Dr Kim Chau Leung

Dr Kim Chau Leung completed his PhD at the University of Western Sydney in 2008. He has worked as secondary school teacher for almost 20 years and taught degree programmes and postgraduate courses in education for several years in the University of Hong Kong and Baptist University in Hong Kong. He joined the Hong Kong Institute of Education as senior teaching fellow since 2008. His research focus is on self-concept and peer support in terms of both intervention studies and psychometric measurement of these constructs adopting sophisticated statistical tools including structural equation modeling and meta-analysis.

Qualifications

B.Sc.(HKU), Cert. Ed.(HKU), M.A. (Ed.)(CUHK), PGD. Applied Psychology (CITYU), PhD (UWS)

Current Position

Senior Teaching Fellow, Hong Kong Institute of Education, Hong Kong.

Thesis Title

Domain-specificity between types of peer support and multidimensional self-concept

Abstract

Having positive peer relations is an important goal in itself and is also postulated to impact on other desirable educational outcomes such as adjustment to school, and social and psychological functioning. Despite the growing popularity of peer support interventions in educational settings, research evaluating the effectiveness of peer support interventions has been plagued with theoretical and methodological flaws. The primary purpose of the present investigation was to capitalise on recent advances in peer support and self-concept research to rigorously test the impact of different types of peer support interventions on multiple dimensions of self-concept and peer support by employing a construct validity approach to the study of intervention effects. More specifically, the research aimed to: (1) conduct a meta-analysis to synthesis and critically analyse the current research literature, to elucidate the impact of academically–orientated peer tutoring interventions on tutees’ academic outcomes and self-concepts; (2) identify psychometrically sound self-concept and social support instruments for use with evaluating secondary school peer support interventions; and (3) test the impact of researcher-devised academically-orientated and socially-orientated peer support interventions administered to Australian and Chinese students on specific facets of self-concept and perceived peer support.

Thesis submission date

2007

Selected Publications
Journal Articles

Leung, K. C., Marsh, H. W. & Craven, R. G. (in review 2009). Cross-validity of self description questionnaire II in Chinese sample. Applied Measurement in Education.

Leung, K. C., Marsh, H. W., Craven, R. G. & Yeung A. S. (in review 2009). Domain specific between peer support and self-concept. Contemporary Educational Psychology.

Leung, K. C., Marsh, H. W., Craven, R. G. & Yeung, A. S. (in review 2009). New peer support construct – Derived from domain specificity between peer support and self concept. Contemporary Educational Psychology.

Conference paper

Leung, K.C., Marsh, H. W., Craven, R. G., & Yeung, A. S. (2005, November). Relation of Domain Specificity Between Peer Support and Self-Concept: Validation By The Effects of Peer Support Program in Educational Settings. Paper presented at Symposium in 2005 International Conference of the Australian Association for Research in Education, Sydney, Australia.

Leung, K. C., Marsh, H. W., & Craven, R. G. (2005, November). Are Peer Tutoring Programs Effective in Promoting Academic Achievement and Self-Concept in Educational Settings: A Meta-Analytical Review. Poster presented at Symposium in 2005 International Conference of the Australian Association for Research in Education, Sydney, Australia.

Contact

ckcleung@ied.edu.hk

 

^ Back To Top