (1999) Toward a hierarchical, multidimensional English self-concept. Journal of Educational Psychology, 91, 747-755.
Marsh, H.W., Byrne, B.M. & Yeung, A.S. (1999) Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist, 34, 155-167.
Marsh, H.W. & Yeung, A.S. (1999) The lability of psychological ratings: The chameleon effect in global self-esteem. Personality and Social Psychology Bulletin, 25, 49-64.
Yeung, A.S. (1999) Cognitive load and learner expertise: Split-attention and redundancy effects in reading comprehension tasks with vocabulary definitions. Journal of Experimental Education, 67, 197-217.
Yeung, A.S., Chui, H.S. & Lau, I.C.Y. (1999) Hierarchical and multidimensional academic self-concept of commercial students. Contemporary Educational Psychology, 24, 376-389.
Contact
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